I define the "literacy autobiography" as a reflective, first-person account of one's development as a writing being. In this article I share a classroom practice that invited language learners to consider and compose their literacy autobiographies (LA). The context was a university credit English as a second language (ESL) classroom. The purposes…

Discusses a learning module on Acadian history used in a French immersion setting that focuses on a theatrical arts approach. (Author/VWL)

Discusses two Internet activities called Postcards and Talking Heads that can be used by second and foreign language teachers in the classroom. Theoretical justification for using Internet technology is provided, and learning outcomes of Internet activities are discussed. (Author/VWL)

Discusses literature circles (LC), and describes a variety of LC techniques for helping teachers coordinate classrooms to include linguistically and culturally diverse students. Provides a description of differentiated instruction and Flippo's (1998) best reading instruction practices, relates typical LC methods, and focuses on how LC can be…

Challenges basic assumptions underlying the claim that reading is the major source of vocabulary acquisition in a second language, including the noticing assumption, the guessing ability assumption, the guessing-retention link assumption, and the cumulative gain assumption. Reports on three experiments in which vocabulary gains from reading were…

It is proposed that today's basic elementary/secondary curriculum must include multilingual and multicultural education as part of the intellectual, individual, and social development of the child. The experiences of Europe, especially Italy, with bilingual education are used to illustrate this concept. (Author/MSE)

In addition to the benefits of the oral proficiency movement, problems are seen, including flaws in the claim that the testing is proficiency based, the potential misuse of competency-based education, and the Oral Proficiency Interview's inability to test nonlinguistic barriers to communication. (Author/MSE)

Teachers are encouraged to participate personally in the curriculum development process by drawing on experience and consulting with colleagues in creating curricula specifically for their classes. The underlying concept and one practical strategy are outlined. Dialectic processes of curriculum development are viewed as conducive to spontaneous…

Proposes a model for a French phonetics course in Canada based on Canadian usage, using an inventory of segmental features in published descriptions of Canadian French that has been modified based on comparison with features common to television news readers. The resulting model is of an unstigmatized Canadian French. (Author/MSE)

In response to a published study of second-language input processing and processing instruction, a relatively new concept in language teaching, misinterpretations of theoretical and conceptual issues are pointed out and methodological concerns about the study are discussed. (MSE)

In response to criticism of his study of input processing and processing instruction, a relatively new concept in second language teaching, the author discusses a number of issues raised, including concepts underlying input processing, methodological concerns, instructional materials used in the study, the concept "traditional instruction," use of…

In response to a study of functions of first-language usage in the second-language classroom, it is suggested the findings extend the scope of sociocultural theory by complementing studies in which language is seen to mediate the learning of concepts, in this case the second language, and gives insight into issues currently under vigorous…

Reflects critically on pedagogical issues in the production of computer-assisted language learning (CALL) courseware and ways CALL has affected the practice of language learning. Concludes that if CALL is to reach full potential, it must be more than a simple medium of information; it should provide a teaching/learning process, with the real…

Challenges the assumption that contextualized vocabulary learning invariably leads to superior retention. The article compares two different instructional treatments in a university classroom experiment in China in the teaching of English as a foreign language: the study of contextualized versus decontextualized English word lists. (40 references)…

Argues that, in second-language instruction, reading and writing assignments must be linked to introduce learners to the kind of writing they will be expected to do in literature and culture courses. Examines the content of second-language composition classes in this light, particularly as they concern English-as-a-Second-Language writing…