Overviews recent developments in immersion language programs in Australia, contrasting the Australian experience with that of other countries. Findings indicate that the most promising developments at the tertiary level are teacher education programs with content-based instruction in the target language and an emerging focus on combining intensive…

Discusses issues related to the integration of computer-assisted language learning (CALL) into an intensive English program (IEP), drawing from the experiences of a program involved in change from a skill-separated to a skill-integrated curricular model. Emphasizes that student use of software should be monitored and that programs should have…

Reports on a pilot study examining the effects of reading and interactive vocabulary instruction on the vocabulary development of English-as-a-Second-language students attending a U.S. university-preparatory intensive English program. Findings suggest that such instruction combined with self-selected and course-related reading can improve…

An overview of how reading has been used in the English-as-a-Second-Language (ESL) writing classroom is offered, example of changes in reading and writing models are examined, current views of the connections between reading and writing are discussed, and application of these connections in one advanced ESL writing class is reported. (85…

Situational leadership can be used in the English-as-a-Second-Language classroom to help students accept and adapt to instructional innovation. Leadership style is determined by the leader's task (directive) and relationship (supportive) behavior and by the classroom environment. Follower readiness is both job-related and psychological. Case…

Presents a brief introduction to current models of curriculum development and evaluation, analyzes their relevance to curriculum practice based on a case study of the curriculum process in English-as-a-Second-Language program at a multistate community college in the Southwest, and suggests implications for future development based on current…

Thirty-seven post-secondary students were studied over one semester in intensive English-as-a-Second-Language or degree programs, with a focus on their English language development and adaptation to Canadian life and study. Data were gathered through ongoing informal contact and pre- and post-administration of a detailed questionnaire, an English…

Many colleges and universities are experiencing sharp declines in enrollment of students from Asian countries suffering from currency devaluations and economic turmoil. However, enhanced recruiting in other parts of the world and relatively high retention rates for already enrolled students from those countries have helped many institutions offset…

Shows how an English for academic purposes language curriculum emerges, how it develops, and how it continues to evolve and be redesigned. Uses the Center for English as a Second language (CESL) at the University of Arizona as a paradigm. (Author/VWL)

Presents findings from research into listening strategies and tactics of English-as-a-Second-Language (ESL) learners from the People's Republic of China studying in an intensive English language and academic skills program in a university in Singapore. Showed that high-ability listeners used more strategies and tactics than the low-ability ones.…

This study investigates the motivation for learning French, the ethnic identities, and the decision to pursue post-secondary education in French of anglophone graduates of intensive French language programs in high school. Sixty-two graduates of either French immersion, Advanced Placement French, or the International Baccalaureate French program…

This paper describes how comic books are used as instructional materials in an intensive English-as-a-Second-Language (ESL) course and discusses the rationale for using them. The students in the course have low-intermediate English language skills with limited discourse and interactive competence. Comic books are used because they are authentic,…

This paper describes the process of developing the Australian English Language Course (AELC) by the Defence International Training Centre in Australia. The 400-hour, intermediate-level course is an English language teaching course to be used by non-English speaking background (NESB) teachers of English at language centers in Thailand, Indonesia,…

An entrance and exit interview procedure designed to evaluate student progress in an intensive English program (IEP) is discussed. The program offers six terms of 7 weeks each per year. Students are interviewed within the first 10 days after classes have started, always by the same individual. Both personal and placement information are gathered,…

In a variation of the traditional research report, the background and design of a study of second language acquisition are described, but no substantive results are reported. The intent of the report is to stimulate thinking about theory in language testing. Two questions are investigated: What is it that children learn in second language…