Research conducted at the Stanford Center for Research and Development in Teaching. (HW)

Spanish and English versions of an oral proficiency test were administered to Spanish-surnamed pupils at grade levels K, one, three and five in a bilingual education program. The results indicated that achievement in English appears to be unrelated to the maintenance of Spanish for bilingual children. (Author/ND)

The author suggests that the starting point of improved language teaching can be found in the language classroom itself and not in the theoretical considerations of the linguist or the theories of learning advocated by the psychologist. At the same time, however, both linguistics and psychology can be extremely useful to the language teacher, not…

Describes a study in which the self-reported language learning behaviors of nonnative English-speaking graduate students were described and then related to the students' gains in language proficiency during the course. Findings indicate that there are two different kinds of learning behaviors that can be accounted for by Krashen's…

Reports on a study which compared the English composition skills of two groups of students from two educational and cultural backgrounds. One group was born and schooled in the U.S.; the other group was from Mexico and had attended school in the U.S. from the third to the eighth grade. (Author/AMH)

The efficiency of language teaching that employs requests and information solicitation is demonstrated. Pre- and post-test scores of students and videotapes of their teacher-initiated verbal interactions shows a direct relationship between language improvement and the teacher's use of imperatives, indicating the potential value of…