The main focus of early foreign language learning in Europe is on the development of oral skills. In the classroom, speaking is usually reproductive and imitative and activities aim at the production of closely supported accurate output. Opportunities for young learners to experiment with the language and to use it productively outside of fixed…

The necessity of forming foreign communicative competence of adult immigrants has been substantiated. The topicality of this issue for Ukraine has been defined. The experience of Global Talent Bridge, an initiative of World Education Services that is dedicated to helping skilled immigrants fully utilize their talents and education in the United…

Integrating experiences with music in the early childhood classroom supports English language learners' literacy development (Peregoy and Boyle, "Reading, writing, and learning in ESL." Pearson, Boston, 2008; Saricoban and Metin, "Songs, verse and games for teaching grammar." Internet "TESL J," 2000). This article describes the benefits of…

Globalization is on everyone's tongue, and the discussion is not only limited to economic exchange, but expands to the intermingling of cultural values. To be truly successful in the international arena, whether as an immigrant, student, businessperson, or tourist, openness toward other cultures is vital and the most obvious door to those cultures…

Discusses setting up conversation tables on campus in cross-cultural interaction among native and nonnative speakers, presents ways to teach proverbs in the advanced classroom, describes how to use Aesop's fables to integrate all learning skills, tells how to teach make/do, and suggests ways to improve communicative skills for better accuracy and…

Describes three types of computer-assisted language learning programs which have been developed in English and Russian, addressing: (1) complex, cyclical, and generative programs; (2) preparatory to communication programs; and (3) stimulating communication programs. (Author/CB)

This article describes the way in which the curriculum for intensive French was developed. Reference is made to its similarities to and differences from both the multidimensional curriculum proposed by the National Core French Study and the communicative approach. The importance of learning outcomes stated in terms of communicative outcomes…

Describes a college English-as-a-Second-Language curriculum model based on a whole-language approach that is presented to stimulate others to review and revise their own curriculum. (25 references) (GLR)