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This paper traces the three major developmental strands that converged to contribute to the definition of the applied linguistics field in the Philippines: the institution and capacity-building work supported by the Ford and Rockefeller Foundations; the forging of a vibrant consortium among three Filipino institutions of higher education to offer doctoral training in applied linguistics; and the contributions to educational and national development through research and applied activities of groups such as the Summer Institute of Linguistics, the Institute for National Languages, and the Linguistic Society of the Philippines. This progress aside, it is asserted that much remains to be done, and that much remains to be learned about the development of decontextualized language abilities and about the mastery of content material of Tagalog or one of the principal vernacular languages. There is also a lot to be done to help determine the proper role of language and education and national development. (Contains 25 references.) (KFT)

This paper describes a study conducted by Northern Arizona University's Educational Technology faculty regarding training teachers for the integration of technology and the promotion of learner-centered instruction. Participants included traditional pre-service students enrolled in a required "Technology in the Classroom" course and veteran teachers engaged in professional development designed to provide instruction into the integration of technology into the classroom. Instruction modeled the integration of technology from a constructionist perspective, and provided participants the opportunity to engage in activities that utilized the integration of technology. The learning environment was designed to provide instruction to skills and practice exercises utilizing computer applications that could be later used within their teaching practice. Conclusions drawn from the study suggestion that currently learners may not have enough experience learning with the integration of technology to feel comfortable to take responsibility for this type of learner-centered environment. (Contains 10 references.) (AEF)

The report describes the implementation and continuing documentation of a Japanese second language program in a laboratory elementary school at the University of Pittsburgh (Pennsylvania). The structure of the curriculum and instructional strategies used are described for each of the program's 2 years, and results of student assessments and surveys of students, parents, and teachers are discussed. Adjustments made in the program's second year in response to issues arising in the first year are also noted. Documentation instruments, data collection procedures, and results are also detailed, including vocabulary testing, oral interviews, learner questionnaires, teacher assessments of students' language development, parent questionnaires, and reflections of the Japanese teacher and other primary teachers in the school on the effects of the program. From these results, implications are drawn for policy formation, the role of the program in the school's culture, curriculum and materials development, articulation, and the utility of current Japanese proficiency measures. (MSE)

This investigation was designed to examine the acquisition of a set of complex English structures by Egyptian Arabic-speaking adult learners at different levels of proficiency. Two studies were conducted using the methodology of Chomsky as adapted by d'Anglejan and Tucker. In addition, some subjects were asked to translate a number of stimulus sentences to probe explicitly for evidence of interlingual interference. The results for the more advanced learners indicated a developmental pattern similar to that reported by Chomsky for child native speakers. All subjects appeared to deal directly with the linguistic data of the target language. No evidence was found that they attempted to translate or to map native language structures onto those of the target language (Author)

A number of errors which typify the English speech or writing of Egyptian students of EFL (English as a foreign language) were identified. A series of matched sentences -- some containing a deviant feature, others not -- were recorded by a native speaker of English and by a native speaker of Arabic. Groups of intermediate and of advanced EFL students listened to tape recordings and rated each sentence in terms of prescriptive grammaticality and social acceptability. Listeners were then presented with the subset of deviant sentences. They were asked to correct the errors and to indicate the extent to which each of the errors bothered or irritated them. Thus, it was possible to examine listeners' reactions to various types of errors and to map out the hierarchy of acceptability of various deviant utterances produced by native and non-native speakers. (Author/CLK)

This study describes certain communication strategies used by Anglophone children learning French as a second language as well as by children whose mother tongue is French. Three groups of children in the third and fifth grades participated in the study: French native speakers, Anglophone children learning French in an immersion setting, and Anglophone children in a French school (submersion). Each child listened to a story read to him or her by the examiner. On the second reading, at the end of each paragraph, the child was given three (3) pictures corresponding to that paragraph and was asked to retell the story. The extent to which five syntactic structures were avoided was analyzed. Results indicated that the extent to which avoidance occurred differed according to structure, grade level and group. In addition, common strategies of avoidance, such as paraphrasing, could be identified for all children. (Author/AMH)

A comparison of the salient characteristics of Canadian and United States bilingual education programs suggests various settings where it would be desirable to introduce children to schooling in their home language. These settings include: (1) the various ethnic communities in the United States, (2) multilingual developing countries, (3) parts of Canada where groups of non-English-speaking residents have congregated and where the home language is one of lower ascribed social or economic status, (4) places where there does not exist uniformly high pressure within the home and community to encourage literacy and language maintenance, and (5) places where many teachers in the educational system are unaware of or insensitive to the values and traditions of the minority-group pupils. The schooling should take the form of a carefully developed language arts program integrated into a general curriculum in which content material is also taught in the native language. This will sustain and nurture children's linguistic and cognitive development while teaching the second language and gradually introducing the content materials in the second language, without abandoning the language arts or content material taught in the native language. Immersion in the target language is not recommended, although in some social settings where the home language is highly valued, parents and peer groups actively encourage literacy and native language maintenance, and the children's success is encouraged, schooling can begin in the second language. (MSE)

Two-way, or bilingual, immersion education, a major innovation in the integration of language and content instruction, is intended to improve the quality of language education for language minority and language majority students in the United States. The emerging educational practice responds to the increasing proportions of language minority students in many parts of the country and also holds promise for improving the quality of foreign language instruction for language majority children. An introductory section describes the early Canadian experience with language and content integration, which began over 20 years ago, and discusses the benefits of bringing language majority and language minority students together in a single program of instruction (two-way, or bilingual, immersion). The basic bilingual immersion program model is discussed, and related research is reviewed. Two exemplary programs, Arlington, Virginia's Key Elementary School and California's Edison Elementary School in the Santa Monica-Malibu Unified School District, are discussed. The report concludes that bilingual immersion education can be a powerful vehicle for promoting the development of bilingual language proficiency and social competence in elementary school children, and that the success of this approach depends largely on teachers' sensitivity to the children's language abilities and needs. 28 references. (MSE)

Increasingly, applied linguists have been working with counterpart teachers who are subject-matter specialists to develop innovative programs to integrate the teaching of language and content. In some places, integration of language and content instruction involves implementation of two-way bilingual (interlocking) immersion programs. Such work falls into the general rubric of language (education) policy or planning. The role of language in education in several disparate settings is illustrated by the adoption of different policies and practices. In the People's Republic of China, English is taught non-intensively as a foreign language as part of the regular middle school curriculum, followed by more intensive English for special purposes for those with a demonstrable need for further study in English. Nigeria provides transitional bilingual education with a limited maintenance component. The Philippines offers full bilingual education with a complete integration of language and content instruction throughout education cycles. The process by which a country chooses an appropriate model represents educational language planning. This process has relevance for policy formation in the United States. (MSE)

This paper examines content-based instruction, which is an integrated approach to language instruction drawing topics, texts, and tasks from content or subject matter classes but focusing on the cognitive, academic language skills needed to participate effectively in content instruction. The intent and design of content-based instructional programs are discussed, some of the strategies and techniques characterizing these programs are described, the means by which programs are implemented are outlined, and areas of needed research and development are identified. A need for additional work is seen in teacher education, student assessment, program evaluation, and the preparation of textbooks and other instructional materials. Additional research into the academic language and specific registers of mathematics, science, and other content areas is also recommended. (MSE)

A discussion of research on the cognitive, personal, and social correlates of bilingualism focuses on those consequences for individuals who are "caused" to become bilingual by their participation in innovative language education programs such as immersion, bilingual immersion, interlocking, or two-way bilingual programs. The purpose of this paper is to counter-balance the negatively-charged debate surrounding a proposed amendment to the United States Constitution declaring English to be the sole and official language of the country. Fuel for the controversy is seen as hinging on misunderstanding of issues related to bilingual education. The changing language education needs of language minority and language majority children are discussed, an innovative approach to language education designed to foster additive bilingualism is described, and the likely correlates of such bilingualism are identified, based on a review of relevant research literature. (MSE)

The centrality of multilingualism as a world-wide phenomenon is examined, and six issues needing attention are identified: the variable impact of official policies concerning language; contrasting views about multilingualism; scarcity of basic research; language spread and the hegemony of English; lack of attention to languages other than English; and the benefits of multilingualism. (MSE)

Describes the implementation and evaluation of the second year of a three-year pilot project to teach Japanese to students at a Pittsburgh elementary school. Analyses of students' performance indicate that they progressed considerably in developing proficiency in Japanese and that their teachers believed that more could be done to incorporate the program into the "life" of the school. (21 references) (Author/CK)

This book reports on research in the area of address patterns, such as titles, last or first names, and the formal and informal pronouns used in many languages. The research was inspired by two distinct issues: (1) what is actually intended by a "sender" when he makes a particular choice of address form, and (2) what is actually interpreted by a "receiver" who has to process the address form he receives. Attention is given to cross-national and cross-cultural comparisons of address patterns and the structures of the social systems represented. Studies completed in Canada, France, Puerto Rico, and Colombia are reported on. A discussion of the social-psychological meaning of address forms concludes the volume. (CLK)