Presents the American Council on the Teaching of Foreign Languages' provisional generic descriptions for nine levels (novice-low, novice-mid, novice-high, advanced, advanced plus, and superior) in the following areas: (1) speaking, (2) listening, (3) reading, (4) writing, and for six levels in culture. (SED)

Suggests the concept of English as a second (ESL) training in the workplace as a response to the immediate language needs of working adult immigrants. Several programs now underway on the job-site are described that were formed to meet the expressed language needs of those who do not have the time or energy to benefit from existing programs. (SL)

The English as a Second Language (ESL) standards articulate the abilities and competencies that Limited English Proficient (LEP) and English Language Learners (ELLs) must demonstrate to successfully integrate into the English academic mainstream. The standards combine the principles of second language learning with the language development…

This document is intended to assist curriculum developers in the review and revision of ESL curricula to ensure alignment to the overarching goal of teaching English language learners to use English to achieve academically in all content areas. This document is organized around the goals and standards of the New Jersey language arts literacy…

This framework provides Canadian curriculum writers with student learning outcomes they can use to develop curricula for international language courses. Its aim is the development of communicative competence in a specific international language (represented by applications, language competence, global citizenship, and strategies). The framework is…

This book reviews the research on effective practices for older English learners. It is intended for teachers, program directors, resource personnel, and administrators who are attempting to meet the needs of older English learners who come to school with limited formal schooling experiences. The book shows how three teachers have put theory into…

As camps employ more international staff, effective intercultural communication becomes important. Tips include being aware of cultural differences in the meaning of smiles, eye contact, and hand gestures; speaking slowly and clearly; avoiding slang; explaining common camp phrases; asking people how they would like to be addressed; learning common…

The Teachers of English to Speakers of Other Languages (TESOL) field continues to experience increased valuing of experiential practitioner knowledge. A welcome result of this evolution has been the broadening of research perspectives. The 16 practitioner narratives in "Insights on Teaching Speaking in TESOL" are written by…

Although testing language has traditionally taken the form of testing knowledge about language, the idea of testing communicative competence is becoming recognized as being of great importance in second language learning. Communicative language tests are intended to be a measure of how the testees are able to use language in real life situations.…

This guidebook provides refugees being resettled in the United States with general information about what they will encounter and the services they can receive in their first months in the country. Available in several languages, the book is distributed to overseas processing agencies and refugees overseas who have been approved for U.S.…

These language testing guidelines--grouped according to the five categories of the oral language interview: grammar, comprehension, pronunciation, vocabulary, and language utilization (communicative competence)--are presented for the language proficiency examiner. Brief guidelines for assessment are given for each of five levels of proficiency,…

This booklet contains guidelines to assist school districts in developing programs that meet the requirements of the New York State Bureau of Bilingual Education. The guidelines are presented in six parts: (1) an explanation of part 154 of the regulations, the purpose of which is to establish standards for the use of funds made available by the…

The steps in the manual are designed to ensure that developmentally normal limited English proficiency (LEP) students are properly placed and to increase the validity of the special education referral-assessment-placement system. The construct of LEP is explained, and procedures for selecting two language proficiency tests are outlined. Criteria…

This guide, an update of two previous versions, is designed to provide information about what is currently taking place at the college level in relation to foreign language entrance requirements, degree requirements, and other trends. The introductory material provides information on: (1) statistics on foreign language entrance and degree…

Describes design and progress of the Ontario Test of English as a Second Language (OTESL) developed in response to need for a common instrument for Ontario postsecondary institutions that need to determine whether students in academic programs have adequate English skills. The test provides placement and diagnostic information to ESL programs for…