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Learning English as a Second Language in a Special School in Quebec.
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Lightbown, Patsy M.; Spada, Nina – Canadian Modern Language Review, 1997
Describes a school in Quebec, in which students enrolled in an intensive English-as-a-Second-Language program (ESL) use English in a variety of communicative interactions inside and outside the ESL classroom. Assessment of students' performance indicates that they achieve higher levels of English than comparable students in other intensive ESL…
Descriptors: Academic Achievement, Elementary School Students, English (Second Language), Foreign Countries
A Response to Truscott's "What's Wrong with Oral Grammar Correction."
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Lyster, Roy; Lightbown, Patsy M.; Spada, Nina – Canadian Modern Language Review, 1999
Response to criticism of oral grammar correction in second-language (L2) instruction which argues that while there are challenges and complexities in providing effective feedback, error correction should not be abandoned. Continued systematic, rigorous research to investigate whether different types of feedback are more effective, and to what…
Descriptors: Classroom Techniques, Error Correction, Grammar, Language Research
Comprehension-Based Learning: The Limits of "Do It Yourself."
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Lightbown, Patsy M.; Halter, Randall H.; White, Joanna L.; Horst, Marlise – Canadian Modern Language Review, 2002
Reports a study of children in a comprehension-based English-as-a-Second-Language program. After 6 years students performed as well as comparison students on measures of comprehension and measures of oral production. Describes gaps in the written language of students in the comprehension-based program, includes a follow-up study with secondary…
Descriptors: Elementary Secondary Education, English (Second Language), Foreign Countries, Oral Language
Etude des effets a long terme de l'apprentissage intensif de l'anglais, langue seconde, au primaire (Study of the Long Term Effects of Intensive English Second Language Instruction in Elementary School).
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Lightbown, Patsy M.; Spada, Nina – Canadian Modern Language Review, 1991
A study compared the English-as-a-Second-Language (ESL) performance of secondary school students who had participated in intensive ESL instruction in grade five or six and those following regular ESL instruction in elementary school. Students with early instruction maintained the English language superiority acquired during the program. (eight…
Descriptors: Age Differences, Comparative Analysis, Elementary Education, English (Second Language)