This study investigated the utility and effectiveness of a simple dictation test for placement of students in a university's summer English-as-a-Second-Language program. The dictation test was explored as an alternative to the traditional oral interview, which had shown some problems of interrater reliability and consistency, resulting in…

An innovative curriculum at New York University (NYU) for teaching business Japanese is described. Theoretical foundations for the approach used are reviewed, including research on language simplification and comprehensible input for classroom learning, the concept of importing the real world into classroom interaction, the role of specific tasks…

A program designed to teach university science lecturers in Indonesia how to design and teach one-semester courses in English for special purposes (ESP) is described. The program provided lecturers with training in language teaching methodology and course design. The piloting of the teacher training course, focusing on physics instruction, is…

A study at Purdue University (Indiana) investigated three English-as-a-Second-Language students' understanding of and attitudes toward teachers' written feedback on compositions. All were enrolled in an expository prose class for non-native speakers of English, and all were freshmen of varied ages and backgrounds. Data were gathered in videotaped…

A discussion of student and program assessment in the context of Chinese language instruction looks at theory and methods of assessment, and proposes that norm-referenced language proficiency testing is inadequate to evaluate student achievement and program effectiveness. It is further proposed that criterion-referenced tests are more appropriate…

Designed for teachers, supervisors, administrators, and community advocates, this book provides practical advice on how to establish, maintain, and improve foreign language programs at the primary and middle school levels. Foreign Language in the Elementary School (FLES) options are explored, ways to evaluate existing programs are explained, and…

The redesign of a course on German business, taught at the University of Illinois at Chicago, is described. The course, intended for both undergraduate and graduate German majors, initially described and defined German institutions and common business practices and explored differences in historical and cultural backgrounds. Course revision…

Development of four pilot units for an integrated, content-based second language curriculum for Taipei American School, Taiwan reported. Units were adapted from an existing mainstream middle school social studies curriculum, and are designed for beginning students of English as a Second Language (ESL), particularly in international schools. An…

This paper describes the partial immersion program (PIP) at Key Elementary School in Arlington, Virginia. In this program, which has completed its seventh year, half the day is taught in English and half in Spanish. The review of the program, which included classroom observations, teacher and staff interviews, and student assessment, revealed a…

Two models of content-based second language instruction are compared. The two models, French language immersion and mainstreaming, are illustrated in two case studies that focus on how minority language children fare in kindergarten programs. The first case study is of a native Cantonese-speaking child enrolled in an early French immersion program…

A discussion of block scheduling for second language instruction looks at the advantages and disadvantages and offers some suggestions for classroom management and course organization. It is argued that block scheduling may offer a potential solution to large classes, insufficient time for labs, too little individualized instruction; few…

The guide describes and presents the placement instruments used in seven Alberta (Canada) high school French second language (FSL) courses at the beginning, intermediate, and advanced levels. An introductory section explains the structure and use of the instruments and makes general recommendations for administering them. Subsequent sections…

The method used for assessing German language majors and minors at Bradley University (Illinois) is described. The method uses multiple assessment techniques, and has seven parts: (1) a re-taking of the German entry placement examination; (2) review of results of a two-part exit survey (questionnaire appended), designed to obtain information about…

The use of test results as a criterion for evaluating the design of an intensive English language program is examined in one Canadian university program in Indonesia. The study was investigating whether: (1) realistic estimates of training needs were being made; (2) data from other tests would enable better prediction of student outcomes, and…

A recent evaluation of the effect of a Nepalese language teacher training program on student language learning is described and discussed, focusing on the difficulties faced by external evaluators working in difficult circumstances and not on study results. The program provided inservice training for secondary school teachers of English as a…