This qualitative study explored Linguistically Responsive Instruction (LRI) for linguistically diverse Latinx preservice Teacher Candidates (TCs) at a tertiary institution in the southwest region of the United States. To provide an example of preparing TCs to engage in LRI by helping them reflect upon ideological orientations, we operationalized…

The promotion of English medium instruction (EMI) in higher education has been a widely adopted institutional response to the forces of globalization in the 21st century. However, while EMI has received much enthusiasm in policy discourse, little research has been conducted to explore whether it effectively addresses the new demands of an…

In this article, the researchers employ the framework of plurilingualism and plurilingual competence in a field that has traditionally been dominated by reified conceptualizations of multilingualism that view bi/multilingualism as balanced and complete competence in discrete codes. They present data from a qualitative, longitudinal study of the…

A pilot course in mastery learning in a survey course in English literature at the Beirut University College is described. The course was designed to increase the retention of knowledge and skills of students of another culture, utilizing the lecture-discussion method and the mastery learning concepts. (Author/RM)

This article describes a course designed to develop oral skills in English as a second language. A video-taped movie is shown without its sound track; the students then analyze, discuss, and ultimately dub in the film in the target language. (CFM)

Reports on the progress being made in an attempt to establish a second language acquisition index of development that would gauge a learner's second language proficiency. A project was undertaken involving the analysis of 212 compositions written by university students of English as a second language. (CFM)

This paper traces the development of a function-based module, TELEFUN, produced to teach telephone English to Francophone public servants in Canada. Telephone discourse is analyzed, and a number of techniques, including Function Frames and Function Dials, are described. (CFM)

This paper describes two methods of EST (English for Science and Technology) paragraph development: rhetorical process development and rhetorical function-shift development. A series of hypotheses set up to account for explicit and implicit information in some EST function-shift paragraphs that students have had difficulty learning to understand…

This article describes teaching strategies employed in a technical writing course for Latin American students at New Mexico State University. (CFM)

It would be beneficial for ESL instructors to know the U.S. grade equivalent English ability of their students for placement purposes, especially if their instructional materials are keyed for U.S. classrooms. For this purpose, the Stanford Intermediate Level I Reading Comprehension Test was compared with the CELT-Structure Test. (Author/RM)

This paper describes two specific applications of discourse analysis in English as a second language classes. At the advanced level it provides the tools for students as they interpret contemporary fiction. At the intermediate level, it provides tools for the teacher to establish bases for clarity of communication with students. (SW)

This paper discusses why different classroom techniques are needed in composition classes for teaching English to foreign speakers and to non-standard English speakers. Current pedagogical methods for teaching and testing composition for the two kinds of speakers are reviewed. Sentence combining, discourse analysis, and cloze testing are…

In this study the inadequacies of rules governing the present perfect in isolated sentences are discussed and then two contextual factors thought to be connected with current relevance and the use of the present perfect are described. These factors are experimentally shown to influence use of the present perfect significantly. (CHK)

This paper discusses the viability of the communicative syllabus approach in four different language learning situations: (1) English as a Second Language; (2) English as a Foreign Language; (3) English for Special Purposes; and (4) English for the foreign student attending a university in an English-speaking country. (CFM)

Considers various approaches to teacher education (with focus on the teaching of English to speakers of other languages) which attempt to bring about the gradual development and understanding of the process of effective teaching, including microapproaches, macroapproaches, and their applications for teacher preparation. (Author/CB)