This article discusses case studies of subjects labeled as learning disabled (LD) who have gained a degree of proficiency in a second language. The subjects' performance on written dictations, oral readings, and comprehension after oral and silent reading are compared qualitatively between their first and second language. (60 references) (JL)

A study of three grammar consciousness-raising tasks dealing with word order among Japanese university students showed that the tasks successfully promoted both proficiency gains and second-language negotiated interaction in participants. Negotiation quantity was determined by the combination of task features present rather than the nature of the…

Finds that students were on-task even when they were silent or when there was a lot of noise in the room; reluctance to answer questions of participate in oral interactions were not necessarily the result of a lack of comprehension; and monolingual students were sensitive to the capabilities of the LEP students. (RS)

Investigates whether reading instruction for adult English-as-a-Second-Language students should focus on fostering linguistic ability or on increasing background knowledge. Demonstrates that both linguistic knowledge and prior knowledge contribute significantly to reading comprehension. Argues that an integrative approach to reading instruction is…

The influences of white Dutch and black Surinamer differences in skin color, accent, speech style, and spoken fluency on police officers' perceptions were examined for 173 Dutch police officers. Results provide empirical support for the existence of nonverbal communication errors in cross-cultural police-citizen interactions. (SLD)

Conflicting evidence regarding listening comprehension as a separate trait in language proficiency is reviewed. Two studies conducted in Japan are presented that use the multitrait-multimethod methodology to examine the construct validity of the listening trait. (74 references) (Author/LB)

Explains the relationship between international trade and language competence in Australia and describes programs to enable students to spend part of their study time learning European Community (EC) languages in countries other than their own. Also discusses the status of foreign language learning in the United Kingdom. (SM)

A coding scheme based on a text-processing model was employed to compare summary protocols produced by university English-as-a-Second-Language students at two proficiency levels. Significant differences between groups were found in replication of original-text sentences and combinations of idea units taken from multiple punctuated sentences. (37…

Examines the perception of four English vowels by adult native speakers of German. The role of foreign-language experience in the perception of second-language vowels was examined through labeling responses to members of synthetic continua in which vowel duration and spectrum were varied factorily. (42 references) (GLR)

Analysis of adult English-as-a-Second-Language students' dialogue journal communication with their native speaking teacher found that 5 of the 12 conversations analyzed were reciprocal in most of the "move" (sharing of information or opinions unknown by the other) categories, but only 4 were reciprocal in initiating solicits, and only 1 extended…

Describes how one university's change from a seat-time to a proficiency-based foreign-language requirement affected foreign-language programs and instructional approaches, and focuses on the reasons for the change, student and instructor attitudes, and administrative changes. (CB)

Makes a plea for reading authentic "Jugendliteratur" in the foreign-language classroom. Focuses on the reasons for inclusions of this literature, discusses some of the reasons for its omission, and offers solutions to the problems perceived. Strategies for reading whole texts are shared and applied to the reading of "Oya" by…

Examines the linguistic orientation of traditional language-assessment procedures by focusing on an Australian study of immigrant health professionals in which a mismatch was found between successful performance on a test for occupation-specific English-language ability and clinical supervisors' perceptions of their supervisees' English…

Suggests a quick and practical supplementary test that can solve many of the difficulties of student placement in intensive English programs (IEPs). Dictation is suggested as an easy and efficient way to gain information about students' underlying abilities to communicate. (Author/VWL)

Investigated how francophone nurses, newly hired in an English-speaking hospital in Quebec, Canada, developed skill in writing nursing notes in English. Data from interviews and observations indicated that social context and mediation were an important part of nurses' ability to appropriate competence in a subgenre of nursing notes in English. (SM)