This article describes Indigenous Australian languages as having a history of pejoration dating from colonial times, which has masked the richness and complexity of mother tongues (and more recently developed kriols) of large numbers of Indigenous Australians. The paper rejects deficit theory representations of these languages as being inferior to…

Reexamines the question of why pattern practice fails by hypothesizing about the information processing activities that they entail. (Author/CFM)

Discusses reasons for enrollment growth at institutions of higher learning, including instructional quality, departmental diversification, instructional innovation, and publicity and recruitment. (AM)

A step-by-step description is presented of how the teacher of English as a foreign language can add a question-and-answer period to the oral report. The technique allows for the participation of all students and brings the exercise closer to real conversation. (SW)

Conversation classes have three goals: (1) to introduce and practice elements of spoken language; (2) to bring passive knowledge of the language into active use; and (3) to create a situation in which the two other goals may be realized. The place, the material, and the topic are important in achieving these goals. (CFM)

This bibliography on psycholinguistics and teaching English as a second or foreign language includes checklists, bibliographies, anthologies, readers, collections, books, monographs, and articles. (CFM)

Conversation cards are a basis for guided role play and are used for reviewing a foreign language unit. After two or more units, conversation cards are combined into extended conversations (conversations libres). Two detailed examples are given of conversations libres and some sample conversation cards are appended. (LMO)

Discusses recognition of cognates used in teaching materials prepared by the English for Specific Purposes Project for academic courses. Presents suggestions based on theoretical considerations of cognate recognition. Examines, by way of protocol studies, how foreign students of English make use of cognate recognition. Suggests that strategies for…

An open-ended questionnaire (in appendix) was administered to 162 New Jersey teachers who had limited English proficient (LEP) students in their classrooms but had no training in ESL. The responses indicate the difficulties that regular classroom teachers encounter in integrating LEP students socially and academically into the regular setting.…

A systematic and explicit approach to evaluation of pronunciation is proposed. Generalizability theory was applied in order to comprise all relevant factors in one psychomotor model. French and German pronunciation tests (in Appendix) were devised and evaluated. Common pronunciation problems for native Dutch speakers were incorporated. (Author/LMO)

In a study demonstrating that Black English was target for Hispanic boys acquiring English as second language, it was shown that extensive peer contact with Blacks was necessary but not sufficient for acquisition of two features of Black English (negative concord and distributive "be") and that choice of Blacks as reference played no role in…

Argues that children's OV utterances cannot be related transformationally to VO utterances because children initially acquire OV and VO with different sets of verbs, and also argues that L2 acquisition data can be accounted for within a model of L1 structural transfer, without requiring adult learner access to Universal Grammar. (Author/LMO)

Nineteen Indonesian students enrolled in a University of Virginia special education training program were assessed on the importance of English-language proficiency. Academic performance was significantly related to English-language training scores but not to preadmission "Test of English as a Foreign Language' scores, student attitudes, or…

A need exists for appropriate curricula for students who are both limited English proficient (LEP) and learning disabled (LD). This paper reviews learning strategy approaches for LEP and LD students, compares two models (the Cognitive Academic Language Learning Approach and the Strategies Intervention Model), and proposes a merging of the two…

Describes spatial and sequential learning strategies and how they affect student performance and progress in second-language learning. Briefly describes a test identifying preferred style. Suggests how instructors can then individualize instruction. Outlines the way VOCAL, a multilingual authoring system, can be used in a language laboratory for…