Presents an overview of the role of translation in foreign language teaching and learning. Argues that translation is useful for: (1) practicing grammatical structures, (2) explaining vocabulary items, (3) testing at all levels, and (4) developing communicative competence. Also, translation is to be taught as a skill in its own right. (SED)

A brief discussion of learning styles, language classroom environmental factors, and teacher methods leads up to explanation of a simple diagrammatic model for use in teaching tenses in the English-as-a-foreign-language class. (five references) (CNP)

Writing is an important part of English-as-a-Second-Language (ESL) learning, though it is the least used of four language learning skills. It must be brought back to ESL classrooms to prepare students for the real world. Communication through computers will be an important skill for the future, with English an international language for computer…

A workshop for primary school teachers of English as a foreign language emphasized knowledge of language learning principles to equip teachers for the classroom. Description of the workshop touches on theory, methods, learner styles and expectations, and textbook selection. (eight references) (CNP)

Describes a radio program in an English-as-a-Foreign-Language classroom in Israel. Classrooms of English students listen carefully to daily broadcasts, waiting to solve the brain teaser. Personal messages and catchy music follow the program. The project has encouraged students to use English actively and purposefully. Evaluation of the broadcasts…

The author encourages colleagues to engage in action and classroom research as part of teaching. (CNP)

Ways that language teachers can identify, analyze, and solve the problems in their classrooms are discussed in terms of a model for action research. The model suggests that teachers should develop a plan of action, act to implement the plan, observe the effects of action, and reflect on these effects. (LB)

Provides a rationale for content-based instruction and demonstrates how project work can be integrated into content-based classrooms. Outlines the primary characteristics of project work, introduces project work in its various configurations, and presents practical guidelines for sequencing and developing a project. (Author/VWL)

The situation at Haifa University, which has received approximately 250 new Russian immigrants each semester for the past 2 years, is discussed in terms of testing and evaluation, student performance, and implications for learning and teaching. Differences between multilingual and monolingual language learning are described. (six references) (LB)

Provides an overview of the Israeli standards-based curriculum for the teaching of English in Israeli schools. Includes the standards for the four domains of language learning and the standards and benchmarks for one of the domains: social interaction. (Author/VWL)