The most important educational contribution of the Rosa Sensat college in Barcelona, Spain, is its style of in-service teacher training, encouraging teachers to examine deficiencies in their own work to identify the basis for a new approach. The educational history of this teacher-training college founded in 1965 is discussed. (RM)

Examines the relationship that might exist between knowledge structure and learning and teaching styles. Discussion includes the Psycho-Epistemic Profile, which measures the process of knowing, and a study of relationships between teachers' and students' psycho-epistemic styles and preferred subject matter, and differences between psycho-epistemic…

Examines the current revival of Welsh language and culture arguing that the traditional socioeconomic context of a Welsh-speaking environment is being eroded at the same time that the formal incorporation of Welsh into the parapublic sector (e.g., education) is being realized. (DMM)

Evaluated impact of using English, the "Mother Tongue" (Yoruba), or a structural bilingual mix of English and Yoruba in classroom communication. Found little difference in frequency of teaching behavior patterns, although in some instances teachers speaking Yoruba were more active. (CJM)

Supports the teaching of English as a foreign language (EFL) in response to recent arguments against it. Also endorses the teaching and use of the mother tongue in the classroom and suggests that it is an area in which many EFL teachers have a contribution to make. (EKN)

The Crao are an indigenous group of Tocantins in Brazil who speak a Je language of the Timbira group. In the Aldeias, Crao students often use the same materials as other Brazilian students. The Indians often do not consider these educational materials good because textbook content does not pertain to their culture and they cannot make sense out of…

Compares programs for teaching Welsh to children in Wales with those teaching French in Canada. Describes Welsh medium schools, Welsh as a second language programs and the recent Schools Council Bilingual Project, in which Welsh is used as medium of instruction for part of the school day. (Author/BK)

Describes the newly emerging debate in England known as "bilingualism and mother-tongue teaching" by discussing: (1) the general scene, including historical background and educational and minority group attitudes; (2) the main component of the mother-tongue debate embodied in administrative questions; and (3) certain features of the wider context…

Discusses the status of Creoles and their role in the education system of Creole-speaking countries, particularly those Creoles based on and competing with French. (AM)

Notes that until 1994, English and Afrikaans were the two official languages of South Africa, and educational policy promoted bilingualism in the country's schools. Examines the two languages historically and socially in order to make some comparisons with bilingual education in Canada. Makes reference to the future roles of the two languages in…

Responds to Robert Kaplan's discussion of language teaching and language policy presented in a earlier article. Special attention is given to the idea that attempts to modify the use of Spanish in the United States should pay greater attention to conditions in Latin America. (Author/VWL)

Three studies that examine the development of phonological awareness in monolingual and bilingual children K-2. In the first study, monolingual and bilingual children performed equally well on a complex task requiring phoneme substitution. The second replicated these results and demonstrated a significant role for the language of literacy…

Reports on reforms in English language teaching (ELT) in the People's Republic of China since the mid-1980s. Begins with a brief review of ELT during the Cultural Revolution and in the immediate following years to provide a background against which more recent developments can be examined. Examines recent important developments in curriculum…

Discusses research related to bilingual education as a means of providing background information for policy makers, and then discusses a number of bilingual education models. Suggests separate models of language-in-education policies for the Melanesian, Micronesian/Polynesian parts of the South Pacific and for Fiji. (Author/VWL)

Illustrates the necessity of viewing formal language instruction in terms of both intercultural and intracultural encounters. An examination of examples of cultural interactions occurring in an English as a second language classroom at the University of Guam points out the overall importance of the roles of culture. (Author/CB)