An overview is given of the main themes, perspectives, and debates in the teaching of English for Speakers of Other Languages (ESOL). Combining historical, sociolinguistic, and cross-cultural analysis of the language needs of adult immigrants, the discussion addresses issues related to ESOL learning and teaching in Great Britain. An introductory…

It has been widely acknowledged in language acquisition research that cultural learning is an inseparable part of language learning. However, insufficient attention has been paid to the culture of classroom learning which involves both teachers' and learners' cultural values, beliefs, roles, expectations, and conceptions of teaching and learning.…

This paper investigates the usefulness of the labels "native speaker" (NS) and "non-native speaker" (NNS) in the field of Teaching English to Speakers of Other Languages (TESOL). The researcher's anecdotal experience is that NNSs bring under-appreciated strengths to teaching English to Speakers of Other Languages (ESOL). The recent research in…

This issue includes the following articles: "Assimilation to the Unmarked" (Eric Bakovic); "On the Non-Universality of Functional Projections and the Effects on Parametrized Variation: Evidence from Creoles" (Marlyse Baptista); "What Turkish Acquisition Tells Us about Underlying Word Order and Scrambling" (Natalie…

American (and English language) television has gradually become a more influential factor in the way people are learning English overseas, as access to cable programming has widely spread across cities, regardless of socio-cultural backgrounds. What students watch on TV affects not only how they are learning the language, but also their cultural…

One out of every five students in Florida's K-12 public schools is classified as an English Language Learner (ELL). While policy-makers increasingly use standardized testing, even as they debate the appropriate instructional methods for an ever-increasing population of non-native English speaking students, how will these students' educational…

The "K-12 Guidelines for English Language Proficiency" were developed as a supplement to the Nebraska State Standards. All English Language Learner (ELL) students are required by the Nebraska Department of Education to meet or exceed the Nebraska State Standards (LEARNS) or district approved standards. These guidelines present districts, content…

This fact sheet is a declaration of rights for parents of English language learners under No Child Left Behind. President George W. Bush had a vision that all children could achieve academic success by receiving a high-quality education. He knew that something had to be done to close the large achievement gap that exists between minority children…

Recent political imperatives have pushed the issue of teacher quality to the top of the reform agenda in U.S. education (Cochran-Smith & Fries, 2001; Darling-Hammond & Youngs, 2002). While the recent focus on teacher quality may give us the illusion that it is a new topic, questions about the preparation, recruitment, and retention of good…

In this report, Christopher Jepsen and Shelley de Alth conclude that there are numerous obstacles to students being reclassified from English learners to Fluent English Proficient. To start with, over 50 languages are spoken in California's public schools. Although 85 percent of English learners speak Spanish as their first language, the sheer…

In language learning, the psychological factor of group reference is crucial. In its absence, the best efforts of the English teacher are ineffective. In its presence, nonstandard dialect speakers will learn standard English regardless of formal teaching. (JM)

Briefly characterizes the creative aspect of language use and demonstrates how some typical present day teaching techniques are inadequate for teaching it. (FB)

Clues in the answers given to the Spanish Advanced Placement Examination questions can identify the test-taker as having learned the language in the classroom or as a native speaker. The Educational Testing Service has found mechanisms to ensure that the tests are equally suited to the two groups. (MSE)

Describes an advanced, nonliterary Spanish course which can be adapted to high school classes. (EKN)