Comparison of examination results showed that one intact classroom of incarcerated students performed comparably to two other intact classrooms of French 111, 112, and 113 students on two regional campuses of the same university system. No statistically significant differences in achievement among the groups were revealed. (Author/JOW)

The language minority label masks the complex linguistic and educational needs of the labeled groups. Equity and assessment issues and knowledge about language-minority education must inform standards. National standards must not be used as a tool of opposition to cultural and linguistic diversity. (SK)

The language-related attitudes and beliefs that young students bring into the classroom carry serious implications for their successful second-language acquisition and intercultural communication. This article illustrates the predominance of student misconceptions and cultural stereotypes in one setting. Students' expectations and their beliefs…

Presents findings of a collaborative study that examined a teacher's implementation of portfolio instruction and assessment in a high school French class. Gives perspectives of the teacher and students involved, and discusses implications of these perspectives. (HB)

Argues that mental translation during second-language (L2) reading may facilitate the generation and conservation of meaning by allowing the reader to represent portions of L2 text that exceed cognitive limits in a familiar, memory-efficient form. The study presents hypotheses and questions for future research. (68 references) (Author/CK)

Lists the 50 most common writing errors made by college students of French. Mistakes in spelling, vocabulary, and grammar are included. (CK)

Studies the basic principles of strategic interaction to a written task, retaining the properties of group work, inventive outcome, and hidden agenda. In an attempt to stimulate students to engage in more realistic communication in a written activity, students in a French class wrote letters to students in a Spanish class. (13 references) (LB)

Discusses how satellite technology offers the opportunity to use foreign television programs for teaching purposes as they were broadcast or on videotape. Cost factors are highlighted, and classroom activities are suggested.(LB)

Discusses the use of the communication media (radio, television, films) in assisting second-language students of Spanish in developing their listening comprehension. (nine references) (GLR)

Analysis of the cultural content of 12 business French texts identified 3 distinct levels: economic or basic-level culture; socioeconomic or second-level culture; and patterns-of-living or third-level culture. The importance of addressing both language and culture in such texts is discussed. (20 references) (CB)

The Macintosh HyperCard environment has become a popular platform for Japanese language courseware because of its flexibility and ease of programing. This project created Japanese bitmap font files for the JIS Levels 1 and 2, and writing XFCNs for font manipulation, Japanese kana input, and answer correction. (12 references) (Author/LB)

The effectiveness of advanced learning technologies is discussed and the concept of Just-in-Time Learning Systems with the potential of multimedia for interactive learning is advocated. Five key elements of a multimedia learning system are presented, including the use of digitized video. (LB)

It is argued that software developers should use a combination of methodologies to determine the reading difficulties of lower-level foreign language students. The Penn State experience with ClearText is reported. (12 references) (Author/LB)

Presents a brief overview of research and theory associated with providing second-language learners with instruction in their primary language. Describes five general strategies for providing bilingual students with first-language support. Notes that the examples come from teachers who have a strong commitment to supporting the development of all…

The need for uncomplicated and inexpensive language learning materials is noted, and several examples are described: "real items" such as the contents of a drawer; newspapers and magazines; and sets of instructions. Ways to use each in the classroom are discussed. (LB)