Describes a study which examined the reliability, validity, and scalability of a new technique for constructing, administering, and scoring dictation tests to measure second language proficiency. Findings indicate that such tests can be constructed easily by dividing a coherent text into segments of increasing length. (SED)

Presents some of the general goals in story grammar research and examines its major issues. Then describes a study in which the effects of text content and order on narrative recall were investigated in intermediate and advanced readers of English as a foreign language. (SED)

Describes a televised German language course designed for older students with little or no foreign language study. In addition, the program has also been open to high school and college students. A comparison of the proficiency achievement of these groups shows that students enrolled in the two-semester telecourse did not attain the proficiency…

Statistics show that colleges and universities have become more dependent on foreign graduate students to teach courses. As a result, more institutions are demanding that graduate students pass tests to demonstrate their ability to speak English. (MLW)

Examines assumptions about second language acquisition by means of the anatomical model described in Part 1 of the study (see vol. 6, no. 2 of this journal). The analysis shows that the assumptions are rooted in the Direct Method and that they retard learning. Implications for second language instruction are noted. (SED)

Discusses the three main approaches to defining language knowledge and use: (1) the structural approach, (2) the functional approach, and (3) the general proficiency approach. Asserts that each approach has specific consequences for language testing and that no one approach can claim to be the only way of representing that knowledge. (Author/SED)

Describes a program instituted at the University of Southern California in which semester-based language requirements were replaced by a proficiency-based requirement which would be satisfied only through demonstration of communication skills in a foreign language. Gives the initial results as measured by test scores, enrollment, and attitude…

Discusses the differences between language-centered teaching and learning-centered teaching methods with reference to recent trends in language program and syllabus design and innovative proposals. Also considers the reasons for the adoption and influence of methods. (SL)

Describes the structure and emergence of extended argument sequences produced by preschool children. Provides a system for analyzing turns that initiate, elaborate, and terminate argument sequences. Draws conclusions regarding the development of proficiency in producing argument and interaction. (PD)

A University of Paris program for foreign students aspiring to teach French as a foreign language is described. The program included learning about Parisian and student life; discovering France and the French; improving language skills, theory and cultural appreciation; and learning to teach French and create student interest. (MSE)

With the growing realization that language arts are central to virtually all learning, teaching in this area has developed over the years from simple reading and penmanship to include effective speaking, listening, creative writing, and all related linguistic skills. (JD)

The author's philosophy of reading is that if a child is going to learn to read he must want to learn and he must know he is capable of reading. (AM)

The Council of the Great City Schools has prepared this fourth edition of "Beating the Odds" ("Beating the Odds IV") to give the nation another look at how inner-city schools are performing on the academic goals and standards set by the states for our children. This analysis examines student achievement in math and reading through spring 2003. It…

Researchers have discovered that learners' language learning beliefs play a crucial role in influencing learners' choices throughout the learning process. Some researchers suggest that understanding learners' beliefs about language learning can help improve their learning skills. Educators in Taiwan have long been concerned about learners' English…

This article examines the impact of the No Child Left Behind Act of 2001 (NCLB) on English language learners (ELLs). Title III of NCLB describes specific requirements that states and districts must meet in educating ELLs. In February 2003, the U.S. Department of Education released non-regulatory guidance on the Title III state formula grant…