Discusses pedagogical principles for performance-based instruction and demonstrates how these principles can be applied to foreign-language classroom instruction, curriculum design, materials development, and proficiency testing. (Author/VWL)

A qualitative study examined instruction provided by four monolingual English-speaking teachers to English-language learners in grades 4 through 6. Focused on unresolved tension between teachers' sense that they should provide opportunities for students to express ideas and their desire for fast-paced lessons and correct usage. Explored teachers'…

Discusses how English-as-a-Foreign-Language instruction in China is carried out through the grammar translation method. Suggests that this method is insufficient and that language education reform is needed that focuses on teacher training, testing reform, methodology, curriculum design, and instructional materials.(Author/VWL)

Examined the effect of cooperative learning on Lebanese elementary students' acquisition of English-as-a-Second-Language rules and mechanics. Pretest and posttest comparison of experimental and control classes did not significantly favor cooperative learning as compared to individualistic instruction, though low achieving experimental class…

Examines the role of reading in the acquisition of French in context, and shows how, in the area of reading, the computer can be transformed into a highly pedagogical teaching/learning tool because of the text retrieval program TACT. (32 references) (Author/CK)

Investigates the acquisition of tense and aspect by learners of English as a Second Language and learners of French as a Foreign Language. Examination of written narratives collected from both groups using a film retell task reveals similar patterns of distribution of tense/aspect morphology across target languages. (29 references) (Author/CK)

Examines two tenets of communicative language teaching--authenticity of the input and authorship of the language user--in an electronic environment. Reviews research in textually-mediated second language acquisition and analyzes two cases of computer-mediated language learning: the construction of a multimedia CD-ROM by American college learners…

Students in the English Language Teaching Department at Cukurova University (Turkey) were asked about their preferences for learning English. Teachers working with these students were asked about the extent of their awareness of their students' learning preferences. Data suggest the need for closer cooperation between students and teachers in how…

This article deals with part of a project set up to investigate the assumptions and beliefs about communicative language teaching of a group of primary language teachers in the Darling Downs Region of Queensland, Australia. The project was conducted by a questionnaire, interviewing six randomly-selected teachers, and videotaping the six teachers'…

Outlines a case study of how one teacher attempted to incorporate strategy training into his secondary school English reading classes. The teacher attempted strategy training in questioning, clarifying, and predicting strategies and vocabulary recognition techniques for less proficient English students with mixed success. The teacher was…

Because most language teaching in China is focused on national tests, language is treated as a knowledge subject and development of communicative abilities is often ignored. This article describes activities that one English-as-a-Foreign-Language teacher used to teach oral English to university students in China. (Author/VWL)

Describes the pedagogical approaches of 4 Grade 9 core French teachers and compares students' results on tests of general French proficiency and achievement tests, based on the objectives of a multidimensional project-based instructional unit used by all 4 teachers. Observation data suggest that the teachers were implementing this approach in very…

Reports a study that describes and classifies actual teaching practices used by 18 English-as-Second-Language teachers in Australian classrooms. Data were collected through observations of three lessons and subsequent interviews with the teacher. Almost 300 individual practices were identified. (Author/VWL)

Discusses the contribution that joint instruction by a native-speaking teacher and a nonnative-speaking teacher can make to classroom language learning. Reviews the last decade's team-teaching practice in Japanese secondary English-as-Foreign-language classrooms to explore how two teachers with different linguistic and cultural backgrounds can…

Language and literacy are situated in specific classroom contexts and are acquired as students engage with the subject matter and tasks of these courses. Therefore, all faculty--not just those who teach courses devoted to teaching English to speakers of other languages (ESOL)--are responsible for contributing to multilingual students' acquisition…