This book is designed as a guide to help the English-as-a-Second-Language (ESL) professional use the Internet successfully in the ESL classroom. The book is divided into eight chapters, four appendices, and a listing of references and a supplement on how to make Web pages. Chapter titles are the following: "Getting Started"; "Resources for…

This annotated bibliography of children's literature presents over 150 books, stories and songs that can be used in the French language classroom to introduce literature in French to children in Kindergarten through third grade. The selected texts (97 titles in fiction and 62 titles in non-fiction) were chosen for their age-appropriate language…

This document focuses on assessment portfolios and examines the advantages and challenges of using an assessment portfolio system inclusive of English language learners as a district-wide assessment tool. Advantages of including English language learners in the assessment program include increased school accountability for all students, a shared…

Reviews the research literature on strategies and techniques employed by successful language learners and discusses the results of a questionnaire administered to 85 students, which dealt with specific learning tasks and their individual strategies. Responses of 18 A students are compared with responses of 18 C/D students. (Author/AMH)

Individualized reading and writing tasks are suggested for use in a functional approach to teaching English as a second language. The tasks, each of which has a product, an audience, a function, and a linguistic focus, are based on students' communicative needs in various situations. Individualization promotes language learning. (PMJ)

Gives practical suggestions for elementary school teachers with non-English speaking students. Initial survival language and peer tutoring models for promoting language development are the focus of these suggestions. (HTH)

Proposes (1) the merging of foreign language and literature departments and (2) an increased American representation in these departments with a reduction in foreign teachers. (AM)

Demonstrates, using as an example a railroad timetable, how authentic language material can be used in teaching English as a foreign language, at different levels. (IFS/WGA)

An approach is presented for providing students with communication practice by relating course material to the common purposes of language use. A system for classifying communication activities is outlined in order to insure realistic, varied practice. Examples are provided in Spanish. (SW)

Provides a model for teaching listening comprehension through the use of soap operas. (AM)

Reports on a pilot project which used an imaginary tour of an Italian city as the basis for conversation exercises. (AM)

Redefines the "situational" approach to language teaching as meaning more than mere reference to space and time. Criteria for judging the realism of a situation and the authenticity of the language used are discussed as presented in materials for students of foreign languages. (CFM)

Discusses the interrelationship between language and culture and suggests numerous ways in which to introduce cultural content into language lessons. (CFM)

Offers advice and practical suggestions to teachers of the Latin language. It is argued that if Latin is used in the classroom in interesting activities, the students will learn the language better and more quickly. (CFM)

Describes the procedure for conducting a ten-week project for the foreign language classroom that involves group participation: the dubbing of shortened American films using students' voices. (EJS)