Describes Total Physical Response, a teaching technique that teachers of English-as-a-Second-Language (ESL) use to instruct students who are in the process of learning a second language and modifications that can be made to the program to teach students with visual impairments. (CR)

These tips from the classroom showcase a variety of oral communication and performance activities that invite both teachers and students to explore the power and pleasure of using creative, kinesthetic strategies. (Author/VWL)

Highlights methods of teaching grammar that have been adapted for computer-assisted language learning. (Author/VWL)

Suggests that because the new methodological emphasis in intermediate-level foreign-0language courses has shifted from translation-based learning, which utilized literary texts extensively, to communication-based learning, literature has been overlooked as a viable tool of instruction. Argues that this shift does not allow students to develop an…

Investigates the effect teachers trained with American Council on the Teaching of Foreign Languages oral proficiency interview-type training has on student performance, instructional methods, and classroom materials in the secondary foreign-language classroom. Results of teacher interviews and questionnaires supported the hypothesis that trained…

Discusses an effective model for improving the English listening comprehension of Korean college students. To achieve this, the focus of the experimental model is on three kinds of listening experience: pre-listening, while-listening, and post-listening. (Author/VWL)

Discusses why culture should be taught in the foreign language classroom. Focuses on survival and cultural proficiency, background knowledge, the elements of culture that should be taught and how, the goals of teaching culture, conventions and social amenities, connotation, integrating culture in the foreign language curriculum, and techniques and…

Discusses one teacher's experience teaching English to Russian students at Pyatigorsk State Linguistic University. Describes an approach to teaching American English through literature using a dialogic method called "town meetings."(Author/VWL)

Describes methodology workshops for English-as-a-Foreign-Language teachers that encourage more teacher autonomy. Activities were selected that can be used many times over if they are adapted by teachers to suit their own teaching contexts. (Author/VWL)

Reports on the use of qualitative methods to investigate instructor attitudes towards project-based computing in second-language study. Analysis of transcripts of semistructured interviews resulted in a six-part framework that aims to characterize attitudes in the tertiary setting. (Author/VWL)

Native English-speaking (NS) listeners evaluated effects of three types of instruction (segmental accuracy; general speaking habits and prosodic factors; and no specific pronunciation instruction) on speech of three groups of English-as-a-Second-Language (ESL) learners. Sentences were recorded and extemporaneously produced narratives at beginning…

Explores the role of language awareness in the teaching and learning of languages within the framework of educational reform in Spain. Three different types of discourse are compared: the official curriculum, teachers' views obtained in interviews, and teachers' classroom practices. (Author/VWL)

Outlines how a Web site for a three-term German literature course at Oregon State University was created and used. Assesses the teaching of the Web-dependent version of the course, evaluates how the Internet enhances the course, and concludes by reporting on the response to the Web site. (Author/VWL)

Describes the cooperative learning activities and writing process techniques used in writing classes that include students from 14 different countries. Most students report greater confidence and comfort learning writing through group work. Teaching the process of writing helps the majority of students to recognize and appreciate the value of…

Through a review of the research, this article demonstrates that developing literacy in English as a first language is essentially similar to developing literacy in English as a Second Language for both students with normal hearing and students with hearing impairments. The implications for teaching literacy skills in English are discussed. (CR)