Describes personal effort in a university English as a second language class in Italy using group dynamics. Traces the same class for two years. The first year the teacher's efforts to have the class work as a whole on discussions was unsuccessful. The second year the class broke into smaller groups which proved to be a more workable procedure.…

Suggests giving students some training as actors as a way to involve the whole class in role playing activities in an English as a second language classroom. This method allows students to speak as or about the character and for others to intervene to find out what is going on. (BK)

Briefly describes hypotheses that teachers teaching learners to write a composition in a second language should be concerned with quality or quantity. Concludes attention to quality cannot but be rewarding, all students can benefit from qualitative approach, and a positive attitude toward language activity is a major factor contributing to…

Uses example of teaching "must" to Moroccan students to show how to contextualize a grammar point. Stresses need to make language internal from the beginning and at all stages of learning. Uses questions relating to topic students know, especially culturally related. (Author/BK)

Describes Conlingual Integrated Approach (CLA) to teaching English as a second language in India as an alternative to structural approach. This approach integrates language work and literature study using contrastive analysis wherever necessary. (BK)

Describes part of in-service program for Dutch teachers in which they interview native English speakers to collect material to be used in the classroom. Teachers were able to use their non-native status to elicit as much or as little language as they wanted and to build clarification devices into the interviews. (BK)

Suggests use of games, role play, and simulations as a way to involve learners in the second language and developing interaction with others in the target language for communicative purposes. Gives examples of teachers' questions and possible answers concerning these methods. (BK)

Describes approach to teaching practical English course at the Jagiellonian University in Cracow, Poland as method to make background classes more worthwhile. Suggests a useful direction might be to change emphasis from imparting general cultural impressions to viewing subject as providing place for practical language teaching. (BK)

Describes use of strong and weak vowel forms in English and suggests use of tape recordings and drills to teach weak forms to English as a second language classes. (BK)

Describes linguistic model known as British Contextualism in the Federal Republic of Germany as a basis for the practical language component in second language teacher training programs. Concept goes beyond orthodox structuralism by adding a level of context. (Author/BK)

Describes experimental technique for improving relationship between the structural and functional components of language teaching using dialoguing as an in-class game. (BK)

Describes experimental program at the Language Center of the University of Kent at Canterbury in which Belgian university students participated in a course designed to increase their English reading speed. Purpose of course was to decrease tendency to concentrate on every word. Results suggest the participating students made significant progress.…

Presents case supporting an interaction-centered approach in teaching second languages to young children by illustrating problems caused by a teacher-centered approach, such as concentration on the referential function of language, fear of error, task-centered learning strategies. (BK)

Describes strategies for developing mathematical language and concepts in nursery school children in Nigeria using English as a second language, including use of sand, water, wooden blocks, and dramatic play in the classroom shop. Suggests that through these methods a verbal foundation is laid for mathematical understanding. (Author/BK)

Delineates step-by-step procedure for designing an English for Special Purposes (ESP) reading skills course for a group of students whose interests and academic pursuits are similar. Contends that main difference between a regular ESL reading skills course and this type of ESP course are the use of authentic texts in field of specialization and…