A teacher of 15 educable mentally handicapped elementary school children (14 of whom were of Chicano descent) used informal and structured bilingual approaches to help children become aware of the value of their language and culture and lose their fear of working with two languages. (LS)

"Cross Currents" is a biannual journal (first published in 1972) contributing to the interdisciplinary exchange of ideas within the areas of communication, language skills acquisition and instruction, and cross-cultural training and learning. It is especially receptive to articles on: (1) language teaching and learning, especially…

It is proposed that since patterns and routines seem to be of great importance in the early stages of first and second language learning, classroom conditions can promote similar early progress, both holistically and in the development of an internalized generative grammar. In addition, a modeled text is found to be more productive than unmodeled…

A tripartite program of instruction in English as a second language for adults is described. Program materials discussed consist of a set of low vocabulary readers with exercises ("Reading Right"), a videotaped lecture accompanied by two workbooks with sets of exercises to develop listening comprehension ("Hearsay"), and two…

The purpose of this project was to develop new materials for non-English speaking secondary school students of English as a second language that were meaningful and applicable to their immediate needs. The material was developed from audio and video tape recordings made of survival situations encountered by ESL students in an American high school.…

Use of classroom improvisations and role-playing can help the second language learner speak quickly, naturally, and spontaneously. The technique is discussed and illustrated. (CHK)

The task of the teacher of foreign languages is to enable the students to progress gradually from teacher/coursebook controlled utterances to complete linguistic autonomy. Role play and a progression of information-gap activities are discussed in terms of developing students' personal autonomy at each level of linguistic competence. (Author/LMO)

Activities which focus on form and communicative outcome are suggested for developing accuracy and fluency in second language students. Examples of such activities (with focus on the English as a second language learner) that vary the circumstances of communication in the classroom are presented. (Author/CB)

Finds that motivation in the conversation course is fostered by careful selection of discussion material, narrow in scope and interesting to students rather than to teachers. Games, songs and experiments are desirable. Error correction is discussed, particularly of "Germanisms". It is suggested that sociolinguistics can contribute to motivation.…

Describes an experience with using small-group activities and games in teaching French in the elementary grades. The children's enjoyment and involvement, the increase in spoken French, and the growth in confidence and language ability indicate that group work has great potential. (CFM)

This guide discusses the use of games in the second language classroom and describes a number of games language teachers can use. An introductory chapter outlines different types of games and explains the use of the book. Chapter 1 offers a rationale for classroom use of games for second language learning. Chapter 2 suggests classroom techniques…

Three activities used with first-year French students are described: (1) drawing pictures by following directions which demonstrates knowledge of subjects and prepositions, (2) reading a poem in French and rewriting it in French prose, and (3) learning numbers through role-plays involving money. (PMJ)

Reviews the relationship between pedagogy and interaction by analyzing extracts from second-language (L2) classrooms using a conversation analysis methodology. Points out that the relationship between the two is necessarily reflexive and concludes that it would be preferable for pedagogical recommendations to harmonize with the interactional…

Illustrates strategies for the practical application of a whole-language approach in the second- or foreign-language classroom. Both first- and second-language teachers were interviewed and observed for the study. Provides practical whole-language activities appropriate for secondary- or university-level classes. (Author/JL)