Examines four factors in the operation of formal schemata in the recall of written narrative texts in English by students in Hong Kong: quantity of recall; temporal sequence of recall from story-schematic and input versions of stories; the effects of second language proficiency level on quantity of recall; and the quality of recall. (31…

A comparison of native and nonnative (Japanese) English speakers' expressions for offers and requests found that Japanese subjects were typically too direct in most situations and sounded rude, even when they intended to be polite. This suggests that the pragmatic competence of Japanese learners of English needs to be reinforced in language…

Southeast Asian refugee youth in the United States must contend with significant cultural differences and long-term adjustment stress. While struggling to develop an adult identity, these adolescents must also work through the trauma of being refugees, adapting to a new culture without relinquishing the heritage fundamental to their development.…

The recent emphasis on content-based English-as-a-Second-Language (ESL) instruction is motivated by research showing that English proficiency does not correlate with academic success. Case studies of 15 ESL students in content classes suggest that a lack of academic success may be the result of a lack of effective academic skills. (Author/VWL)

Explores and analyzes research concerning the effect of limited English-language proficiency on children's performance in Australian schools, focusing on educational policies, characteristics of limited-English-speaking children, attitudes toward such children, and English-as-a-Second-Language acquisition. (CB)

A comparison of the French language proficiency of high school students taking the Advanced Placement (AP) Examination for French against college students in their sixth semester of French study found that the college students did slightly less well than the high school students. AP grading standards were more stringent than those used by college…

A survey of 58 higher education institutions revealed that 74 percent had a foreign language admissions or graduation requirement, and 75 percent used placement examinations for incoming students. Schools cited problems of students with previous study enrolling in beginning classes, and of a lack of placement options for students with prior…

Investigation of the retention of school-learned French language skills in Dutch students over a period of four years following training revealed that global receptive skills actually improved. Only lexical and grammatical skills attrited, although students' self-perception of their skill retention was much more negative. (Author/JR)

Studies the relationship of educational level and knowledge of English on the differential integration of 71 post-1965 Greek immigrants into the religious structure of the Greek community of New York, New York. Tentatively concludes that socioeconomic status may play a larger role than the variables explored. (FMW)

Compares intelligence and achievement test results from learning disabled (LD) and normal Mexican American high school students with those of Anglo LD and normal students. No differences in performance IQ between Mexican and Anglo LDs. Suggests language proficiency or sociocultural factors, not learning disabilities, cause differences. (Author/TES)

Discusses a recently developed post-admissions testing battery, for Ontario colleges and universities, that tests students' listening, speaking, reading, and writing skills through integrated texts and tasks that simulate academic language use. The battery yields placement and diagnostic information about students' readiness to undertake academic…

Students of Chinese and Punjabi-Sikh ancestry are underrepresented in teacher education programs in British Columbia. Interviews with 34 college students from these ethnic groups found that career choice was influenced most strongly by parental expectations, and was also affected by cultural sex role attitudes, English language proficiency, and…

Discusses Krashen's monitor model and input hypothesis of language acquisition, focusing on the implications of this hypothesis among Hispanic bilinguals in an English speaking-teaching-reading-problem-solving environment. The hypothesis maintains that individuals acquire more language only when they are exposed to comprehensible input that is a…

Presents an update on a university's articulation work. The university aimed at collaboration in specifying the skills and knowledge expected of elementary and secondary students, motivating these students for higher education, setting standards and providing feedback to school districts. Progress in articulation is slow but discernible. (seven…

Explores the effects of speech modification, prior knowledge, and listening proficiency on listening comprehension. Results show significant interactions between speech modification and listening proficiency and between prior knowledge and test type. The authors discuss the implications for teaching and testing of listening comprehension,…