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ERIC Number: ED452700
Record Type: RIE
Publication Date: 2000-Sep
Pages: 102
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Working Papers in Educational Linguistics, Fall 2000.
Daniel-White, Kimberly, Ed.
Working Papers in Educational Linguistics, v16 n2 Fall 2000
The goal of Working papers in Educational Linguistics (WPEL) is to present works in progress by students and professors on topics ranging from speech act analysis and classroom discourse to language planning and second language acquisition. Papers offered are generally based on research carried out for courses offered in the language in education division of the graduate school of education. WPEL is intended to be a forum for the exchange of ideas among scholars of linguistics at the University of Pennsylvania and at universities with similar programs in educational and applied linguistics around the world. Articles in this issue include the following: "Teacher and Peer Responses as a Source of Negative Evidence to L2 Learners in Content-Based and Grammar-Based Classroom Activities" (Teresa Pica, Bruce Evans, Victoria Jo, and Gay Washburn); "EFL Teaching and EFL Teachers in the Global Expansion of English" (Oleg Tarnapolsky); "Standards, Exit Exams, and the Politicization of Bilingual Education: The Writing Exit Exam at Hostos College" (Diana Schwinge); "Participant Framework in Tutor Training" (Tamara Shane Sniad); and "Literacy Development through Content-Based Instruction: A Case Study" (Nicole Papai). (KFT)
Working Papers in Educational Linguistics, Language in Education Division A-12, Graduate School of Education, University of Pennsylvania, 3700 Walnut Street, Philadelphia, PA 19104 ($8 per issue). Tel: 215-898-3288; Fax: 215-573-2109; e-mail: wpel@gse.upenn.edu; Web site: http://www.gse.upenn.edu/wpel/.
Publication Type: Collected Works - Serials
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Pennsylvania Univ., Philadelphia. Graduate School of Education.
Note: Published twice per year. Additional editors are Cristi Alberino, Jennifer Freeman, Mark Ouellette, Anglie Reyes, and Diana Schwinge. For related document, see FL 026 673-677.