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English Language Development (ELD) and Academic English Development (AED) curricula in most public schools lack a communicative method and consist mostly of dry, meaningless grammar lessons devoid of relevance and authentic context. The purpose of this project is to develop guidelines to teach English language to elementary school children following the model for teaching English as a Second Language (ESL). As the literature reveals, students acquire second languages more successfully in a risk free environment where the focus is on communication and not solely grammar drills of form and function. Language curriculum must allow a significant amount of time for target language practice in an authentic situational context. Grammar should be covered, but a balance must be struck between its explicit and implicit instruction. The instructor's objective is to create conditions where grammatical awareness becomes a product of language development and not solely the means. The curriculum guidelines are based upon a communicative model where spoken language takes precedence over written language. While oral proficiency is the objective of most programs currently in use, it is the means towards such proficiency that is problematic. This project's guidelines direct instructors to create authentic situations relevant to students' experience where they are immersed in a spoken English environment, free of stress and arduous grammar drills, much like a child learns his or her first language. Language is learned through association to actual events and ample time is given to process input and to practice the language structures orally before any orthographic component is stressed. [Master's Thesis, Dominican University of California.]

English has become a global language, and its importance is evident in various domains such as education, employment, and international communication. In Kuwait which is one state of the Gulf region that comprises countries like Saudi Arabia, United Arab Emirates, Qatar, Bahrain, and Oman, English is increasingly recognized as a crucial language for economic development and cross-cultural exchange. Therefore, this thesis comprehensively examines a set of challenges that learners in Kuwait encounter that delay their language acquisition and proficiency. This research paper aims to explore the matter and shed light on the significant issues faced by EFL learners in Kuwait by examining factors such as cultural differences, educational policies, linguistic variations, pedagogical approaches, learning environment, and Socioeconomic Factors that impact EFL learning in Kuwait This paper seeks to comprehensively understand the challenges and propose potential solutions through comprehensive reviews of relevant literature that have been found in Google Scholar and the Online Library and using the qualitative approach, specifically a phenomenological study. Phenomenology focuses on understanding the lived experiences and subjective meanings attributed to specific phenomena. By adopting this approach, the study aims to gain an in-depth understanding of the challenges faced by EFL learners in Kuwait, capturing their perspectives and interpretations. The findings of this research on one hand contribute to the development of effective EFL teaching approaches and policies. On the other hand, those findings can guide educators, policymakers, and stakeholders in implementing effective strategies to support EFL learners and enhance English language education in Kuwait. English EFL learning has become increasingly important in the Gulf region due to globalization, economic development, and the growing need for effective communication in English. Kuwait has witnessed a significant influx of expatriate workers and a rise in international trade and tourism. As a result, English proficiency has become a valuable skill for individuals seeking educational and employment opportunities, as well as for social integration and cultural exchange.

Against the background of increasing internationalization, Chinese-foreign cooperative education programs are growing in the Chinese higher education sector. With the international teaching environment combined with the local IC education concept, Chinese-foreign cooperative education programs are potentially the ideal platform for the complete realization of the entire process of intercultural language teaching and learning in higher education. Nevertheless, there is a lack of research on intercultural communication (IC) teaching in Chinese-foreign cooperative education programs. Moreover, the contents of IC courses offered in Chinese higher education, including the Chinese-foreign cooperative education programs, is not conducive to developing Chinese learners' intercultural communication competence (ICC). To investigate the effectiveness of IC teaching on developing students' ICC in Chinese higher education, this paper focuses on a Chinese-Hong Kong cooperative education program, adopting a qualitative approach to conduct in-depth interviews in two undergraduate curriculums, "Language and Intercultural Communication" (LIC) and "English Oral Communication" (EOC), to reflect on the strengths and weaknesses of intercultural teaching in the program and to find out the reasons why learners of the courses have difficulties in mastering ICC and preparing for overseas study from a pedagogical perspective. This paper finds that both the two courses neglect the role of translanguaging practices in developing learners' ICC. Meanwhile, there is also an excessive focus on essentialist perspectives and Euro-American cultures in the LIC and EOC courses, respectively. Furthermore, both courses also neglect the importance of various forms of practice and, more critically, intercultural contact in developing learners' ICC. Such reflective issues that do not play to Chinese-foreign cooperation education program strengths and have a negative impact on cultivating learners' ICC. The shortcomings demonstrated by these courses also reflect a series of shortcomings in the IC teaching of Chinese higher education. Based on the research findings, this research proposes that the IC teaching in Chinese universities should be transformed from the Euro-American IC model as the main content and the essentialist perspective. Moreover, IC teaching in China should also attach importance to the role of translation competence in facilitating learners' ICC. In addition, the role of intercultural contact in the IC class for cultivating learners' ICC also needs to be emphasized.

The dual curriculum model ubiquitous to Orthodox Jewish day schools in North America typically bifurcates into religious (Judaic) studies and general studies. While most classes generally fit into one of those two halves of the curriculum, some classes are not intuitively categorized as wholly belonging to one part over the other. One of those classes is "Ivrit" (Modern Hebrew). This study aims to describe "Ivrit's" place in the dual curriculum model and the various factors that contribute to that reality by exploring the context in which "Ivrit" emerged as a subject-matter for Orthodox schools and seeking to identify trends in the ways "Ivrit" is taught. This paper lays out the theories behind how ideology influences curriculum formation and documents how Hebrew has fit into the curriculum of Jewish Education throughout the ages. It also provides a picture of the particular context of North American Orthodox Jewry that this study focuses on, as well as a review of the different theories behind Hebrew education (heritage language vs. communicative language). With this theoretical background in hand, this dissertation surveyed 36 Orthodox high schools in North America to better understand how they viewed "Ivrit's" place and shows that ultimately this subject's place in the dual curriculum model remains ambiguous. Documenting how "Ivrit" is taught and examining the reasons as to why "Ivrit" is taught helped shed light on "Ivrit's" precarious place in the dual curriculum model, as some of those policies/techniques/motives seem to line up with the aims of the Judaic studies curriculum, while others seemingly reflect the goals of the general studies curriculum.

In this thesis, I present three related papers that collectively investigate the instructional supports on screen and in the media viewing context that influenced English and heritage language vocabulary knowledge in DLLs. In study 1, I examine how specific pedagogical approaches used in educational media might benefit DLLs. In study 2, I investigate how the overall instructional context for vocabulary learning influence L2 vocabulary in DLLs. In study 3, I examine how the language of instruction in children's programming help DLLs maintain two languages. Findings from these three studies provided an understanding of how various contexts for learning on screens might affect DLL early literacy development.

This paper uses conversation analytic research on a particular practice of organization in talk--pre-sequences--to evaluate English as a Second Language (ESL) textbook dialogues and make recommendations for their improvement. Pre-sequences, such as pre-invitations (e.g., What are you doing on Friday night?) and their responses are used to show speakers how others might respond to projected invitations, offers, or requests. This study examined 68 dialogues from 22 ESL integrated skills and conversation textbooks. Of the 36 invitation dialogues, only one exercise and three dialogues contained pre-invitations. None of the nine offer dialogues contained pre-offers, and of the 23 request dialogues, only one exercise and three dialogues contained pre-requests. Of the dialogues which contained pre-sequences, many were interactionally inadequate. Although a few textbooks contained implicit models of pre-sequences, they lacked explicit teaching about the form and function of pre-sequences. The paper makes recommendations for teaching about pre-sequences by adapting and supplementing textbook dialogues as well as training students to collect and analyze natural language. (Contains 96 references.) (SM)

This paper compares bilingual education policy and practice in Panama and the United States. Particular issues studied include the following: the social context of bilingual education in the two countries; programming and policy differences; teacher qualifications; availability of age-appropriate materials; and administrative support, level of community support, and legal backing. Findings include the following: skills and proficiency in languages other than English are more respected in Panama than the United States; second language learning is typically introduced at an earlier age in Panama; U.S. bilingual education programs have transition into English as the primary goal, while Panamanian programs seek to maintain Spanish while teaching English; both countries suffer from a shortage of qualified teachers; and there are much greater expectations for parent involvement in the United States. (Contains 54 references.) (KFT)

This practicum paper documents a program that was developed and implemented to help adult, advanced English-as-a-Second-Language (ESL) students increase their speaking and listening skills and build self confidence with native English speakers. The objective was to increase group average exit test scores in speaking and listening by at least two points over the current average of 43; increase students' average self-confidence post-test score by at least 5 points over the pre-test score, for 100% of a randomly-selected group of teachers to approve a manual created for this project. Strategies for pairing ESL students with mentors in various businesses and academic departments throughout a vocational or technical school where students served as aides to instructional and non-instructional personnel are discussed. All objectives were met, and the appendix includes forms and a sample teachers' manual. Seventeen appendices containing checklists, data tables, questionnaires, and various other forms and materials and 38 references are included. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

This paper depicts the results from a qualitative research study focused on finding out the effect of interaction through social media on the development of second language learners' written production from a private school in Medellín, Antioquia, Colombia. The study was framed within concepts such as "social interaction," "digital literacy," "content communities," and creation of identities in the online world, among others. Data was collected through a survey, an open-ended questionnaire, an interview to students, a teacher's journal, and assessment of students' artifacts. The analysis of the data was done through a Constant Comparison and categorization; results showed an increment in the development of learners' written production, as well as the disposition to socially interact in the written form. Appendices include: Questionnaire; Survey Questions; Evaluating the Activity Based on the Activities Done; and Screenshots.

International students who mainstream into American colleges and universities face complex and varied linguistic, cultural and sociolinguistic challenges. Although the number of Turkish students enrolling in American institutions continues to increase, little research has focused on their academic experience from the perspective of the cultural and sociolinguistic difficulties they encounter. By surveying 58 Turkish students attending undergraduate and graduate programs in 18 different American colleges and universities, information about differences between their Turkish and U.S educational experience begins to emerge. Among these differences are expectations for the content of academic lectures; the common practice of establishing academic study groups in the U.S.; the format and content of exams, and attitudes and perceptions toward plagiarism. This paper identifies and describes these differences and then provides possible implications for consideration by ESL instructors, international students and professors, and administrators in U.S. higher education contexts in order to ease the transition of these students into their new educational environments. Turkish Student Survey is appended. (Contains 4 tables.)

Beginning foreign language (FL) courses in high school often have high numbers of learning disabled (LED) and at-risk students, perhaps because many students who are considered to be college bound begin foreign language study in middle school. This paper examines FL difficulties as well as effective strategies that others have used to conquer these challenges. Research indicates that LED students and at-risk students both have FL learning difficulties, due to deficiencies in their native languages. Research suggests that teachers should use multi-sensory approaches; however, they should also explicitly teach phonology/orthography and grammar, as these may be necessary for LED and at-risk students to understand and use the target language. [Master's Thesis, Dominican University of California.]

This paper is an attempt to design a curriculum for a short-term development course for a non-native speaker English-as-a-foreign-language (EFL) teachers. The purpose is to share experiences in the effective teaching of lexis and structures; to make its participants aware of the importance of such necessities and creating a learning community and teaching strategies for the retention and recycling of lexical and structural terms; and to give its participants practice in designing classroom activities on teaching lexis and structures. Part one provides an overview of the course, and part two gives a detailed description of each day of the course. Objectives, timing, and procedure are indicated for each activity. Part three invites readers to have their own experiences in implementing the course. Apendixes contain a brief description of the activities presented during the course and a list of recommended readings for each day, the end-of-course feedback form, the instructor's checklist, useful tips for the instructor, and a list of extra activities. (KFT)

English for speakers of other languages (ESOL) students attending mainstream university courses for the first time struggle with language proficiency issues and have to adjust to unfamiliar pedagogical concepts, including an emphasis on critical thinking. The purpose of this paper is to determine to what extent and to what degree ESOL and mainstream teachers use questions to foster critical thinking skills. This study looks at cognitive level questions, wait-time behavior, use of comprehension checks, confirmation checks and clarification requests, as well as the length, syntactic complexity and cognitive level of student responses. Two advanced ESOL reading/writing classes and two entry-level mainstream writing courses were the sites of this study. Classes were observed and audio-taped with the results transcribed. Transcripts from whole-class discussions of reading assignments and discussions with teachers were analyzed. Tabulations of the question types in each group revealed that the mainstream teachers asked a greater percentage of higher order (i.e., related to critical thinking) questions, though the ESOL teachers asked far more questions. Post-question wait-time was longer in the ESOL classes, and there were far more comprehension and confirmation checks and clarification requests. Both teachers made speech adjustments to help students ask higher order questions. The results confirm that mainstream teachers in low-level writing classes emphasize critical thinking skills whereas ESOL teachers, even in advanced level writing classes, devote class time to both text comprehension and critical thinking. Appendices include both transcription samples and statistical tests. (Contains 49 references.) (KFT)

This paper presents a descriptive examination of the effects of high school learners of Spanish who complete a series of Internet-based assignments using a popular online Spanish tutorial. The study is designed to measure the knowledge acquired from the World Wide Web by administering and comparing a pretest and a posttest to both a sample and a control group. The entire study is conducted in a suburban Michigan high school. Much of the rest of the thesis summarizes and analyzes the answers to a questionnaire used to ascertain students' (n=100) opinions and feelings regarding their computer-based assignments in the Spanish foreign language class. Extensive quotations from the questionnaires reveal students' varied frustrations and praise of their computer assisted learning experiences. Overall, the students had positive comments and experiences about the use of the Internet. Early enthusiasm for Internet-based assignments waned as the novelty of the experience wore off. It is concluded that using the Internet and the World Wide Web to teach Spanish to American high school students was a success as it is useful in accommodating different learning styles and in fostering language learning. Students more disposed toward more independent learning styles benefited the most. Technical difficulties and uneven access to the Internet mean that a live foreign language teacher remains essential. (Contains 15 references.) (KFT)

This research paper presents a learners' perspective on (the promotion of) learner autonomy and Self-Access Language Learning in an English Proficiency Program. It provides an evaluation of the success of these course elements as well as an interpretation of students' understanding of the related concepts. Finally, it identifies factors that enhance or hinder the successful implementation of Self-Access Language Learning. Both qualitative and quantitative instruments were used to elicit data that gives insight into learners' perceptions of the issues under review. Self-Access Language Learning was evaluated positively by the students, both as a means to learn English and as a means to develop independent learning skills. The study identified a number of factors that contributed to these perceptions. It also revealed that students' understanding of independent learning was rather shallow. Finally, a number of recommendations were made for a successful implementation of Self-Access Language Learning into a curriculum. (Contains approximately 177 bibliographic references.) (Author/SM)

Foreign language students experience added difficulty when they are isolated from native speakers and from the culture of the target language. It has been posited that MOO (Multi-User Domain Object Oriented) may help overcome the geographical isolation of these students. MOOs are Internet-based virtual worlds in which people from all over the real world meet for synchronous textual conversations and can interact with asynchronous textual objects found there. Students who enjoy a MOO site may identify with its virtual target language community and find integrative motivation that the literature suggests is necessary for advanced language acquisition. This study focused on the affective nature of MOO. An experimental group of high school English-as-a-foreign-language (EFL) students experienced 12 academic hours at a MOO site for EFL students. Using pretest and posttest questionnaires, participants indicated their anxiety about and motivations towards various EFL procedures and English class in general. Findings demonstrate that some significantly positive attitudes toward using MOOs as an EFL procedure, particularly for male students and those who felt proficient with computers. Nevertheless, the findings did not match the enthusiasm found in various position papers about MOO and EFL instruction. The experimental group gave significantly higher scores for relevance and expected success in regard to general EFL instruction. However, it gave MOO significantly lower scores in relevance satisfaction as an EFL procedure when compared to the overall averages of the 13 other EFL procedures. No other major significant differences were found. Numerous tables and figures are included, as well as 152 references and 7 appendices with all pretests, posttests, questionnaires, and other materials used in the research. (KFT)

Language learning strategies (LLS), here defined as specific actions or mental procedures that assist in fulfilling language learning goals, have attracted increasing attention as one of the factors that impact second language acquisition. A key reason for their appeal is that language learning strategies can be manipulated to an extent that most other language acquisition factors cannot. Moreover, these strategies appear to be a relatively powerful factor in learning another language. Nearly all of the language learning strategy research to date has been conducted with the intention of helping less successful language learners. However, advanced language learners stand to benefit greatly from language learning strategy research, as well. The purpose of this thesis is to examine the research done on language learning strategies and language learning strategy instruction, especially as it pertains to advanced adult learners of a second or foreign language. This paper provides a comprehensive review of LLS studies and research findings, and concludes with an alternative paradigm of, and approach to, language learning strategy instruction for advanced language learners. The appendix, which includes tables such as a list of factors that affect second language acquisition and LLS selection and use, may also have special appeal to researchers in this area. (Contains 7 tables.)

A practicum was designed to improve the oral/aural vocabulary which would eventually improve the reading vocabulary of second language learners. The practicum, implemented in a second grade by a media specialist who counted on the cooperation of the classroom teacher, consisted of a read-aloud program in which the students read daily from a variety of trade books. Subjects were 26 students who had already completed an English-as-a-Second Language program and were considered to be at an independent level in English. Pre- and posttests were administered which recommended reading and listening levels for a frustration, instructional, and independent level of instruction, as well as a writing vocabulary test. Flyers were developed for community speakers and school wide programs; and for recommended read-aloud lists for recently published titles for various age levels. Faculty members were encouraged to read aloud to their respective classes. "Buddy" readers were trained to read and listen to the participating second-grade class--each second grader had his/her own buddy. Other teachers also changed their attitudes on the importance of reading aloud. Data analysis revealed that students' oral/aural vocabulary and reading vocabulary increased, and the school principal has instituted a regular read-aloud portion to the existing reading program. (Contains 46 references. Appendixes include a read-aloud packet listing various genres and age-appropriate books, and a parent night notice in English and Spanish.) (NKA)

This paper describes an agenda for expanding interest and motivation among sixth-grade foreign language students in a middle-class suburban community located in northeastern Illinois. The problem was originally noted by the teaching staff/researchers who found students unable to focus and maintain attention during class. Administration of surveys to students and teachers confirmed the problem and its extent. Investigation of the probable cause data disclosed that the curriculum was out-dated and inappropriate. it did not address real-life situations and lacked continuity. Teaching methods were deficient in creativity, and the program did not speak to the academic needs of a heterogeneous group of students. Solutions suggested by professional experts, in conjunction with an investigation of the problem setting, indicate two compatible teaching methodologies that would offer successful outcomes. The two strategies served as a basis for designing the curriculum. Student levels of interest in foreign language increased, as did their motivation. These changes appeared to be related to curricular modifications and revised teaching practices. Appendixes contain the sixth-grade schedule and four survey instruments. (Author/JL)

A study investigated the use of varied reading materials to improve French second-language reading skills, found to be unacceptably low at the second-year level. Subjects were 30 high school students of second-year French. A pretest of reading skills and a language and reading attitude survey were administered to the students. Subsequently, a 30-week unit of reading instruction was taught. The unit used diverse texts, including short stories, songs, menus, recipes, advertisements, and cartoons. A survey, individual activities, and a posttest measured outcomes. Students demonstrated improvement in the following areas: reading in French with satisfaction and ease; retelling stories; listing vocabulary words by free association; comprehending main ideas and key details; using context clues to make logical guesses about word meanings; using visual clues to respond to statements in French; and creating a visual based on a description written in French. Results suggest that the method used was effective in improving reading skills and attitudes. The reading attitude survey, a general reading comprehension test, and a pre/posttest of one passage are appended. Contains 59 references. (MSE)

A study is reported that investigated whether the foreign language learning outcomes of the poorest performers in Finnish schools could be improved by intensive remedial teaching. An experimental approach was taken with a group of 12 sixth grade students in a suburban school in Helsinki. Four were poor, four were average, and four were good students. All the poor performers were of average intelligence but scored significantly lower than the average and good performers on Raven's Progressive Matrices test and on Hunt's Conceptual Level test. The first 15 lessons of remedial teaching for the poor performers were given in a mixed ability group during half a term. The remedial teaching doubled the number of lessons in Swedish. In testing at this point, the poor performers showed a significant improvement in comprehension but not in production. During the second half of the term the poor performers were given remedial teaching as a separate group, and they were given twice as many lessons as the good and average performers. Testing showed that three of the four poor performers improved significantly in production but not in comprehension. One year later the poor performers had lost all the gains from the remedial teaching, and even scored lower than in the initial test. It was noted that the poor performers had adopted less efficient learning strategies than the other students, showed lack of motivation and responsibility, and had a lack of academic ambition. In one of two later additional experiments, a lasting effect was found possibly due to an earlier start. A tentative conclusion is that intensive remedial teaching can improve learning outcomes, but the poorest performers probably need continuous extra help or well-structured teaching that systemically trains their reasoning abilities. Contains approximately 600 references. (Author/LB)

A study was done to develop and evaluate a program designed to improve the academic and personal achievement of Hispanic American high school students. The study posited that the causes of Hispanic American students' belief that they could not achieve were: (1) dysfunctional learned behaviors; and (2) acculturation difficulties. Using findings on dysfunctional families, a 16-session biweekly small group module was developed to address students' learned behavior and acculturation difficulties. Themes of acculturation, personal growth, academic success, and professional development were included along with an achievement strategy. Nine of 11 volunteer students finished the program. Results were measured using pretests and posttests, attitudinal surveys, student journals, homework assignments, and a final student written report. Three students experienced a slight overall positive difference in attitude, and six students experienced negative changes. The negative variation was interpreted to mean that the program made the students aware of their own problems. In addition, students did not show the expected positive cognitive improvement in their grades on tests administered during the program. Appendixes contain the Family Drinking Survey, the Recovery Potential Survey, the short essay test sample, and a form for entering students' results. Included are 7 tables, 1 figure, and 121 references. (JB)

This dissertation examines the principles of two current theories of first language acquisition and from them synthesizes a second language methodology. As a background to the problem of second language methodology, it is stated that the basing of second language methodologies on first language learning is currently being questioned and that the difficulty is compounded by varying theories of the nature of first language acquisition. The nativist position is examined, and a foreign language methodology developed on the basis of that position is then criticized in terms of the concerns of second language teachers. Following this, a compromise position between nativism and empiricism is examined and used as a basis for a second methodology. This second methodology is then criticized according to the above-mentioned criteria. The paper concludes that the nativist approach to first language acquisition is not a good basis for second language methodology, whereas some principles of the nativist-empiricist approach are. The major question remains whether such a methodology can be made effective. A further question is whether children learn a foreign language more quickly or more effectively than do adults. (Author/AM)