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This paper defines the European Students' Union (ESU) opinions on the topics related to internationalisation and learning mobility. This document is both an advancement and a cohesive overview of ESU's existing positions on internationalisation and mobility in higher education. This paper offers both definitions and elaborations on relevant policy areas, and should function as a framework and a guide for both students and other actors in higher education across Europe. This Policy Paper was adopted at the European Students' Union Board Meeting 76 in Sofia, Bulgaria.

This report provides an update of Cedefop's statistical overview of vocational education and training (VET) and lifelong learning in European countries. It illustrates progress on 33 indicators selected for their policy relevance and contribution to Europe 2020 objectives. These also provide a review of progress in key areas of education and training policy in Europe, using country-based evidence: access, attractiveness, and flexibility of initial and continuous VET; investment, skill developments, and labour market relevance in VET; and labour market transitions and employment trends. The report is an updated edition of the Cedefop publication, "On the Way to 2020: Data for Vocational Education and Training Policies. Country Statistical Overviews" (2013). This third edition helps disseminate relevant data on VET in a concise and user-friendly way. There is new evidence from the European statistical system (ESS), including data from latest rounds of the continuing vocational training survey (CVTS) and adult education survey (AES), as well as recent updates from the EU labour force survey (EU LFS) and Unesco-OECD-Eurostat (UOE) joint data collection on education. Latest data from Cedefop skills supply and demand forecasts are also included. Data is based on internationally comparable statistics, including 33 selected indicators, providing policy-relevant and useful information on European VET priorities and lifelong learning policies. This information is supplemented by a chart and short text highlighting particularly interesting findings in each country. This publication should be regarded as a valuable tool to help policy-makers better understand VET developments in each country. [For the 2013 Country Statistical Overviews, see ED607077. For the updated 2013 Country Statistical Overviews, see ED560832.]

This report provides a statistical overview of vocational education and training (VET) and lifelong learning in European countries. Data are presented in the form of statistical snapshots, one for each of the 31 selected indicators. To the extent allowed by data availability, data are presented for the 27 European Union (EU) Member States and for Croatia, the former Yugoslav Republic of Macedonia, Iceland, Norway, Switzerland, and Turkey. The report complements "On the Way to 2020: Data for Vocational Education and Training Policies. Country Statistical Overviews. Cedefop Research Paper. No 31" (Cedefop 2013), which has made use of the same data but has organised them in a different way. While the previous report offered a set of country snapshots (one per country), this report offers a set of indicator snapshots (one per indicator). Data are based on international statistics, enabling comparisons of countries and statistical averages for the European Union. The overviews comprise 31 selected indicators that separately and together provide meaningful information about the position of each country in relation to the priorities of European VET and lifelong learning policy, and in comparison to EU averages. Indicators are supplemented by a short commentary highlighting particularly interesting observations for each indicator. This publication, in consequence, aims to be a valuable tool which can be used in various ways and adds user-friendly evidence for many purposes. It should help policy-makers and researchers and ease access to the information available. [For the 2013 Country Statistical Overviews, see ED607077.]

This report provides a statistical overview of vocational education and training (VET) and lifelong learning in European countries. Data are presented in the form of statistical snapshots--one for each country--for the 27 European Union (EU) Member States and, where data are available, for Croatia, the former Yugoslav Republic of Macedonia, Iceland, Norway, Switzerland, and Turkey. Data are based on international statistics enabling comparisons of countries and statistical averages for the European Union. The overviews comprise 31 selected indicators that separately and together provide meaningful information about the position of each country in relation to the priorities of European VET and lifelong learning policy, and in comparison to EU averages in the form of indexes. Indicators are supplemented by a short commentary highlighting particularly interesting points for each country. This publication, in consequence, aims to be a valuable tool which can be used in various ways and adds user-friendly evidence for many purposes. It should help policy-makers and researchers and ease access to the information available. [This report complements "On the Way to 2020: Data for Vocational Education and Training Policies. Indicator Overviews. Cedefop Research Paper. No 33" (ED607080).]

This booklet posits that language teacher education is an important component of nation building in a multilingual community. Communication is a crucial component of nation building, and teachers play a key role in the creation, renewal, and re-negotiation of the nation and its bonds, the state and its resources. This booklet discusses the training of language teachers in Sri Lanka within the World Bank Teacher Education and Teacher Deployment Project Package Two. This document sets out a plan for trilingual competence specifically to promote peaceful coexistence. It is divided into five parts. Part one is "Teacher Education and the Making of a Nation." Part two is "National Policy Context" and is divided into five sections: "The Constitution,""The Reforms in General Education,""The National Goals of Schooling,""Sinhala and Tamil as Second Languages," and "Sinhala/Tamil in Schools and Colleges of Education." Part three is "Relation Between Language and Intercultural Competence." It has one section, "Teaching Culture in Language," as well as sections on three levels of competence--"Cultural Recognition,""Intercultural Awareness,""Multicultural Creativity." Part four is "How to Train Teachers of Interculturalism" and includes four sections "Ethnography,""Empathy,""Content Knowledge," and "The Conceptualization of 'Language'." (Contains 4 references.) (KFT)

This paper discusses the similarities in the difficulties that developmental writers and non-native English speakers/writers bring to the classroom and how this can influence instructors' choices of pedagogical strategies. The paper proposes a method of teaching that encourages teacher comfort with basic writing such that student work remains the focus of the teaching strategy. In particular, the paper discusses how two such instructors (one who teaches basic writing and one who teaches English as a Second language), view the effectiveness of their particular teaching strategies. Using students' actual work as models when teaching grammar is suggested. It contends that grammar must be taught as a way to convey meaning, not as an isolated skill. Noting that the findings of research in second language acquisition can profitably influence the developmental writing classroom, the paper emphasizes that teaching grammar communicatively works, since students can show improvement in production and recognition skills. Linking reader response theory and grammar, the paper states that teachers need to "jump right in" and work with students' writing and still address grammar issues. Students can be provided with opportunities to actively use their grammar skills rather than passively responding to anonymous text and provides test comparisons to support this opinion. Contains primary trait scales for sentence structures and grammar, test score comparisons, and eight references. (CR)

This paper outlines the 4-tiered evaluation and classroom practices of one English-as-a-Second-Language (ESL) teacher related to writing abilities that involve the use of audiocassettes that integrate writing, reading, speaking, and listening from pre-writing to teacher evaluation and student remediation. Daily instruction includes writing, reading, speaking, and listening cognates; this provides students with sequential, consistent, formative feedback. This feedback is presented in the same way that students are instructed, thus it reinforces the relationship between teacher expectation and student achievement. Every writing assignment includes an audio cassette of the student reading the assignment. Evaluation is based on the audiocassette reading and the writing. Feedback is given on the paper, by return cassette comment recording, and by a corrected, teacher reading of the written paper; some corrections are noted on the teacher reading that were not noted on the paper copy. Objectives, disadvantages, and advantages of the system are listed separately. (Contains 4 references.) (NAV)

This paper describes two different English programs for international students at the American Language Institute in San Diego, California. One is English for Academic Purposes (EAP), and the other is Intensive English for Communication (IEC). The paper focuses on one teacher's experiences teaching IEC writing after 2 years of teaching EAP academic writing. She has students produce a class magazine. This communicative writing project allows students to write about topics in which they are interested, and it is very low-cost to the students. The project's four phases are planning (deciding on the audience to write for, the kinds of writing to include, and due dates for each article); working (writing articles, movie reviews, and advertisements); editing the magazine contents as a group; and producing the magazine. Until the final stage, the teacher only has to act as a guide and advisor, but in the final phase, the teacher should become much more involved. (SM)

This paper offers a series of practical, useful tips for creating lessons for adult English language learners (ELLs). It begins by offering seven questions to help the teacher think through the lesson ahead of time. It also provides tips for creating a general lesson plan, and tips for tapping the four language modes: speaking, listening, reading, and writing. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

This paper contends that many of the difficulties students of Chinese have in reading comprehension are directly related to their level of understanding of Chinese language and culture, and that these difficulties could be alleviated by providing students with knowledge about the value system, social customs, formation of Chinese characters and words, and Chinese discourse patterns. Based on an analysis of Chinese lexicon, sentence structure, and discourse, strategies to help students develop reading comprehension are suggested. Examples are offered from textbooks widely used in college and university Chinese language instruction in the United States. (Contains 14 references.) (MSE)

This paper presents suggestions for writing and publishing articles in second language teaching journals, focusing on three areas: getting started (appreciating the benefits of writing for publication, starting with good ideas, efficiency, considering options beyond the typical article, choosing a good topic, replicating research, cooperating with other professionals); putting the ideas in writing (connecting ideas, reader-friendliness, use of data, use of visuals); and collaborating with editors (choosing the right publication, following the directions given in the guide for contributors, including a cover letter, having patience, accepting that not everyone will agree, treating editors as colleagues). The suggestions are specific, and are presented in outline form. A brief article on attention to detail is appended. (Contains 10 references.) (MSE)

This paper discusses the role of input as one of the universals in second language acquisition theory. Considerations include how language instructors can best organize and present input and when certain kinds of input are more important. A self-administered program evaluation exercise using relevant theoretical and methodological contributions from different sources is presented to be answered by attending teachers for later use in group work. The following tenets for the organization and teaching of any second language program are: (l) Input has to be comprehensible; the level of language development of the learner will guide the specifics of way and timing of input; (2) Input has to motivate the student; and (3) Input has to be copious. The Central Middle Magnet School (CMMS) (Kansas City, Missouri) Intensive Input Adventure originated in the 1980s in the desegregation mandate of Kansas City as a late immersion experience for 300 students. The CMMS Foreign Language program was organized as a high-input language experience with different levels of intensity with the goal of increasing language proficiency. Strands present in the life of the CMMS program include late immersion (full), continuation immersion (full and partial), language only, and exploratory language. A curriculum plan is given. Planning activity worksheets are attached. (Contains four references.) (CK)

This paper discusses the importance of listening comprehension in the learning of English as a Second Language (ESL). It is argued that more emphasis needs to be given to the neglected skills of listening comprehension, since most training in oral communication at the secondary and college level focuses on effective speaking. The paper outlines the American Council on Teaching Foreign Languages' (ACTFL) guidelines for listening proficiency for second language acquisition, and reviews research on the relationship between listening comprehension and language learning, auditory identification and discrimination, listening materials, and the testing of listening skills. The importance of the language laboratory in developing listening skills is emphasized, and several teaching methods that can be used to emphasize listening skills are discussed. (Contains 24 references.) (MDM)

A basic principle of second language learning is the need to negotiate meaning in any language-learning situation. Once meaning is established, comprehension follows. Clusters of meaning result in schemata, which serve as the basis for sustained communication and ultimately, permanence of language learning. The comprehension approach to second language learning assumes that learning can only occur when meaning is involved, and that meaning must be negotiated in any teacher-student interaction. Its methodology focuses on the optimum ways for meaning to be conveyed and internalized, and takes advantage of (1) appropriate involvement of brain hemispheres, (2) organization of language around semantic fields, and (3) the correct order of language skill development (listening, speaking, reading, writing, and culture). The teacher's job is to find the balance between what the student already knows and what the instructional materials make explicit. These principles can be applied in classroom instruction in such techniques as action demonstrations, paper-and-pencil demonstrations, and limited-speech exercises, use of audiovisual aids, writing exercises, conversation-building, simple story production, and use of prepared texts, depending on the skill level of the learner. The same principles can be used to provide focus in teacher training and supervision. (MSE)

This paper discusses the use of skits and dialogues in a first-year Chinese course to help novice learners enhance their communicative skills. Because novice learners of Chinese lack the appropriate vocabulary and grammar knowledge to express themselves freely, skits can help them use their limited knowledge to communicate in an effective manner. Starting from lesson 13, the novice learners present one short skit per lesson, focusing on such topics as making an acquaintance or shopping in a store. Empirical experience based on oral-proficiency orientated teaching has shown that beginning students are able to use their very limited vocabulary and grammar knowledge to make interesting skits that enhance their communicative skill. (MDM)

The purpose of this paper is to describe basic skills students in relation to their participation in basic skills and their success in transitioning to college-level classes, and the momentum they gain towards college success from this participation. In the period of time covered by the data used for this analysis, 24 colleges offered I-BEST (Integrated Basic Education and Skills Training) programs. The first part of this paper provides a description of basic skills students in all colleges. Subsequently, comparisons are drawn from within the 24 I-BEST colleges for students enrolled exclusively in basic skills, students who also attempt other college classes during the year and for I-BEST students. The data source for this paper is the Student Achievement Initiative database. The findings in this report suggest that there can be a strong interface between I-BEST, instruction methodology, and building pathways for students to the "tipping point" and beyond. The Achievement Initiative's momentum points can be helpful in development of this interface. The evidence in this report suggests that I-BEST should consider getting students to the starting line and in fact further suggests that some I-BEST students can get well beyond. The findings have implications for advising as well. Momentum points in the Achievement Initiative are useful milestones that students can strive to achieve. They should be made aware when they reach critical momentum points and learn how reaching them gives momentum for going even further. Finally, the report identifies colleges where students appear to move further and faster. The State Board Student Achievement Initiative provides a means to measure incremental progress in student achievement and provide evidence for developing and improving practices. Previously, the community and technical college system did not have a consistent way to quantitatively evaluate promising practices. The Student Achievement Initiative provides a common measurement through the "momentum" points, which can be used to measure results in a uniform way. Next steps could be for these leaders to identify, assess and share promising practices with the system that help students progress forward. (Contains 3 tables and 7 figures.)

This paper presents 50 questions that promote research/practices to facilitate self-directed learning in Japanese language classes. The questions are divided into the five following categories: (1) general questions and general research methodology issues (e.g., Why is it important to nurture self-directed learning?); (2) learners' readiness for self-directed learning and learners' typology in terms of self-direction (e.g., How can students' failure in self-directed learning be investigated as a case study?); (3) structural or phenomenological investigation of self-direction (e.g.; What is the structure of the current educational system that hinders self-directed learning?); (4) roles of facilitating self-directed learning (e.g., What is the role of the teacher who facilitates self-directed learning?); and (5) ways to develop systems through which it is possible to foster self-directed learning (e.g., What is the rationale for administering a measurement of the level of self-direction at the beginning of a course?). The Japanese version of this paper is included. (Contains 132 references.) (SM)

This paper demonstrates effective strategies for helping Taiwanese English-as-a-Second-Language (ESL) students participate in extensive and active viewing of Chinese-subtitled films outside of the classroom, focusing on how appropriate strategies for watching Chinese-subtitled Hollywood films in authentic viewing environments can guide students toward self-directed learning. The paper illustrates strategies and techniques according to two types of viewing resources. First, there are techniques for how teachers can help students benefit from the viewing resources, such as television or theater productions, which they as viewers cannot control. The techniques are categorized as vocabulary acquisition; listening (setting goals, prediction, tolerance attitude, taking notes, and occasional ignorance); and speaking. The second set of techniques deals with the use of controllable media such as videotapes, video-on-demand systems, DVD systems, or computer playback. When using such technologies, viewers can control their pace and engage in repeated viewing of segments according to their levels and needs. Effective strategies include repeated viewing, taking notes, taking part in related exercises for reinforcing learning, and pre-reading transcripts. The paper concludes that the viewer's self-awareness and determination decide the effectiveness of the strategies. (Contains 13 references.) (SM)

This presentation describes how to use reading to improve second language acquisition. Part 1, "Building Awareness of Reading Habits and Attitudes," has students report their habits and attitudes about reading in English and their native language and recognize the importance of reading for improving English skills. Part 2, "Choosing a Book," has students choose books, obtain library cards, and check out books. Part 3, "The Venture Begins," helps students understand the importance of reading as a tool to speed up language acquisition and agree to read outside of class by signing a contract. Part 4, "Silent Reading," has students read without interruption for 20 minutes during class. Part 5, "Partner Book Chats," helps students remain motivated by talking to partners about what they are reading, demonstrate understanding by writing in a reading journal, and turn in the journal for teacher feedback. Part 6, "Weekly Inserts," presents exercises to insert into lessons each week before silent reading sessions. Part 7, "Book Critique," teaches students to identify parts of a book and write book reviews. Part 8, "Attitudes and Habits Revisited," has students tally results from a post-survey, analyze results by comparing pre- and post-surveys, and draw conclusions about class reading habits and attitudes. (SM)

The aim of this paper is to investigate the factors involved in applying multimedia in teaching English as a foreign language. In particular, it deals with the non-courseware factors affecting the use of multimedia in improving the pronunciation and oral communications skills of students majoring in English for Specific Purposes at the Jordan University for Science and Technology. The factors under investigation are the following: previous instruction in pronunciation using the conventional classroom teaching method, familiarity with multimedia, English proficiency, academic achievement, free time using multimedia, attitudes toward using multimedia, and socioeconomic class. This study showed that using computers, especially multimedia, as a teaching aid in developing the oral skills of English majors is influenced by several non-courseware factors such as students' academic achievement in English at school, their general grade point average, their achievement in oral courses taught at the university, the extent of their computer use, and their attitude towards it. The results show that there are variations in effect of these factors on using multimedia as a teaching aid in improving the oral skills in a foreign language. (Contains 34 references.) (Author/KFT)

This paper demonstrates how the Digital Video Disc (DVD) video player, with or without computer technology, can provide powerful and multiple functions within the college classroom (particularly the English-as-a-Second-Language classroom), enabling the teacher to design various film activities, create different subtitles for different ability level students, and facilitate students' increased participation in the content selection and the design of learning activities. The paper describes DVD technology and offers techniques and guidelines for using it and for conducting learner-centered, cooperative teaching. It presents a sample DVD learning activity involving the film, "You've Got Mail." The main goals of the paper are to encourage more teachers to use high-tech audiovisual equipment in the learner-centered laboratory classroom and to urge school administrators to equip modern laboratory classrooms with high-technology that can improve students language learning and overall academic performance. (SM)

This package of information from a teacher training workshop is designed to be used by English-as-a-Second-Language (ESL) teachers working with literacy students. Training objectives are for participants to identify the following: characteristics of adult ESL learners, the methods most effective in adult ESL literacy instruction, and strategies for classroom management. Participants are also taught to create a lesson plan for literacy students in a multilevel class. Also included are six literacy learner profiles. Handouts suitable for photocopying are also included. Four brief information sheets are also provided: "Reading Theory Made Simple"; "Multi-Level Lesson Plan Idea"; "Tips To Live by When Teaching ESL Literacy"; and "Self Access Materials for Literacy Students." (KFT) (Adjunct ERIC Clearinghouse for ESL Literacy Education)

This document is a copy of a talk regularly given to new volunteers of English in Action, a community-based organization that provides conversation practice to non-native English speakers. The volunteer tutors typically have no formal English-as-a-Second-Language (ESL) training. This packet is designed to help these volunteers be effective ESL tutors by laying out guidelines and procedures. The paper offers "do's and don'ts" for conversation practice; suggests appropriate subjects, materials, and activities that are useful and effective for conversation practice; and demonstrates simple techniques for teaching grammar and pronunciation. Worksheet and handout titles include the following: "Subjects for Conversation;" Questions for Personal Opinions, Preferences"; "Proverbs";"Sayings and Famous Quotations"; "Tongue Twisters"; "Humor"; "English for Everyday Activities: A Picture Process Dictionary"; "Pronunciation: Chart of American English Vowels"; "Practice with Contrasting Sounds"; "Sentence Stress and Rhythm"; "Accurate English: A Complete Course in Pronunciation"; "Intonation"; "Selected References for the English in Action Volunteer." (KFT)

This syllabus is designed for a 15-week, advanced level undergraduate course in foreign language teaching methods. Students in this course would have already had coursework in second language teaching and learning, second language acquisition and development, and other methods courses. The syllabus aims to give information about what cooperative learning is and how it can be used effectively in a classroom. The students will understand the strengths and weaknesses of this method and improve their critical thinking on its implementation. By the end of the course students should have the perspective to judge how cooperative learning can be promoted, what cooperative learning's potential is for changing how learning takes place, how children interact with one another, and how individual educators can become more reflective and skilled in implementing cooperative learning in the classroom. Included are a list of course materials (each book is briefly described), outside resources on cooperative learning (newsletters, organizations, World Wide Web listservs and links), course objectives, course procedures, and an explanation of assignments and grading. For each week, reading assignments and learning goals are provided. (Contains a 23-item annotated bibliography on cooperative learning.) (KFT)

This document is a comprehensive two-way Spanish immersion third grade curriculum. The paper highlights the Maxwell Elementary Escuela de Inmersion de Espanol, Fayette County Public Schools, Lexington, KY. It includes "essential questions," a scoring guide, and detailed instructional sequence guidelines. Detailed ideas are provided for the subjects of reading, writing, mathematics, science, social studies, and Spanish. (KFT)

This paper describes the use of commercial application and programming software to provide language students with self-access materials used in their own time. In all cases, it assumes such students will be unsupervised. The idea is that in place of buying expensive and restricted commercially produced authoring packages, a teacher with limited computer skills can make his or her own tailor-made materials. The article begins with tips on using Microsoft PowerPoint to produce simple yet effective listening comprehension packages and goes on to suggest ways of using Visual Basic for reading, listening, and writing comprehension. The paper concludes with some simple comprehension work requiring students to download their own information from the Internet. The point is made throughout that it is especially important for the teacher to know precisely what he or she wants to do with the software package. Intensive and deliberate teacher planning and preparation are essential for computer uses in education to be effective and productive. Screen captures appear as needed throughout the text to make matters as clear as possible for the instructor. (Contains 9 Web sites and e-mail addresses where whole shell programs may be downloaded at no charge.) (KFT)

This paper discusses the use of francophone films produced in French-speaking areas outside France in the second-language classroom, using several films from African countries and Canada as examples. The idea is that such films give students more than an abstract idea of a francophone region outside France, and represent large views of language and culture, encouraging students' use of contextualized skills. A synopsis and viewing guide for "La Vie est belle" and a lesson outline based on it are appended. (Contains 29 references, including Internet resources and film distributors.) (MSE)

A discussion of English-as-a-Second-Language teaching techniques and approaches for young children focuses on principles found to contribute to successful program development. First, characteristics of successful language immersion programs are outlined: parental involvement and support; students who are members of a majority group; positive attitudes toward the target language and culture; and optional participation. Additional principles of second language program design are then enumerated, including: a natural setting in which language can be used in a meaningful way; positive attitudes about the first language and culture; minimal code-switching; supportive home and school environments and adequate home language development; and attainment of a threshold level of linguistic competence in both languages. This implies that teachers provide broad exposure to the target language but allow response in the first language, emphasize spoken language in the early grades, allow experimentation with language, and include parents in language program planning and implementation. Teaching techniques should promote substantial student initiation of communication, and may incorporate role-playing and dramatization, literature, theme-based lessons and problem-solving, and discovery. Contains 13 references. (MSE)

In the early 1970s, American educators commenced experiments on Suggestopedia. Educational psychologists enlarged upon the relaxation and visualizations contained in the Bulgarian method and provided a solid, statistical basis to Suggestopedic research. Part I of this paper discusses the contribution of Donald Schuster, and his development of Suggestive-Accelerative Learning Techniques (SALT) ("research and relaxation"). In the later 1970s, Drs. Lozanov and Gateva visited the United States to present demonstrations of, and workshops on Suggestopedia. Innovative language teachers elaborated their own distinctive variants. "The ACT Approach," (Acquisition through Creative Teaching) by Dr. Lynn Dhority, demonstrates the possibilities for combining elements of different language-acquisition approaches and the creative side of Suggestopedic adaptations in the United States. Part II of this paper examines the ACT Approach and discusses the elements of Suggestopedia that the approach incorporates. Schuster's SALT (SALT variant of Suggestopedia), while emphasizing research statistics, does not neglect teacher and student creativity in the classroom; Dhority's ACT, which ostensibly favors subjective evaluations of the part of teacher and students, has produced research data to document methodological effectiveness. Both methods constitute very effective Americanized versions of Suggestopedia. (Contains 19 references.) (CK)

This paper focuses on helping social studies teachers discover ways to help second language students comprehend, use, and learn language as well as content in the classroom. Activities conducive to this purpose include: providing contextual support such as pictures, globes, videotapes, diagrams, body and facial gestures, pantomime and role playing; helping students activate or construct background knowledge through class elections, field trips and simulations; use of historical fiction, diaries and group discussion with Americans and students from other cultures; reading from textbooks that provide support that builds authentic mental images; teacher assistance in helping students construct relevant background knowledge and contrast concepts in their culture and in American culture; presenting students with definitions of difficult textbook words; semantic maps that introduce key words and a visual scheme to represent relationships among important events, people, or other historical facts; use of the Experience-Text-Relationship approach; teacher observation of classroom tasks to analyze the discourse, interaction, and the language demands of tasks; teacher development and use of reading guides that help students simplify difficult material; and formal writing assignments. Another goal of language-sensitive social studies classes is to make the class conducive to language development through increased opportunities for language production and the development of the skills of speaking, listening, reading, and writing. Finally, it is important for social studies and other content teachers to collaborate in ensuring continued language and literacy development of language minority students. (Contains 49 references.) (CK)

This paper argues that second language instruction that aims to foster speaking skills and natural spoken interaction should be based upon the grammar of the spoken language, and not on grammars that reflect written norms. Using evidence from a corpus of conversational English, this examination focuses on how four grammatical features that occur with significant frequency are dealt with in currently popular pedagogical grammars. These include: (1) ellipsis; (2) left dislocation; (3) reinforcement; and (4) indirect speech. The investigation shows that the treatment of these selected features varies from adequate to non-existent in the grammars surveyed. Although research in discourse analysis does offer some helpful insights into the usage of these features, teachers and learners usually have limited access to this research. It is argued that small amounts of actual conversational English can be used imaginatively within inductive and language awareness approaches in the classroom to increase awareness and knowledge of the grammar of conversation. (Contains 32 references.) (Author/MDM)

A method for assessing the cognitive and linguistic stages of second language learning in individuals is discussed. The approach is based on a psycholinguistic theory that views language learning as a process of concept formation in three domains: cognitive, cultural, and linguistic. According to the model presented, Spanish-English bilingual children construct two representational systems: one universal system common to the two languages, for knowledge of nonverbal, symbolic, and conceptual semantic categories, and a second for symbolic and verbal conceptual categories unique to a specific language and culture. Thus, conceptual development in bilingual children is represented through abstract nonverbal categories and also through verbal semantic categories. Application of the model for identification of gifted and talented children is illustrated in an experiment with 30 bilingual Hispanic kindergartners, and a case study resulting from that application is presented. The case study includes demographic information, teacher ratings of English language proficiency, results of standardized tests, a teacher's qualitative description of the student's academic and social behavior in the classroom, a parents' qualitative description of the child's talents and abilities, and a descriptive summary of the evaluation of his verbal and nonverbal conceptual development in both Spanish and English. (MSE)

This paper discusses an approach to foreign language teaching and learning that is being used to teach Russian to students at Bradley University in Peoria, Illinois, and English to students at Moscow State University in Russia. The approach relies on an alphabetical list of nearly 4,000 cognates and semi-cognates recognizable in both languages, along with sub-lists that group words according to themes. The lists serve as both textbook and dictionary, and with accompanying activities can be used independently or as a component of a formal course of instruction. The use of cognates allows students to assimilate the target language alphabet fairly quickly. From the very first session students are introduced to large numbers of words in the target language that they are able to pronounce and remember. Examples of sub-lists and activities are presented. (MDM)

This paper discusses the Georgia Institute of Technology's Business German summer language course, an intensive 6-week course that utilizes classroom instruction, language labs, and computer labs. The course stresses vocabulary and discourse as commonly used in the professional context, as well as intercultural information. A major component of the course involves Quality Interactive Language Learning (QUILL), an interactive video program run on computer workstations that allows students to learn at their own pace in a highly stimulating environment. Students view a video segment on one part of the computer screen while completing exercises about the segment on another part. QUILL exercises include multiple choice, rank ordering, fill-in-the-blank, and composition activities. The videos are especially valuable in pointing out cultural idiosyncrasies. Future goals and improvements in the QUILL program are also discussed. (MDM)

This paper discusses some of the problems that arise for students and instructors in the teaching of the linguistics of a language to students in the process of learning that language as a second language (L2). Because non-native speakers may not have reached terminal competence in the L2, the language being presented in linguistics classes as examples of linguistic phenomena may be used by the student as a form of input to the acquisition process. Another difficulty is that non-native speakers may have reached a stage of acquisition in the L2 where their knowledge has become fossilized--when new linguistic forms are no longer being acquired. The question of linguistic intuition in first-language (L1) and L2 students is also considered. Linguistics instructors can help alleviate these difficulties by: (1) informing students that their knowledge of the L2 will not necessarily be improved by learning about the language from standard texts; (2) setting up courses that enable comparisons of the linguistic characteristics of the L1 and L2 to be made; and (3) trying to use material that is familiar to the students. Contains 10 references. (MDM)

A number of papers by secondary school German language teachers resulting from an institute on incorporation of literature into classroom instruction jointly sponsored by the National Endowment for the Humanities and the Goethe Institute of Germany are collected here. They represent classroom methods and materials developed by institute participants for use in their own courses. A brief introductory essay discusses a rationale for the use of literature in the proficiency-oriented language classroom. The following papers are included: "Poetry in the Classroom" (Aleidine J. Moeller); "Meyer's 'Der Romische Brunnen'" (Jake Erhardt); "'Die Bremer Stadtmusikanten' (Bruder Grimm)" (Maureen Helinski); "'Heimkehr' von Kafka" (Kathy Russman); "'Der Stift' von Kafka" (Gracie Jackson);"Mogliche Aktivitaten zu 'Popp und Mingel' von Marie Luise Kaschnitz" (Marilyn Mitchell); "Teaching Literature: A Suggested Unit for High School Students" (James V. Wehner); "'Drei Kamaraden' von Remarque" (Kathy Russman); and "'Beidermann und die Brandstifter' von Frisch" (Deloris DeLapp). These papers are followed by a section called "Writing in the Classroom." Introduced by Aleidine Moeller this section provides an outline of the writing portion of the institute are provided as well as excerpts from the institute newspaper featuring the participant's talents and achievements during the four weeks spent at Westminster College. This document concludes with a paper titled "Compositions the Easy Way" (Carol Heckman). Some papers contain literary excerpts and illustrations, and others are activity outlines or descriptions. All papers are mostly if not entirely in German. A list of contributors' names and addresses is appended. (MSE)

This paper gives practical suggestions for the ESL (English as a Second Language) teacher who must prepare adult foreign students for academic life in the United States. The paper is based on activities carried out at the English Language Institute of the University of Pittsburgh. It is divided into three sections, according to language skills: speaking, reading, and writing. For speaking, the basic grammar text used is Mary Bruder's "MMC: Developing Communicative Competence in English," which consists of dialogues and mechanical and communicative drills. The complementary texts are Kettering's "Developing Communicative Competence: Interaction Activities in English as a Second Language" and Paulston, Britton, Brunetti, and Hoover's "Developing Communicative Competence: Role Plays in English as a Second Language." Kettering's book contains three basic types of activities: social formulas and dialogues, community-oriented tasks, and problem-solving activities. "Role Plays" contains exercises where the student is assigned a fictitious role from which he has to improvise some kind of behavior toward the other characters in the exercise. Pronunciation is taught with a sound-symbol approach. The reading program is still in an experimental stage, but an integral part of it is teaching advanced grammatical patterns for decoding only. A set of materials for controlled composition is being developed for the teaching of writing. Several samples are provided. (CFM)

This paper uses data from the Head Start Impact Study (HSIS), a nationally representative multisite randomized trial, to quantify variation in effects of Head Start during 2002-2003 on children's cognitive and socio-emotional outcomes relative to the effects of other local alternatives, including parent care. We find that (1) treatment and control group differences in child care and educational settings varied substantially across Head Start centers (program sites); (2) Head Start exhibited a compensatory pattern of program effects that reduced disparities in cognitive outcomes among program-eligible children; (3) Head Start produced a striking pattern of subgroup effects that indicates it substantially compensated dual language learners and Spanish-speaking children with low pretest scores (two highly overlapping groups) for their limited prior exposure to English; and (4) Head Start centers ranged from much more effective to much less effective than their local alternatives, including parent care. The following are appended: (1) Departures from the HSIS Analysis; (2) Further Detail About Our Outcome Measures; (3) Estimating Head Start Participation Effects (LATE); (4) Subgroup Estimates of the Effect of Head Start Assignment on Head Start Enrollment; (5) Baseline Balance Tests for Key Subgroups; (6) Cross-Site Grand Means and Standard Deviations for Head Start Effect Sizes Estimated With and Without a Pretest Covariate; (7) Using a Random-Effects Meta-Analysis to Estimate Variation in Program Effect Sizes Across Past Studies; and (8) A Constrained Empirical Bayes Method for Estimating Site-Specific Mean ITT Program Effects to Reflect the Estimated Cross-Site Variance of True Program Effects.

"Identifying Success in Schools and Programs for English Language Learners in Boston Public Schools," of which this report is one part, is a project commissioned by the Boston Public Schools as part of this process of change set in motion by the intervention of the state and the federal governments on behalf of Boston's English language learners. The project is being conducted at the request of the Office for English Language Learners and is a collaboration among this Office, the Mauricio Gaston Institute for Latino Community Development and Public Policy at the University of Massachusetts Boston, and the Center for Collaborative Education in Boston. The research aspect of this project entails two parts. The first, contained in this report, is a quantitative analysis of enrollment and educational outcomes for Boston's ELLs in SY2009 (with selected analyses of trends between SY2006 and SY2009). This analysis supports aspects of the required monitoring of English language learner programs and provides the district with the 2009 baseline that will support its ongoing assessment of programmatic strengths and weaknesses as it undertakes the brisk process of improvement in the programs offered to English language learners. The project also entails a close, qualitative examination of the practices at four BPS schools which are "beating the odds" in educating ELLs. Detailed case studies of the four schools were conducted: two of the schools performed substantially above the level that would be predicted by their demographic characteristics alone and two showed recent, steady improvement in outcomes controlling for any changes in student demographics. These case studies appear in a companion report entitled "Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools." This report begins with an explanation of the approach taken to conduct the quantitative analysis, followed by its findings regarding the enrollment and demographics of students in different types of programs and schools of different characteristics. This is followed by a discussion of the educational outcomes of LEP students that considers their demographic characteristics, the characteristics of the schools in which they are enrolled, and the types of programs in which they participate. Appended are: (1) Methods; (2) Additional Tables for Chapters III to VIII; (3) Characteristics and Outcomes of LEP Students with Disabilities; and (4) Additional HLM Results. Individual chapters contain endnotes. (Contains 15 figures and 75 tables.) [This paper was written with Eileen de los Reyes and Antonieta Bolomey. For "Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools. Executive Summary," see ED540996.

This 21st Century Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership for 21st Century Skills has issued this map for the core subject of World Languages. [Funding for this paper was provided by EF Education.]

This paper profiles the student subgroup achievement and gap trends in South Dakota for 2010. South Dakota's demographic profile is such that, with the exception of Native American students, there are fewer than 500 students in the racial/ethnic subgroups at the various grade levels, and therefore these groups are too small to count for this study. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), the white, Native American, low-income, male and female subgroups made progress at the proficient-and-above, and advanced levels in math. Progress in narrowing achievement gaps at grades 4, 8, and 11 was mixed. The state introduced new reading testing in 2009, so trend data for reading that include 2009 are not available. Comparable data were available in math for 2006-2009. (Contains 9 tables.) [For the main report, "State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps", see ED513914.]

This paper profiles the student subgroup achievement and gap trends in Texas for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Texas showed across-the-board gains--improvements in reading and math at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low-income students, and boys and girls. Progress was made in narrowing achievement gaps between most subgroups in math but was mixed in reading. Comparable data were available for 2005-2009. (Contains 9 tables.) [For the main report, "State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps", see ED513914.]

This paper profiles the student subgroup achievement and gap trends in South Carolina for 2010. South Carolina introduced new tests in grades 3-8, so trend data that include 2009 are not available. Progress in narrowing achievement gaps at grade 10 was mixed. Comparable data were available for 2004-2009 at grade 10. (Contains 9 tables.) [For the main report, "State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps", see ED513914.]

This paper profiles the student subgroup achievement and gap trends in Virginia for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Virginia showed across-the-board gains--improvements in reading and math at the proficient-and-above and advanced levels for all racial/ethnic subgroups, low-income students, and boys and girls. (Trends were not available at the basic achievement level.) Progress was also made in narrowing achievement gaps between all available subgroups in both subjects at grades 4, 8, and high school. Comparable data were available for 2006-2009. (Contains 7 tables.) [For the main report, "State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps", see ED513914.]

This paper profiles the student subgroup achievement and gap trends in Washington for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Washington showed across-the-board gains in math--improvements at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low-income students, and boys and girls. Achievement was mixed, however, for this grade level in reading. Conversely, progress in narrowing achievement gaps was made in reading at grades 4, 8, and 10, however, it was mixed in math. Comparable data were available for 2002-2009 at grades 4 and 10 and for 2006-2009 at grade 8. (Contains 9 tables.) [For the main report, "State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps", see ED513914.]

This paper profiles the student subgroup achievement and gap trends in Utah for 2010. Utah implemented new standards and cut scores in math so trend data that include 2009 are not available. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Utah showed across-the-board gains in reading at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low-income students, and boys and girls. Progress was made in narrowing achievement gaps between most subgroups. Comparable data in reading were available for 2004-2009. (Contains 9 tables.) [For the main report, "State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps", see ED513914.]

This paper profiles the student subgroup achievement and gap trends in Tennessee for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Tennessee showed across-the-board gains--improvements in reading and math at the proficient-and-above, and advanced levels for all racial/ethnic subgroups, low-income students, and boys and girls. (Trends were not available at the basic achievement level.) Progress was also made in narrowing achievement gaps between all subgroups in both subjects at grades 4, 8, and high school. Comparable data were available for 2004-2009. (Contains 9 tables.) [For the main report, "State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps", see ED513914.]

This paper profiles the student subgroup achievement and gap trends in Vermont for 2010. Vermont's demographic profile is such that achievement trends could only be determined for white, male and female, and low-income student subgroups. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), the white, low-income, male and female subgroups made progress at the proficient-and-above, and advanced levels in reading and math but showed some declines at the basic level. Progress in narrowing achievement gaps between low-income and non-low-income students and between boys and girls at grades 4 and 8 was mixed. Comparable data were available for 2006-2009 at grades 4 and 8, however, there were not enough years of data to discern trends at grade 11. (Contains 9 tables.) [For the main report, "State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps", see ED513914.]

This paper profiles the student subgroup achievement and gap trends in Iowa for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Iowa had data for racial/ethnic subgroups, low income students, and boys and girls at the proficient and advanced levels. Trends at the proficient and advanced levels were upward for must subgroups, with just a few exceptions. Progress was made in narrowing achievement gaps between all subgroups. Comparable data were available from 2004 through 2009, and from 2005 through 2009 for the grade 8 achievement levels. (Contains 9 tables.) [For the main report, "State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps", see ED513914.]

This paper profiles the student subgroup achievement and gap trends in Oregon for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Oregon showed a clear trend of gains in reading and math at the basic-and-above, proficient-and-above, and advanced levels for all major racial/ethnic subgroups, low-income students, and boys and girls, with a few exceptions. Progress in narrowing achievement gaps at grades 4, 8, and 10 was mixed. Comparable data were available for 2007-2009 at all three grades analyzed. (Contains 9 tables.) [For the main report, "State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps", see ED513914.]