Individual differences (IDs) play an important role in the second language learning process and explain the varied experiences of the L2 learner. The two major IDs, language aptitude and motivation, can be primary factors in one's ultimate proficiency. While language aptitude is largely fixed, motivation is malleable and can aid in overcoming…

This study investigated an emergent interaction between word reading fluency and vocabulary knowledge in the prediction of reading comprehension among French immersion students in Grades 2 and 3. A group of 66 students were tested on measures of phonological awareness, rapid automatized naming, word reading accuracy, vocabulary, word reading…

There is no denying the importance of multilingualism in the 21st century; increased travels, student exchanges, global business, diplomacy, and security are mediated by communication. Education is the key to building a strong multilingual world community that will work for peace and stability. However, it may be often overlooked that a successful…

According to the Theory of Multiple Intelligences of Howard Gardner, there are eight intelligences. In the present study with two FLES classes, 35 students were asked to present Spanish vocabulary to their class to link their preferences of techniques used to introduce the vocabulary to their classmates with a spectrum of their multiple…

The passage of the federal No Child Left Behind Act of 2001 established foreign languages as a core curricular area. Nonetheless, educational policymakers at the state and local levels often opt to allocate greater resources and give instructional priority to content areas in which students, and ultimately the school systems themselves, are held…

The Utah state foreign language mastery curriculum is outlined in the form of specific behavioral objectives for listening, thinking, speaking, reading, and writing skills, accuracy, and cultural awareness at four levels (novice, intermediate, advanced, and superior). The curriculum represents a change in overall emphasis from grammar to speaking…