When it comes to teaching vocabulary in foreign language classes words are often taught in isolation, without regard to the context in which they appear. The paper draws attention to the importance of teaching words in context so that the meaning of a word often results from the meaning of a larger construction it is part of. After presenting the…

This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…

These handouts, which are meant to accompany the facilitator's guide, are designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. The facilitator's guide uses a five-step process for collaborative…

Presents a systematized framework of contexts to help reduce ambiguity and confusion in teaching "falloir" and "pouvoir" in the "passe compose" or "imparfait." (AM)

Proposes a method for teaching vocabulary in the second language classroom, which associates one word (an "identification term") with a string of semantically-related synonyms. (AM)

This article presents a method for teaching the meaning of the word "hope" to students of English as a second/foreign language. (CFM)

Discusses the problems involved in teaching Italian students the English equivalents of the verb "dovere." (CFM)

Beyond the first several thousand most commonly used words in a language, direct vocabulary instruction is not efficient. Use of inferential skills then becomes the most effective way of learning new vocabulary; it is the way native speakers build their 60,000 word vocabularies. Because the skill is not automatically transferable, it must be…

Problems encountered in attempting to teach the Spanish verb system can be traced to misconceptions arising from the inadequate or misleading names of many of the tenses. The nature of descriptive terminology is the level at which the problem of nomenclature is treated in this study. (SL)

Reviews some aspects of word formation in foreign language teaching that are receiving attention in current discussions. (IFS/WGA)

Examines various approaches to the teaching of word meanings in the second language classroom, including the use of translation, visual aids, and direct methods. (AM)

Recommends, for English teaching at advanced levels, equating English participial constructions with German participial constructions rather than with paraphrases, in order to develop an analytic approach on the part of the student. (IFS/WGA)

In comparing original text and translation, the teaching goal should be the comparison of alternative forms and structures, in the native and the target language. Specific problems in translating jokes and comic strips are examined. Suggestions are given for dealing with morphology, syntax, and semantics. (IFS/WGA)

This article discusses some of the recurrent syntactic problems that the foreign learner of English faces when using the English verb-particle construction and attempts to show how a pedagogic dictionary could help the learner to cope with these problems. (Author/CFM)

Proposes the use of an analysis of synonyms as a method for contributing to the development of cognitive skills in culturally deprived children. (AM)