Reviews recent research which suggests that promoting listening comprehension skills before focusing on oral skills results in increased language acquisition and suggest ways in which to structure classroom activities so that young students first understand before they speak. Focuses on global listening skills, following directions, introducing…

Visuals depicting places and high frequency nouns (car, tree, bike, bus, etc.) which students learn in the first semester of studying French are described. These will facilitate instructional presentations and, by reinforcing grammatical concepts, assist language acquisition. (PMJ)

Proposes pedagogical solutions to problems beginning language learners have reading World Wide Web documents--reading an electronic format and deciphering the language used in Web pages. Proposed are a study of Uniform Resource Indicators (URLs) to enhance predictions, the analysis of visuals that support the meaning of the text, and the…

We will argue that CALL can usefully be viewed as a subset of computer software engineering and can profit from adopting some of the recent progress in software development theory. The unified modelling language has become the industry standard modelling technique and the accompanying unified process is rapidly gaining acceptance. The manner in…

Describes work at an American college with students who are receiving an introduction to colloquial German. Role-playing and picture stories prove useful in learning, in both productive and receptive aspects. Describing a picture on three levels--factual, psychological and contemplative--is shown to be very useful. (IFS/WGA)

The following aspects of using the overhead projector in the advanced reading class are discussed: (1) control of focus by pointing, underlining, or circling; (2) control of how much text the students read at one time; (3) use of overlays to isolate different aspects of the text; and (4) progressive processing of the text. (SW)

This is the second part of a two-part article. The first part looked at the learning-acquiring distinction put forward and subsequently developed by Krashen in the 1980s. The article examined the consequences of teaching at either end of the learning-acquiring continuum. Part two picks up the notion that spontaneous communication is not possible…

Focuses on the way multimedia developments are challenging established literacy practices and skills. Suggests that the traditional dominance of verbal representation is progressively giving way to new visual forms, and that the relationships between the verbal and the visual are being negotiated. Implications for English-as-a-Second-Language…

The school library media specialist holds a strategic position to collaborate with English-as-a-Second-Language (ESL) teachers in designing activities that not only promote multicultural understanding, but also engage linguistically and culturally diverse students in the whole range of language learning and literacy. The unlimited resources of the…

Reviews three publications, by Larousse, with content relevant to French culture and civilization and suitable for use with students of French. (AM)

Presents the sources and solutions of listening-comprehension anxiety as reported by foreign-language students and discusses the pedagogical implications that relate to the results. (Author/VWL)

Describes a speech-interactive graphics microworld in which learners speak problem-solving directions to an animated agent and in which new scenarios can be authored. A proof-of-concept application is illustrated for sustaining basic speaking skill in Modern Standard Arabic. (Author/VWL)

Outlines a stock market activity that has helped English for specific purposes students in business school learn technical vocabulary. The objective is to minimize confusion by using visuals with written and spoken words, and to find effective ways of promoting learning and generating motivation. (Author/VWL)

Very young Spanish-English bilingual children may not perceive sound-clue illustrations presented in the classroom as they are intended to be perceived. For example, when a child is told, "A is for apple," he may also interpret the message as "A is for manzana," confusing the intended message. While the teacher may hear English only, the child's…

Examines the emerging form of text on the World Wide Web and how it is influencing reading, in particular reading by non-native readers of English. Focus is on the visual representation of text structure. (Author/VWL)