Reports on one phase of a 3-year investigation of case-based learning and teaching that was carried out in a Hong Kong university. Findings provided direction for an English for specific purposes business communications course and highlighted the need for culture and context-specific preparation for case leaders and students. (Author/VWL)

This study examined immigrant parents' role in young children's language learning in various linguistic contexts, focusing on how parents helped their children learn English while maintaining their mother tongue. Findings of questionnaires, observations, and interviews indicated factors supporting children's learning, including parents' interest…

Explores whether culture-specific rhetorical conventions affect the reading recall of Chinese English-as-a-Foreign-Language college students at two grade levels. Four English passages verified as using Chinese rhetorical conventions were modified into four counterpart versions reflecting English rhetorical conventions. Taiwanese freshman and…

Synthesizes findings from observational classroom research on corrective feedback and presents an observational study of patterns of error treatment n an adult English-as-a-Second-Language classroom. Examines the range and types of feedback used by the teacher and their relationship to learner uptake and immediate repair of error. (Author/VWL)

Reports results of a study investigating patterns of publication for 14 Western-trained Chinese TESOL professionals in China. Open-ended interviews revealed trends in publishing practices, including the perceived influence of English on their writing of Chinese. (Author/VWL)

Investigates the effects of definitional information in the form of dictionary entries, on second language learners' vocabulary learning in an instructed setting. Indian students (Native Hindi speakers) of English received monolingual English dictionary entries of five previously unknown words from four different learner's dictionaries. Results…

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)

Explores the genre of the post graduate research proposal as an institutional requirement for international graduate students in an Australian university. Following a survey of attitudes and practices of supervisors, reflects on the political and social dimensions of the role of English for academic purposes (EAP) teachers and reconceptualizes EAP…

Suggests that be sharing power in the classroom teachers allow the development of participatory classrooms in which all students can thrive. Examines participatory teaching and critical pedagogy, components of the participatory learning experience, manifestations of participatory teaching, an application of the language experience approach,…

Examines the representation of culture in texts designed for adult learners of English as a Second Language in Canada. Guiding the analysis is a view of culture as a process of making sense of the world and a site of struggles of people with multiple and shifting identities over meaning and representation. (Author/VWL)

Describes a workshop for teachers in rural Thailand to consider new perspectives in teaching writing in English. Teachers were participants in a certificate in Teaching English as a Foreign language (TEFL) program course sponsored by the Canadian International Development Agency. The genre approach to writing is proposed as a way of helping…

Provides a comparative study of two different cultures of learning--the Korean and the British. Data are case studies of teaching and learning at the mainstream beginner level: English in Korea and French in Britain. Focuses on how the notion of communicative is interpreted, the idea of "good language learner," and whole-class…

Examines the role of interactional context in exchanges between teachers and learners in English-as-a-Second-Language classrooms. Teacher-learner exchanges were categorized as being primarily focused on content, communication, management, or explicit language. Suggests that the importance of the interactional context should not be underestimated…

Presents an analysis of the relationship between third language reading comprehension and its constituent skills for bilingual Dutch students for whom English is a third language (L3), compared to monolingual Dutch students for whom English is a second language (L2). (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)