A special reading system was developed for elementary school children learning to read for the first time in their second language, English. This paper describes the reading system and traces its success over a four-year period as measured through standardized testing instruments. (Author)

This article discusses an English course based on correspondence teaching and self-instructional materials offered by the University of Linkoping in Sweden. A fundamental feature of the program is the telephone tutorial, which supplies the spontaneous discussion that should be an essential part of any language program. (CFM)

A closer relationship between high school and college foreign language offerings is advocated. Courses should reflect community and student needs and interests. The community needs to appreciate the application of foreign language study. An information dissemination system, using slides and commentary, is described. (SW)

Describes a model for communication that can lead to the development of many classroom activities which focus on yes/no questions and information questions. (CFM)

This article describes creative drama workshops designed to improve the oral facility of immigrant children in Toronto. The aims of the program were: (1) to help the students become less self conscious; (2) to create opportunities for students to develop self-confidence; and (3) to implement evaluative instruments to prove the hypothesis that…

Some English as a second language students are not literate in their own language and require special instruction. Teaching procedures and activities are outlined for reinforcing the following reading skills: phonetic analysis, structural analysis, sight words, use of context clues, and comprehension. (SW)

Relates the difficulties of teaching a college business writing course when the majority of the students are foreign. (NKA)

Examples of conversational interactions between a native speaker of English and a Japanese person learning English illustrate the need for more culturally sensitive English as a second language teaching, pointing out that language instruction requires attention and sensitivity to not just linguistic factors but also sociolinguistic aspects. (CB)

Comparison of the performance of Japanese college students (N=10) on a cloze test and a test using comic strips to assess English as a second language acculturation revealed that the comics were as effective and reliable as the cloze test and that the comics' attractiveness appeared to activate students' minds. (CB)

Provides transcript of roundtable discussion about two-way bilingual programs. Discusses the following: (1) reasons for success of programs; (2) spin-off advantages for pupils, schools, and community; and (3) obstacles bilingual education encounter. (PS)

Implementing two-way bilingual programs requires the following: (1) planning; (2) clear goals; (3) teamwork between teachers, administrators, and parents; (4) specialized training for teachers; and (5) assessment of students' initial skills. (PS)

Forty-eight adult learners from three intermediate-level ESL classes participated in a study investigating the effects that differences in learners' out-of-class contact with the second language might have on proficiency. Results indicated that learners' informal contact interacted with differences in instruction to produce variation in…

Reviews current research on listening comprehension and development of listening tests and considers four issues in detail: 1) the meaning of context in listening testing; 2) the concept of criterion referenced tests; 3) the notion of specific purposes in testing; and 4) the use of technology in listening tests. Issues for future research are…

When selecting audiotapes for use in foreign language classrooms, teachers should consider factors affecting listening activities, including: second language vocabulary level of students; amount of information students must retain; rate of speech; subject matter and factual knowledge level of students; and grammatical knowledge of students. (CB)

Considers implications of widespread and growing multilingualism (including English as second language) among students in Great Britain and the rest of the world. Schools can build on the strengths of those students' linguistic diversity and should offer a range of language experiences and languages for all students. (CB)