Proposes to integrate critical thinking and problem-solving into two existing international tests of business German (Prufung Wirtschaftsdeutsch International and Zertifikat Deutsch fur den Beruf), and to contextualize the tests' tasks in a more authentic business setting without compromising their content. Parallels are drawn with the American…

Evaluates the first stage of "Lernpunkt Deutsch," a new three-stage German course designed for upper elementary and early secondary school. Describes the publisher's package of materials and the appropriateness of the course, utility of the different package elements, format of the materials, and assesses whether the course provides pedagogically…

Schlessman notes that Johnson's article on role of theory in second language (L2) teachers' education opens a Pandora's box in attempting to determine what it means to have two forms of knowledge, conceptual and perceptual. Johnson argues that theory can transform practice only if teachers have varied opportunities to make sense of theory within…

Presents a notion of small culture as an alternative to what has become the default notion of large culture in applied linguistics, social science, and popular usage. A small-culture view of English-language curriculum settings reveals mismatches between professional-academic and organizational cultures at the mezzo level of the institution. (VWL)

Explains how the writing process approach utilizing hypermedia software can help non-native speakers develop an awareness of English-language composition structures. Discusses the pedagogical basis for the writing process, as well as the benefits computers and specialized software can bring to the language classroom. (Author/VWL)

One way of determining construct validity of vocabulary items in language tests is to interview subjects directly after taking the items to ascertain what is known about the target words in question. This approach was combined within the framework of lexical competency in a study of the behavior of lexical items on the Test of English as a Foreign…

Describes the author's experiences and eventual success of teaching Spanish as a Second Language in Puerto Rico. Notes one student's success in eradicating his self-imposed barriers to learning a second language. Discusses three key principles for building a safe learning climate for students. (SR)

Reports findings from a large-scale investigation into the implementation of Hong Kong's communicative English-language curriculum at the secondary level. Focuses on the roles of teachers and learners and the impact of these roles on patterns of interaction and the nature of language used in the classroom. (DSK)

Language teachers often do not focus on developing strategic competence among their second-language learners, though research demonstrates that language-learning strategies vary in their usefulness and applicability dependent on many variables. Teachers must develop strategic competence to enhance learners' linguistic and communicative competence.…

Examines the relationship between self-identification labels and self-reported language use, among other factors, of students who have self selected into Spanish-for-Native-Speakers (SNS) courses. A principal goal of this study is to work toward better understanding of certain identity features of students with heritage language skills in order to…

Suggests need to relate national foreign-language standards to students' and teacher lives. Concept of teacher as learner is developed within study-abroad context, and outcomes of this experience consistent with goals of standards are described. Specific changes in teaching practice are discussed that occurred as result of one teacher's…

Reacts to Ruth Spack's commentary "The Rhetorical Construction of Multilingual Students." Each reaction is followed by a response from the author. (Author/VWL)

Students in a third-year introduction to German literature course chatted over networked computers, using "FirstClass" software. A brief description of the course design is provided with detailed information on how the three chat sessions were organized. (Author/VWL)

Describes plans and efforts to shape speech-interactive computer-assisted language-learning programs. Current proficiency guidelines provide a practical framework for this development. (Author/VWL)

Examines how the principles about teaching culture in English-as-a-Foreign-Language have promoted cultural confrontation in the guise of cultural acquisition. Discusses the impact of the culture-oriented classroom on three areas of language pedagogy: (1) approach; (2) design, and (3) procedure. (Author/VWL)