The Inviting School Survey-Revised (ISS-R) was adapted and translated into Traditional Chinese (ISS-RC), using a five-step process, based on international test administration guidelines, involving judgmental, logical, and empirical methods. Both versions were administered to a convenience sample of Chinese-English fluent Hong Kong school community…

A dual immersion program in Chinese and English at the 3e International School in Beijing is helping children become fluent in both languages, even though many students spoke neither language when they entered the school. Children enter the program as young as two years old. Studies indicate that bilingual children have higher levels of cognitive…

The Mekong has long attracted interest although it remains economically insignificant. A group of riparian states known as the Greater Mekong Subregion (GMS)--Cambodia, Laos, Myanmar, Thailand, Vietnam and Yunnan Province (China)--now manage aspects of regional development including trade, water management and education. Standard GMS discourse…

Seeing language as a complex, dynamic system and language use/acquisition as dynamic adaptedness ("a make-do" solution) to a specific context proves a useful way of understanding change in progress, such as that which occurs with a developing L2 system. This emergentist shift of perspective provides another way of understanding previously observed…

This paper tells the story of Dr. J. Marvin Brown's life as a linguist and physicist in his quest to develop the means for adult, second language fluency. This is a combination of his auto-biography, which provides the context, and the lessons he learned in his 50 years as linguist, and language teacher. Brown's experiences indicate that adults…

States that the difficult Asian languages such as modern standard Chinese, Japanese and Korean, should not be taught in primary or lower secondary schools to non-background speakers of those languages, that is, those whose mother tongue is related to the language being learned. Maintains that time should be spent in primary and secondary schools…

Focuses on the importance of developing the native language (L1), i.e., "Bahasa Melayu," as a firm foundation for the learning of a second language (L2) in Brunei and analyzes problems facing learners of "Bahasa Melayu" and English in Brunei classrooms. Saravanan's response focuses on the structure of the Brunesian bilingual…