As the popularity of short-term teacher-facilitated language study abroad (SA) programs grows, it is becoming increasingly important to understand how classroom language-teaching methods can best be adapted to meet learners' overseas needs. However, adapting one's methods places high cognitive demands on teachers who may already be overburdened…

In many educational contexts, L2 writing assessment tends to emphasize its summative functions (i.e., assessment of learning--AoL) more than its formative potential (i.e., assessment for--AfL). While the teacher plays a dominant role in AoL, central to AfL is the role of the students, alongside that of the teacher and peers. A student-centred…

In this paper, we argue that current instructional ESL resources must be supplemented to facilitate the effective development of learners' oral fluency. We summarize some of the pertinent literature on L2 fluency and report the results of a survey of fluency activities (free production, rehearsal/repetition, consciousness-raising, and use of…

This article reports on two components of a micro case study of a Grade 8 Core French teacher's experiences in meeting the various learner needs in her classroom. Using sociocultural theory (SCT) to unite the constructs of special education and second language (L2) education, this analysis explores the role of both global and discrete teaching…

Discusses the principles of behavioral objectives and strategies for achieving them. (Text is in French.) (RM)

The components of British Columbia's new curriculum for secondary level Asian language programs, which are designed around communicative acts rather than grammar, are described and the implications for material development, evaluation, methodology, and teacher education are discussed. (MSE)

A distinction should be made between movements, which spontaneously influence the course of language teaching, and projects designed to effect change or deal with specific issues or problems by research methods. A Canadian professional association has proposed a major national project on core French instruction. (MSE)

The influence of the communicative approach in determining the direction of curriculum in English as a second language is examined at three levels (theory, materials, and implementation), revealing that the dominance of the communicative approach may be only apparent. (MSE)

The recent evolution of second language teaching theory regarding language, learning, communication, and teaching is summarized, and factors contributing to resistance to core second language programs are examined. They include tradition, school programs, time of instruction, language of instruction, teacher training, attitudes, and…

The relationship between the teaching of grammar and the acquisition of communicative competence is examined, and it is concluded that, contrary to some arguments, there is a definite correlation between grammatical accuracy and efficient communication. (MSE)

Spontaneous movements in second language instruction are contrasted with instructional projects designed to address specific issues or problems. Canada's proposed National Core French Study is discussed in this context. (MSE)

Directions in second-language curriculum development in Australia are discussed in the context of three contemporary educational value systems or ideologies: classical humanism, reconstructionism, and progressivism. (MSE)

Reviews conditions and practices found in effective core French programs, which are potentially useful to teachers. The review includes elements related to provincial curricula, organization for instruction, instructional planning, instructional strategies, and student evaluation. (MSE)

It is proposed that language acquisition improves if beginning students are allowed to experience three stages of acquisition: comprehension (preproduction), early speech production, and speech emergence. Each stage requires a different kind of activity building on the previous stage's development. (MSE)

While there are many problems to be resolved concerning the substance of instruction within a communicative approach the manner of teaching must also be considered, including methodology, the linguistic aspect (vocabulary, grammar, and pronunciation), norms, and the use of computers. (MSE)