A study investigated aspects of reading comprehension for familiar and unfamiliar topics among native and nonnative English-speaking college students enrolled in French and Italian courses. Results suggest that, as comprehension proficiency improves, qualitative differences appear rather than just quantitative ones. Background knowledge was found…

Examines the qualities and frequency of episodes of concurrent metalinguistic and ideational thinking reported verbally by second-language learners while they composed. Finds frequencies of thinking episodes is significantly related to learners' writing expertise in their mother tongue. Argues for integrating the notion of comprehensible output…

A comparison of the French proficiency of bilingual and monolingual native English, Italian, or non-Romance language speaking eighth graders in an Ontario bilingual program found that the bilingual students generally performed better than monolingual students on cloze procedure tests and story telling tasks. (40 references) (Author/CB)

A brief exploration of the essential philosophy of second-language proficiency testing within a communicative framework yields the following five principles for teachers designing second-language tests: updating outmoded tests; critically and objectively evaluating test effectiveness; ensuring test reliability and validity; ensuring tests'…

Describes an experiment that looks into the effect of a 90 hour extensive reading program using graded readers on the language development of a group (N=25) of learners of English-as-a-Second-Language in Pakistan. Results show significant gains in both fluency and accuracy of expression, though not in the range of structures used. (21 references)…

In an effort to encourage the integration of writing as a communicative act in the second language classroom, information is presented about the purposes of writing in the second language classroom, types of writing tasks, proficiency levels in writing, writing activities, and writing evaluation. (Author/CB)

More foreign-language professors are stressing speaking rather than grammar in their courses. They are encouraging their students to talk as much as 90 percent of the time. At the heart of the new approach is the concept of "proficiency"--what the student can do with the language. (MLW)

A study investigated the effects of grading practices on the oral production and attitudes of high school students in first-year German courses. The effectiveness of structured situational practice activities on oral communication with and without grading were examined. Results indicated that there were differences in proficiency as related to…

Explores the attitudes of British secondary school teachers toward withdrawal and mainstream support as ways of helping bilingual pupils develop competence in English. Suggests that the results allow for envisaging an ideal classroom situation for teaching bilingual pupils. (KO)

Examination of the relationship between students' use of French and English in five classes at a bilingual university and their access to subject-matter knowledge and social networks found language brokerage to be an important process in two classes. The process of language brokerage, related research, and policy implications are discussed.…

A study of the Glendon Examination of Bilingual Competence included a survey of former candidates, students, and faculty regarding perceptions of test content and format and development and piloting of a new test. Issues arising in the research are discussed. The test and grading criteria are appended. (Author/MSE)

After 3-5 years in Canada, respondents to a study of 45 Southeast Asians aged 14-23 experienced some ongoing language barriers, low socioeconomic status, and friendship patterns that favored their own ethnic group. Adaptations included learning English, becoming familiar with the environment, and finding friends. Difficulties were encountered with…

Novice second-language learners can understand and benefit from authentic reading and listening language texts that are not typically introduced until students have intermediate or advanced language skills. Early exposure to such texts can help learners develop useful listening strategies for more complex tasks. (Author/CB)

No significant difference in final examination scores or student ratings was found for students taught by foreign and native Teaching Associates (TAs), when students' ability and TAs' teaching experience were held constant. A moderate positive correlation was found between the foreign TAs' English proficiency score and their students' examination…

In response to an earlier article on the effectiveness of French immersion, research on immersion, and the best second language teaching approaches for Canadian schools, it is argued that French immersion research has been misinterpreted and misrepresented and that the stated view on second-language teaching is an extreme one. (22 references) (MSE)