Outlines how the current work in linguistics and psychology can be joined with rhetoric in the study of cohesion and suggests the ways in which this synthesis leads to both a literary and philosophical sense of form and a practical pedagogy for teachers. (MM)

Annotates recent research reports in the areas of language, literature and media, writing, and English teacher education. (FL)

In response to O. Weininger's article, programs in various countries are cited in defense of the efficacy of early language immersion. The importance of flexibility is stressed, as is need to examine bilingual immersion in the light of educational, social, linguistic, and "political" goals, as well as psychological theory. (PP)

The importance of fully exploring the values and limitations of early language immersion programs is reiterated. The need to take children's class advantages into account in judging the effectiveness of such programs is emphasized. (PP)

Investigates the linguistic and cognitive aspects of the mastery of the time conjunctions "before" and "after" by young children. (EKN)

The same semantic strategies for requesting are available in Spanish and English. Bilingual children use more polite strategies in speaking Spanish and more neutral ones in speaking English. (PMJ)

Some empirical data are presented concerning the use of cloze tests to measure children's proficiency in a bilingual educational program. The subjects were grade five students in their sixth year of a primary French immersion program. (Author/CFM)

Explores the hypothesis that the background knowledge effect, that is, familiarity with the topic, that enhances reading comprehension in a foreign language occurs only between two thresholds. Findings indicate that a lower threshold may exist, whereas the existence of an upper threshold is an open question. (50 references) (Author/CK)

Presents and evaluates the arguments and research evidence for and against mother tongue (MT) use in bilingual classrooms. The article endorses the claim that MT use bolsters second- language development, cognitive development, and content learning. Bourke's response focuses on arguments for and against MT use, recent research on MT use, and…

The centrality of multilingualism as a world-wide phenomenon is examined, and six issues needing attention are identified: the variable impact of official policies concerning language; contrasting views about multilingualism; scarcity of basic research; language spread and the hegemony of English; lack of attention to languages other than English;…

Investigates the interaction between the presence or absence of explicit instruction and the variables complexity and morphology/syntax in the acquisition of four second language (L2) structures. Results from computer-controlled posttests confirm the hypothesis that explicit instruction facilitates the acquisition of L2 grammar. (66 references)…

Reviews available research on the effects of school-sponsored ethnic language programs on students' attitudes toward the ethnic language, their own ethnic group, and themselves. Studies indicate a generally positive effect of programs on attitudes, including attitudes toward speakers of other languages and other ethnic groups. Discusses findings…

Studies Inuktitut and English writing proficiencies with elementary students. Finds native language fluency increases at the expense of polysynthetic complexity as students progress through school. Explores the search for linguistic and cultural bridges in Canadian native and minority situations as a more considered approach to vernacular…

Reports two-year sociolinguistic study of English use by five immigrant children. Observational findings compare "substantial" and "minimal" English contacts by experienced children. Illustrates benefits and hindrances to English learning, and how contacts depend principally on children's English abilities. Discusses English…

The recent emphasis on content-based English-as-a-Second-Language (ESL) instruction is motivated by research showing that English proficiency does not correlate with academic success. Case studies of 15 ESL students in content classes suggest that a lack of academic success may be the result of a lack of effective academic skills. (Author/VWL)