Discusses the problem of discrepancies between the pedagogical model of the French language traditionally used in language instruction, and the model of so-called "common French." (Text is in French.) (CLK)

This article wishes to initiate a sociolinguistic study of the linguistic behavior of migrant workers in France. The methodology proposed is to resemble that presently used by US sociolinguists in the study of American ethnic communities and include such basic concepts as "Linguistic Community" and "Language Loyalty." (Text is…

Analyzes a variety of French labeled "immigrant speech" by Nemser. Examines the method by which each immigrant worker learns this transitory dialect in order to define the requirements for teaching standard French to these workers. (Text is in French.) (TL)

On the basis of an analysis of several earlier classifications of language functions a three-dimensional classification is presented. It interprets the utterance in question in terms of 1) the speaker's intended influence on the listener, 2) the speaker's intentions and attitudes, and 3) the speaker's intentions with respect to the content of the…

The status of bilingualism in Cameroon is unusual in that both French and English are foreign languages. Although French seems to be predominant, the official intent is to establish bilingual primary schools to create completely bilingual individuals. This approach is costly, difficult, and perhaps unnecessary. (CHK)

This paper analyzes a selected bibliography on the Chinese dialect literature. It discussed the role dialects have played in development of Chinese language reform; the form in which major dialects are written; subject matter written about, and statistical correlation between dialects, subject matter and forms of writing. (CHK)

Linguists have classified analysis of the "ba" construction into three approaches: structural, semantic and communicative. This paper outlines treatment of "ba" in several major Chinese textbooks and suggests an approach to teaching the construction. Students must be taught linguistic information in logical steps for best command of the language.…

Language cultivation includes any activity aimed consciously at influencing a language so that it improves or does not deteriorate. Three dilemmas face Swedish language cultivators: (1) the complexity of societal ideology; (2) the complexity of language itself as a social institution; (3) the balance between social integration and individual…

What is the probability that Spanish, as a vernacular language, will survive in the U.S. with an increasing usage and prestige? Or will its usage, its speakers and its importance diminish rapidly in number and geographical extension? Can it be retained or will there be a shift into English? This article, written in Spanish, addresses these…

Analyzes classification of "legal language," clarifying terms such as "variety,""genre,""register," and "discourse," and related issues in languages for special purposes, particularly as they apply to professions. Argues that "genre," not "register," is the most appropriate term…

Presents a selection of words and figurative language from the sea. Suggests a number of practical classroom activities for teaching such language. Opines that the activities could be included in a variety of curriculum areas, such as social studies and language arts. (PA)

Investigates the differences in form and meaning between the Dutch and English passives, attributing the differences to the passive auxiliaries that signal a process and a state for Dutch and English. The article is aided by the framework of Langacker's (1991) cognitive grammar. (30 references) (Author/CK)

States the differences between the classes of structures that admit a progressive interpretation in English and Japanese and discusses progressive aspect in these two languages on the basis of proposed universally valid definitions. It is concluded that the contrastive behavior of the English "be-ing" construction and the Japanese…

Contains an excerpt from the author's landmark work about the way lay people think about technology and the language they use to express their thoughts. Discusses some of the fundamental differences between common conceptualizations of the way computers work and the way other machines and mechanisms work. (TB)

Presents questions that those planning TESOL curriculum change might ask before deciding on the objectives of such change in their own contexts. Suggests that answers to such questions can help provide information about how key players (classroom teachers) are likely to experience the implementation of the objectives. (Author/VWL)