In this paper, we argue that current instructional ESL resources must be supplemented to facilitate the effective development of learners' oral fluency. We summarize some of the pertinent literature on L2 fluency and report the results of a survey of fluency activities (free production, rehearsal/repetition, consciousness-raising, and use of…

Argues for the re-examination of the time-honored view that the first language (L1) should be avoided in the classroom by teachers and students. Examines possible justifications for use of the first language, outlines teaching methods that actively employ the L1, and describes some of the different ways that the L1 may be used positively by…

Proposes theory that the learning processes of first- and second-language learners are fundamentally the same, differing only in kinds of information used by both kinds of learners and the degree of automatization attained. Suggests designing second-language learning processes to simulate those occurring in natural settings. (Author/BK)

In a view of an ideal foreign- and second-language teaching enterprise, the author proposes a more caring, collaborative, and humanistic approach; i.e., a model shift. (LB)

I define the "literacy autobiography" as a reflective, first-person account of one's development as a writing being. In this article I share a classroom practice that invited language learners to consider and compose their literacy autobiographies (LA). The context was a university credit English as a second language (ESL) classroom. The purposes…

Provides examples of humorous errors in written exams made by university students of French and Canadian culture. (AM)

The contributions of the originator of the Natural Approach to second-language learning are described. (Author/LB)

Language and literature departments are being asked to reflect more on the best way to maintain the intellectual integrity of their programs in view of departmental reforms imposed on them by budgetary restraints. Discusses the mediating role played by translation in this kind of situation. (Author/VWL)

Lack of knowledge of learning psychology is the underlying reason for failure in second language learning. The highest cognitive step is not given the required attention. The unanswered question is whether an institutional setting allows for this, or whether an immersion program should be a mandatory complement to any program. (MSE)

Discusses a learning module on Acadian history used in a French immersion setting that focuses on a theatrical arts approach. (Author/VWL)

Proposes that classroom studies in the Teaching English as a Second or Other Language (TESOL) field tend to subscribe to either of the following two normative orders: Progressive liberalism or cultural relativism, without reflexively recognizing and meta-analyzing these normative frameworks and their social, historical, and political situatedness.…

Argues in response to Nassaji (1999) that although the article contains useful suggestions for communicative activities, it is vulnerable to serious criticism in terms of an incoherent theoretical justification, a failure to provide a promised discussion of relevant empirical evidence, and an unmotivated restriction on the nature of the tasks…

Responds to comments made by Ronald Sheen about an earlier article titled, "Towards Integrating Forum-Focused Instruction and Communicative Interaction in the Second Language Classroom." (Author/VWL)

A study of the learning techniques and strategies of successful learners revealed these strategies: monitoring which often involves silent speaking, attending to form and meaning, guessing, practicing, motivation to communicate, and mnemonics. It also revealed a high tolerance for ambiguity in successful learners. (MSE)

Challenges basic assumptions underlying the claim that reading is the major source of vocabulary acquisition in a second language, including the noticing assumption, the guessing ability assumption, the guessing-retention link assumption, and the cumulative gain assumption. Reports on three experiments in which vocabulary gains from reading were…