Explains the whole language teaching strategy. Shows what to expect in classrooms of whole language advocates. Describes curriculum guides based on the approach. (EL)

Illustrates how all of the language arts are used by teachers and students to uncover the imaginative potential of language and their creative potential. Models ways of thinking about and investigating how instructional experiences, including classroom activities and the ways teachers interact with students, affect learning. (HTH)

Suggests that limited English speaking students' oral language can be developed by using pictures and concrete referents and then by using the language experience approach to teach English reading. (FL)

Argues that in language development, children display a sustained and conscious effort to learn (L) words and expressions, assimilate (A) the language system, and acquire fluency (F) in using it to communicate. Maintains the same is true in literacy development. (FL)

Describes a teaching method that uses the student's growing need to use the language as motivation. (CRH)

Discusses the differences in conversational structures and verbal strategies between languages and cultures and the teaching of such differences. The use of literary texts is advocated. (AM)

The communicative method of language instruction is compared with other, generalized methods currently used, in terms of content, the variety of forms taught to express the same thought, oral and written language, emphasis on form versus message content, the nonverbal element, and the teaching of language context. (MSE)

Submits classroom research on students' recognition of cliches. Notes that many beginning writers are unfamiliar with many cliches. Suggests that teachers should be aware of students' limited language experiences and adjust their teaching methods accordingly. (RL)

Outlines a teaching unit based on the use of the telephone, with activities aimed at easing the difficulties experienced by foreign speakers. Among these difficulties are problems of comprehension due to the absence of visual clues, the use of special formulas, and the characteristic speed of delivery. (MES)

Discusses the learning of the language of the travel and hotel business in French, and presents some pertinent exercises. (AM)

Presents a short piece of writing by an elementary school student; describes a process in which English teacher education students analyzed the writing, applied James Britton's language model to the text, and discussed possible teaching techniques to use with the student. (GT)

Flowcharts have proved to be a useful technique for structuring dialogues in the ESL (English as a Second Language) classroom. They can chart a transactional relationship between two people, staring at the first linguistic encounter, providing alternatives to what happens next while proceeding to the end of the encounter. (CFM)

Investigated vocabulary use in the writing of 65 secondary school multi-grade and multi first language intermediate English-as-a-Second-Language (ESL) learners at a Greater Vancouver public secondary school. Proposes systematic vocabulary instruction based on teacher-directed interaction and negotiation and psycholinguistic principles of word…

Examined the ability of Grade 8 intermediate and advanced learners of French to collaboratively complete a text reconstruction task, focusing on the students' discussion of the form of the message they were constructing. Results indicated that students gained awareness of gaps in their existing knowledge and links between the form, function, and…

Discusses problems commonly encountered by new foreign language teachers, as well as suggested solutions. Particular focus is on problems of classroom management, difficulties arising from use of the target language, shortcomings at the level of planning, and failure to relate to pupils appropriately and engage with their learning. (MDM)