Undertakes to classify the various types of questions occurring in everyday speech for the use in foreign language teaching. (IFS/WGA)

Until basic reference books and materials were developed and curriculum writers trained in the various Micronesian languages, bilingual education programs consisted of little more than ESL. The article describes the difficulties encountered and the procedures utilized for successful development of quality educational programs based on the mother…

Traces the history of the advances and setbacks experienced by proponents of sign language in France and in the United States from the 18th century to the present. (AM)

Presents a collection of frequent errors, stock phrases teachers misuse that originate from a lack of acquaintance with the foreign land and culture, or from incorrect information. The correct versions are also given. The need is stressed for more attention to classroom English. (Text is in German.) (IFS/WGA)

A survey examined knowledge of the bilingual education program at a Houston (Texas) kindergarten among 19 Hispanic American parents. Few parents were familiar with the bilingual education practices and policies at their children's school, and their expectations for English-language instruction varied widely from what was actually happening in the…

Identifies two types of response to the possibility of teaching English as a lingua franca, where there is a break of the traditional assumption that a language is associated with one or more specific cultures. Taken from the German context, the issues raised are significant to most teachers of English, and for those who educate them. (Author/VWL)

Reports a study carried out on bilingual adolescents in a school in the Basque Country in which the language of instruction is Basque. Spanish and English are taught starting in Grade 3. Results show that all students are highly competent in Basque and Spanish, but students who use Basque in more domains get the best scores in English. (Author/VWL)

This paper examines the negative impact the linguistic situation in the Arab world, which is characterized by diglossia, has on Arab children's ability to acquire reading and writing skills in Arabic and on their academic attainment in general. Discusses specific obstacles posed by contemporary diglossia to the acquisition of literacy, including…

Sketches key facets in the larger socioeducational machinery that shapes the written textual production and consumption (WTPC) of English-medium (EM) and "vernacular-medium" (VM) students in Gujarat, India. Lays out ways in which articulator macro-structures align together to produce and shape conditions that privilege the WTPC of EM…

Analysis of Ontario standardized-test scores indicates that French-immersion students, who had lagged behind regular English-program students in grade 3, had comparable or higher achievement scores in reading, writing, and mathematics by grade 6. Little support was found for possible explanations involving selective attrition of weaker students…

The compulsory education system in the autonomous Spanish region known as the Comunidad Valenciano has offered a varied program of bilingual education. Spanish and Valenciano, an autochthonous variety of Catalan, alternate according to various curricular programs as the main teaching languages. Examines the objectives of each of these programs, as…

Thirty-six English language learners at-risk for developmental disabilities were observed for six days within 4 elementary schools and 26 classrooms. The most frequently taught subjects were math, reading, and language arts. English was the most frequently used language of instruction and students engaged in academic behaviors 44% of the time.…

Panelists involved in deaf education teaching, research, and administration discuss the application of English-as-a-Second-Language methods for teaching English to deaf students, focusing on educational theories, use of American Sign Language, teacher education needs, and sociocultural factors. (CB)

Describes the differences between majority- and minority-language learners learning a second language in a publicly funded schooling environment in England, highlighting the difficulties faced by minority language speakers and the need for the development of a more rigorous and informed pedagogical practice in a multilingual classroom. (24…

Considers the status and corpus planning aspects of three of Peru's Quechua policies in light of the language planning orientations of language-as-problem, language-as-right, and language-as-resource. Current Quechua/Spanish bilingual education recognizes the rights of Quechua speakers and the role of the language as a national resource.…