Investigated how learners' developmental readiness interacted with instruction in second language (L2) acquisition. Researchers pretested francophone children (age 11 to 12) on their knowledge and use of English questions, determined their developmental stages, then exposed them to numerous English questions in class. Posttesting indicated that…

A study was conducted to identify the beliefs and procedures that place instructors and administrators in between the demands of their intensive English programs (IEPs) and the expectations of the host institution. (Author/VWL)

Adopted a qualitative research method to understand participants' self-efficacy phenomena in their English-as-a-Second-Language learning. The study also used quantitative research to examine the essences underlying participants'self-efficacy and their relationship with participants' achievements. (Author/VWL)

With its focus on language teaching and learning processes, French immersion research of the 1900s deals with a number of issues of significance to teachers. These include the following: early development of strategic competence, the role of the first language, problematic language features, and learning needs. Field studies of classroom…

Considers different responses of two third-grade bilingual students to an English whole-language literacy curriculum. Examines how the students resisted, appropriated, and/or internalized a whole-language curriculum. Discusses the relationship between student curricular interactions and their literacy development. (SC)

The Woodcock Reading Mastery Test-Revised (WRMT-R) is advertised as usable with English-as-a-Second-Language (ESL) students (with provisions to ensure students' understanding of instructions). This articles describes new features of the WRMT-R and examines criticisms of it since its debut in 1973. (SM)

Discusses the advantages and challenges of using e-mail in English-as-a-Second-Language (ESL) learning, focusing on synchronous versus asynchronous computer-mediated communication; what online English is like; the advantages of computer-mediated communication; and how to make communication available to ESL learners. (SM)

Based on an ethnographic study that focused on the relations of students' in- and out-of-class cultural learning during a five-week study-abroad program in Spain, this article analyzes processes of teaching and learning in a Spanish culture and civilization class, the experiences of the only African-American student in the program, and students'…

Discusses the difficulties faced by English-as-a-Second/Foreign-Language students who study at an English-medium university. Focuses on graduate students' oral needs and difficulties at the university of Hong Kong and argues that student needs should be systematically addressed to ensure students become effective communicators. (Author/VWL)

Discusses language instruction in international schools, with particular focus on understanding the international school context, a typology of early language learners, and a typology of early-language-learning programs. (Author/VWL)

Examines kanji errors in handwriting of Japanese students and Australian learners of Japanese. Finds that Japanese students' phonologically-related kanji writing errors were most numerous, followed by orthographically-related errors and semantically-related errors; while Australian students wrote more non-existing kanji and made…

Investigates in the refugee/immigrant population in the open-admissions college at the University of Minnesota, the relationship between educational background in the native language and second language, English language proficiency as measured by a standardized language-proficiency test, length of residency in the United States, and academic…

Presents the ALEXIA system, a lexical-learning environment for French as a second or foreign language, and describes its network module, which can automatically build graphs of certain lexical semantic relations. (Author/VWL)

Discusses the question of how English-language learners (ELLs) experience writing by probing the effects of researcher positionalities on inquiry practices. Explores positionality through experiences with the discourse of contrastive rhetoric. (Author/VWL)

Examines how the advantages and disadvantages of speech-recognition technology helped shape the design and implementation of Project LISTEN's Reading Tutor. Reading Tutor provides patient, unobtrusive, and natural assistance for reading aloud. (Author/VWL)