Pidgin and creole languages are spoken by more than 75 million people, but the vast majority of their speakers acquire literacy in another language--usually the language of a former colonial power. This paper looks at the origins of pidgins and creoles and explores some of the reasons for their lack of use in formal education. Then it describes…

In K-12 contexts, the teaching of English language learners (ELLs) has been greatly influenced by the theory and practice of content-based instruction (CBI). A focus on content can help students achieve grade-level standards in school subjects while they develop English proficiency, but CBI practices have focused primarily on vocabulary and the…

Research on the role of the first language (L1) in second language (L2) learning is reviewed, offering historical background but focusing primarily on work within the last two decades. Attention is given mainly to two aspects of the L1-L2 relationship: positive transfer of knowledge from L1 in the process of learning L2, and negative transfer, or…

This brief survey of the field of psycholinguistics is intended for both students and anyone interested in language. It contains a summary overview of the main features of this area of language study: scope and principles of inquiry; basic concerns; and key concepts. Chapter topics include: language acquisition (first words, the birth of grammar,…

This brochure discusses, in lay terms, the degree to which language shapes thought. The first section describes briefly the questions that linguists have addressed in studying this issue, including how things such as location or time may be conceptualized differently in different language groups, offering examples from other languages in addition…

A sociolinguist looks at language teaching and the need for bilingual education to help the non-English-speaking poor and to preserve diverse cultures. Bilingual education and second language instruction are seen as interdependent fields with great potential for helping each other. (SC)

Research on the effects of bilingualism on cognitive development is reviewed, and two complementary models of bilingualism are developed to account for research results. It is suggested that research since 1960 shows a positive relationship between bilingualism and cognitive development, at least for some types of bilingualism. The advantage or…

The surveys examined were made in several countries and at different social levels. The concept of an international language is attractive but which language should be chosen is a major issue. There is no systematic correlation between the second languages people learn and which language they think should be the international one. Available from…

Knowledge of foreign languages is important in facilitating economic and cultural relations between countries. The educational systems of countries should take this pragmatic aspect of foreign language instruction into consideration. (Text is in French.) (TL)

This insert in "Accent on ACTFL" is devoted to ways of promoting the study of foreign languages. The first section is a comic book, "The Continuing Story of Captain Fore Lang," created as an assignment by education students. The comic points out several benefits of language study. The second section is a language-specific promotion focusing on…

A questionnaire was submitted to Iranian students of English to determine their attitudes toward language, learning, and language learning. Responses were subjected to statistical analysis. Attitudes were generally favorable to second language learning, but confusion on some points suggests teachers might consider concepts of language and language…

One story that needs to be told in composition classes K-16 is the story of language--the "composition" class or the English class might be the only setting for most students to learn the broader picture of how language is used throughout the world in real life. To become proficient writers/speakers, students must comprehend the complex…

Address delivered at the first ADFL Summer Seminar for Chairmen on June 21, 1971 at Middlebury College, Middlebury, Vermont. Discusses the situation of foreign language teaching in the United States, and the need for imaginative and inspiring teachers. (DS)

Criticizes the reduction of English instruction in the Hauptschulen ("terminal" schools, grades 1-9) of Lower Saxony, with a warning of the possible results of making English an elective subject. (IFS/WGA)

Discusses the teaching of French at the secondary level in Tanzania, in terms of the role of French, the methods and materials used, and evaluation. (Text is in French.) (CLK)