Presents a typology of comic strips and suggests some ways of using the comics in the second language classroom. (AM)

Three essays on second-language instruction are presented. One describes a letter exchange between teachers as a means of exploring and understanding classroom and instructional issues; another (in French) describes a teacher's reflective examination of the immersion teaching experience; and a third reports on a classroom study of the…

Focuses on the importance of vocabulary knowledge as fundamental to proficiency in a second language (L2). The article notes that each of the studies in this issue examines L2 vocabulary learning from a particular angle, including lexical progress, learning strategies, context effect, the role of learner factors such as age and first language…

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)…

Illustrates how the pedagogical strategies of French immersion teachers are shaped by various aspects of those teachers' representations of language. (35 references) (Author/CK)

Explores how Cantonese-speaking math students and their teacher use different languages to achieve academic and social success in their multilingual classroom in Toronto. The article discusses inter-ethnic tensions related to the use of languages other than English and raises questions regarding the advantages and disadvantages of multilingual…

Examines how preservice second language teachers navigate through the difficulties of introducing cooperative learning into their classrooms during student teaching, despite the fact that this approach differs from their cooperating teachers' customary teaching strategy. (Author/VWL)

Attempts to bridge the gap between second language listening theory and practice by examining the effect of two tasks designed to teach students how to listen. Subjects were two groups of students registered in a second-semester beginner level French course. Illustrates the potential of applying current knowledge about developing metacognitive…

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…

Presents findings of a study of teachers' beliefs about teaching and learning French as a second or foreign language using the Internet. An international, online discussion list and an open-ended questionnaire provided an opportunity for teachers to talk about their experiences with the new tools of the Internet. Challenges related to the teaching…

Provides a historical overview of the use of typographical cues, to expose the rationale behind the use of textual enhancement in second language (L2) classrooms and to offer avenues for further research on textual enhancement based on a review of the literature in the field. (Author/VWL)

Provides a list of possible explanations for difficulties the visually impaired may face in second or foreign language classes and offers suggestions for making their language learning experience more pleasant and successful. (Author/VWL)

A comparison of the oral and written performance of college students of French as a second language taught by traditional methods and by use of tape recordings found that the written task was performed equally well by both groups but that the oral tasks were performed better by students taught with tapes. (Author/MSE)