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Despite three decades of research on African American English (AAE), educational workshops aimed at improving the academic achievement, particularly the literacy achievement, of African American students still emphasize differences between Standard English and African American English. One result is that teachers may overlook the linguistic resources of their African American students. A challenge for the research community now is to investigate how features of African American English might be used instructionally. Several researchers have noted teachers1 use of call-and-response--rapid verbal interaction between speaker and listener that has its origins in religious tradition--in classrooms composed of African American students. This digest presents a working definition of call-and-response, discusses relevant research on the use of this interactional strategy for instructional purposes, and presents examples from an ongoing study of elementary school classrooms to illustrate some of the fundamental, explanatory dimensions of this discourse pattern. (AA)

The articles, written in French, in this issue refer to research and intercultural practices with regard to confrontational situations between two or more cultural systems. The titles are as follows: "La culture universitaire comme culture en soi" (The University Culture as a Culture in Its Own Right) (Aline Gohard-Radenkovic); "Interrelations entre oralite, ecriture et culture" (Interrelations between Spoken Language, Written Language, and Culture) (Sandrine Piaget); "Strategies identitares en repas d'affaires ou le principe de la bonne volonte interculturelle" (Identity Strategies during Business Meals or the Principle of Intercultural Good Will) (Florence Dravet); "La dynamique des represenations dans les contacts interculturels" (The Dynamics of Representations in Intercultural Contacts) (Patchareerat Yanaprasart); "Recontres interculturelles a l'hopital: la consultation medicale avec interprete" (Intercultural Encounters in the Hospital: Medical Consultations with an Interpreter) (Veronique Traverso); "Communication interculturelleen psychiatrie: enjeux linguistiques" (Intercultural Communication in the Field of Psychiatry: Linguistic Stakes) (Maria Eugenia Molina); "Communication interculturelle a l'hopital: reflexion autour de la mediation" (Intercultural Communication in the Hospital: Reflections on Cultural Mediation) (Myriam Graber); and "La pampa comme terrain: l'interculturel a l'interieur d'une meme culture" (The Pampa as a Terrain: The Relationship between Piedmontese People in Piedmont and in Argentina. Similarities and Differences in Heritage and Traditions) (Marco Giolitto). (AS)

This collection of papers falls into three categories: stylistics, discourse analysis, and language pedagogy. The papers are: "Feedback on Writing: Attitudes and Uptake" (Kenneth Anderson, Cathy Benson, and Tony Lynch); "An Alternative View of 'Like': Its Grammaticalisation in Conversational American English and Beyond" (Isabelle Buchstaller); "Examining the Intangible Process: Lotus Screencam as an Aid to Investigating Student Writing" (Eric Glendinning, Ron Howard); "Strategy and Style in English and French Translations of Japanese Comic Books" (Peter Howell); "The Value of an Additional Native Speaker in the English Language Classroom" (Tony Lynch, Kenneth Anderson); and "'The Way to a Man's Heart': Journey and War Metaphors. Metaphors--Metaphorical Conceptualizations of the Western Romance Model in English and Spanish" (Maria Angeles Navarrete Lopez). (Papers contain references.) (SM)

There has been a longstanding interest among second and foreign language educators in research on language and the brain. By understanding how the brain learns naturally, language teachers may be better able to enhance their effectiveness in the classroom. This digest examines current brain research and discusses its implications for second language learning. Sections include the following: (1) Brain Development: Can Teaching Make a Difference? (2) Learning through Connections; and (3) Are All Brains the Same? The digest suggests that our understanding of the brain is continually evolving, and thus our interpretation of the implications of findings from brain-based research for teaching and learning should also continually evolve. Brain research cannot prescribe what we should teach, how we should organize complex sequences of teaching, or how we should work with students with special needs. Educators should not abandon their traditional sources of insight and guidance when it comes to planning effective instruction. They should continue to draw on and develop their own insights about learning based on their classroom experiences and classroom-based research to complement the insights that are emerging from advances in brain research. (VWL)

There are no good figures on the number of limited English speakers who are also illiterate in their native languages. This data is worth having because there is research indicating that literacy in the native language plays an important role in the acquisition of oral English and the development of English literacy. This digest reviews recent research related to the role of native language literacy and describes program types and instructional approaches that incorporate learners' languages into instruction. Headings in this digest include the following: rationale for native language and literacy development; factors influencing native language literacy instruction; program models; and instructional approaches. It is concluded that adult English language learners come to English-as-a-Second-Language (ESL) programs with a variety of experiences with education, literacy, and English. They also come with many strengths embedded in their language, culture, and experiences. By incorporating learners' native languages, programs have the potential to draw upon these strengths in facilitating their learning of English and becoming literate in their native language and in English. Fifteen references are included. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

The number of languages spoken throughout the world is estimated to be 6,000. Although a small number of languages serve as important link languages or languages of wider communication around the world, these are very often spoken as second, third, fourth, or later-acquired languages. Fewer than 25% of the world's approximately 200 countries recognize two or more official languages, with a mere handful recognizing more than two. Despite these conservative government policies, available data indicate that there are many more bilingual or multilingual individuals in the world than there are monolingual. In addition, there are many more children throughout the world who have been and continue to be educated through a second or a later-acquired language, at least for some portion of their formal education, than there are children educated exclusively via the first language. In many parts of the world, bilingualism or multilingualism and innovative approaches to education that involve the use of two or more languages constitute the normal everyday experience. Results from published, longitudinal, and critical research undertaken in varied settings throughout the world indicate that the development of multiple language proficiency is possible and is viewed as desirable by educators, policymakers, and parents in many countries. This digest discusses the use of multiple languages in education, research on the use of first and second languages in education, common threads of successful programs, cross-cutting themes, key issues warranting further attention, and questions to ask regarding multilingual education in one's community. (VWL)

These issues include the following articles: "Portuguese Philology in Brazil" (Heitor Megale, Cesar Nardelli Cambraia); "Implications of Brazilian Portuguese Data for Current Controversies in Phonetics: Towards Sharpening Articulatory Phonology" (Eleonora Cavalconte Albano); "Morphological Studies in Brazil: Data and Issues" (Margarida Maria de Paula Basilio); "Functionalist Studies in Brazil" (Maria Helena de Moura Neves); "Thirty Years of Generative Grammar in Brazil" (Mary A. Kato, Jania Ramos); "Recent Trends in Brazilian Historical Linguistics" (Rosa Virginia Mattos e Silva); "The Development of Textual Linguistics in Brazil" (Ingedore G. Villaca Koch); "Text and Discourse Studies in Brazil" (Diana Luz Pessoa de Barros); "Sociolinguistic Overview: PEUL's Contribution" (Maria da Conceicao de Paiva, Maria Marta Pereira Scherre); "Brazilian Dialectology: Perspectives" (Suzan Alice Marcelino Cardoso); "Linguistics of Indigenous Languages in Brazil" (Lucy Seki); "Theoretical Outlines: A History of Thirty Years of Semantics in Brazil" (Roberta Pieres de Oliveira); "Pragmatic Studies in Brazil" (Kanavillil Rajagopalan); "Language Acquisition: A Survey of the Research of the Last Thirty Years" (Leticia Maria Sicuro Correa); "Studies on Bilingual Education and Schooling in Brazilian Contexts of Linguistic Minorities" (Marilda C. Cavalcanti); "Photographs of Applied Linguistics in the Field of Foreign Language in Brazil" (Luis Paulo da Moita Lopes); "English for Specific Purposes, English for General Business Purposes and English for Specific Business Purposes" (Orlando Vian Jr.); "The Structure of the Clause in Brazilian Indigenous Languages" (Marcus Aia, Bruna Franchetto, Yonne de Freitas Leite, Marilia Faco Soares, Marcia Damaso Vieira); "Some Notes on Procrastinate and Other Economy Matters" (Jairo Nunes); "Negation: Checking Theory and Linguistic Change" (Lorenzo Vitral); "The Interaction Synchrony/Diachrony in the Study of Syntax" (Angelica Furtado da Cunha); "On the Form of Portuguese Past Participle and the Status of Formal Features" (Maria Lucia Lobato); "Word Sets, Keywords, and Text Contents: An Investigation of Text Topic on the Computer" (Antonia P. Berber Sardinha); "Metalanguage as a Space of Interpretation: Terminology and Atomized Databases" (Clarinda Rodrigues Lucas); "Linguistics and Archaeology" (Pedro Paulo Abreu Funari);"Towards a Semiotics Theory" (Jose Luiz Fiorin); "A Comparative Study of Conference Abstracts" (Javier Garcia-Calvo); "Beginning Portuguese Corpus Linguistics: Exploring a Corpus To Teach Portuguese as a Foreign Language" (A. P. Berber Sardinha); "Some Reflections around a Text Type Psycholinguistic Concept" (Adair Bonini); "The Strategies of Focusing and the Syntax-Phonology Connection" (Carlos Alexandre Gocalves); and "Contribution to the Study of Pseudoprefix in Portuguese" (Paulo Mosanio Teixeira Duarte). Diagrams, tables, charts, and scholarly references appear throughout the articles. (KFT)

NCLEnotes is published twice yearly by the National Clearinghouse for ESL Literacy Education and the Center for Applied Linguistics. Volume 8 includes the following articles: "Speaking of Pronunciation" (MaryAnn Cunningham Florez); "NCLE Coordinates ESL Research Priorities"; "Reading in English"; and "A Standards Sampler." The regular features, "Resource Updates"; "News Notes"; and "NCLE Publications," are also included. There is also a special article on efforts to reach out to language minorities for Census 2000. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

Although a growing body of research points to the potential benefits of bilingual education, there are a number of commonly held beliefs that run counter to research findings. Based on current research, this digest clarifies some of the myths and misconceptions surrounding language use and bilingual education in the United States. The fallacies highlighted include: (1) English is losing ground to other languages in the United States; (2) newcomers to the United States are learning English more slowly than in previous generations; (3) the best way to learn a language is through "total immersion"; (4) children learning English are retained too long in bilingual classrooms, at the expense of English acquisition; (5) school districts provide bilingual instruction in scores of native languages; (6) bilingual education means instruction mainly in students' native languages, with little instruction in English; (7) bilingual education is far more costly than English language instruction; (8) disproportionate dropout rates for Hispanic students demonstrate the failure of bilingual education; (9) research is inconclusive on the benefits of bilingual education; and (10) language-minority parents do not support bilingual education because they feel it is more important for their children to learn English than to maintain the native language (Contains 15 references.) (JL)

Papers on applied linguistics and language pedagogy include: "Non-Exact Quantification in Slide Presentations of Medical Research" (Ron Howard); "Modality and Point of View: A Contrastive Analysis of Japanese Wartime and Peacetime Newspaper Discourse" (Noriko Iwamoto); "Classroom Transcripts and 'Noticing' in Teacher Education" (Tony Lynch); "Questions of Presentation: Evaluating Success in EAP Seminar Skills Classes" (Tony Lynch); "Butterflies in the Rain Forest? Ethnography and the Business English Student" (Jill Northcott and Gillian Brown); "Translator, Traitor, Source of Data: Translations of 'Foreign Phrases' as an Awareness-Raising Exercise" (Brian Parkinson); "To Code or Not To Code?" (Brian Parkinson, Parveen Sandhu, Manel Lacorte, Lesley Gourlay); and "Ewebuation" (Joan-Tomas Pujola). (MSE)

Articles on speech and second language learning include: "Les sequences de correction en classe de langue seconde: evitement du 'non' explicite" ("Error Correction Sequences in Second Language Class: Avoidance of the Explicit 'No'") (Anne-Lise de Bosset); "Analyse hierarchique et fonctionnelle du discours: conversations entre basketteurs a plus de deux locuteurs" ("Hierarchical and Functional Discourse Analysis: Conversations Between Basketball Players with More Than One Interlocutor") (Fabrice Jeanneret); "Alors j'vais vous raconter une histoi:re-' Features of Spoken Language: A Comparison Between English and French" (Sandrine Piaget); "Le role de l'effacement du schwa et de la frontiere lexicale dans la reconnaissance des mots en parole continue" ("The Role of the Effacement of the Schwa and of the Lexical Frontier in the Recognition of Words in Continuous Speech") (Isabelle Racine); "Recovery Time During the Processing of Code-Switches in Bilinguals" (Daniel Schreier); and "Quelques reflexions sur le bilinguisme des locuteurs polonais en Suisse romande" (Some Reflections on the Bilingualism of Polish Speakers in French- Speaking Switzerland") (Gabriela Zahnd). MSE)

Four papers on linguistics include: "The Teacher-Research Relationship: Multiple Perspectives and Possibilities" (Teresa Pica), on the research relationships of researchers and language teachers; "Politeness in the Speech of Korean ESL Learners" (Nancy Bell), focusing on the speech acts of disagreeing, requesting, and making suggestions; "Openings and Closings in Telephone Conversations between Native Spanish Speakers" (Serafin M. Coronel-Molina), examining Hispanic cultural patterns of conduct for telephone use; and "A Study on the Learning and Teaching of Hanzi-Chinese Characters" (Shu-han C. Wang), a study of how hanzi was taught and learned at an American university, with attention to the relationship between teacher beliefs and practices and students' learning strategies. (MSE)

The research agenda for English-as-a-Second-Language (ESL) teaching and learning summarizes issues identified for further study by ESL professionals over the period of 1996-1998. The document is designed to provide funding agencies with clear priorities for research suggested by leaders in the field, provide researchers with support for proposing specific projects, and provide a focus for discussion about improvement of ESL programs. Recommendations are made for research and development in the areas of: adult ESL learners; program design, instructional content, and practices; teacher preparation and staff development; assessment and outcomes; policy; and priority issues. In each area but the last, five to ten specific research questions are presented. Contains 32 references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

Papers reporting research on Spanish second language learning include: "Discourse Features of Spanish Oral Production at the Novice Level" (Rebecca Jo Bearden); "A Discourse Approach to the Assessment of Foreign Language Oral Proficiency" (Dale April Koike, Fanny Hinojosa); "Acquisition of Spanish Definite Articles by English-Speaking Learners of Spanish" (Maria Ramirez-Mayberry); "The Spanish Psych Verb Construction: Beginning and Intermediate Learners' Patterns of Usage" (Christopher D. Gascon); "The Relationship between the Production and Perception of L2 Spanish Stops" (Mary Zampini); "An Acoustic Description of the Longitudinal Acquisition of Spanish Phonological Features by English Speaking Adult Learners" (Jeffrey Reeder); "Prochievement Testing: Matching Instructor Expectations, Student Level, and Task Levels" (Barbara Gonzalez Pino); "Current Issues in the Spanish Language Proficiency of Bilingual Education Teachers" (Michael Guerrero); and "Multiple Challenges of Multimedia: Development, Implementation, and Evaluation in Second Semester Spanish" (Margaret Ann Kassen). (MSE)

The collection of articles on second language teaching and learning includes: "Cross-Cultural Discourse Pragmatics: Speaking about Hearsay in English and Japanese" (Nobuko Trent); "An Investigation of Student Opinions and Educational Experiences in Spanish for the Heritage Speakers at Arizona State University and the University of Arizona" (Theresa Reber, Kimberly Geeslin); "Authentic Foreign Language Testing in a Brazilian University Entrance Exam" (Rosana M. F. Cardoso); "Changing Teacher Roles in the Foreign Language Classroom" (Francis Johnson, Marion Delarche, Nicholas Marshall, Adrian Wurr, Jeffery Edwards); "Neurolinguistic Applications to SLA Classroom Instruction: A Review of the Issues with a Focus on Danesi's Bimodality" (E. G. Kim-Rivera); and "A Test for Learning Style Differences for the U.S. Border Population" (Armand Picou, Rebecca Gatlin-Watts, James Packer). A book review is also included. (David Coberly) Individual papers contain references.) (MSE)

This document consists of three issues of DELTA, comprising its entire output for 1998. DELTA is a journal of theoretical and applied linguistics and covers a wide variety of material related to language, speech, and education. The journal publishes only original research and ideas presented in the form of articles, debates, squibs, overviews, reviews, and biographical notes. (KFT)

The four 1998 issues of the journal on literacy education, entirely in Spanish, include these articles: "The Inevitable Radical Weakness of Language: Some Reflections about Forming Readers and Citizens" (Daniel Goldin); "Relationships among Reading and Writing, Thematic Units, Learning Through Research...In Search of Effective Instruction for Whole Language" (Timothy Shanahan); Comprehension and Textual Production in the Second Cycle of E.G.B.: Strategic Methodology" (Maria Isabel Lopez); "Games and Their Educational Implications in the Teaching of Literacy" (Ignacio Dalton and James F. Christie); "Reading Quickly, Thinking Carefully" (Graciela Perriconi); "Full Text: A New Challenge for Reading-Writing Instruction" (Octavio Henao Alvarez); "Using the Library, Reading, and Working with Street Children in Honduras" (Luis Mendez); "Diversity and Continuity in Writing and Editing Situations in Kindergarten" (Maria Claudia Molinari); "The Evaluation of Writing in a School Context: Implications for Practical Pedagogy" (Stella Serrano and Josefina Pena); "Mezquital, Malintzi and Chichimecas Mission: Language Awareness in the Development of Bilingual Literacy" (Norbert Francis); "Latin American Identity in Caribbean Children's Literature" (Gerardo Torres); "Construction of Face: Experience of a Reading/Writing Workshop in Greater Buenos Aires" (Carolina Espinosa); "An Unsuspected Dichotomy: The Boundary between Spelling and Writing in the Beginning Literacy Period" (Celia Diaz and Emilia Ferreiro); "Phonological Awareness and Reading: Theory and Research on a Complex Relationship" (Angela Signorini); "Whole Language in Multicultural Bilingual Education: Implications for Bilingual Teacher Training in Ecuador" (Annelies Merkx and Rolando Pichun Seguel); "Writing in First and Second Languages: A Two-Language Process" (Amparo Clavijo and Esperanza Torres); "Phonological Awareness in Preschool Children: The Possibility of Omitting the First Section" (Monica Alvarado); "Commentary on the Thesis of Monica Alvarado" (Sofia Vernon); "Literacy and Discrimination" (Mirta A. Mosches de Kosiner); "Adriana and Independent Retelling of Her Favorite Stories" (Angeles Molina Iturrondo); "University Students as Producers of Texts: A Team-Teaching Experience" (Adriana Bono and Sonia de la Barrera); "Reading Together: A Project with Children Repeating First Grade in a Public School in Brazil" (Mercedes Cupolillo, Regiana Souza Silva, Shamia Socorro and Keith Topping); "Reading and Life 93-97: A Social and Library Study" (Ana Sola Villazon, Pedro G. Enriquez and Fabricio Penna). Book reviews and professional notes are also included in each issue. (MSE)

The four issues of the journal of language research and linguistic theory include these articles: "Notes on Determiners in Chamicuro" (Steve Parker); Lingualinks Field Manual Development" (Larry Hayashi); "Comments from an International Linguistics Consultant: Thumbnail Sketch" (Austin Hale); "Carlalinks Workshop" (Andy Black); "Implications of Agreement Languages for Linguistics" (W. P. Lehmann); and "The Semantics of Reconciliation in Three Languages" (Les Bruce). Dissertation abstracts, book reviews, and professional notes are included in each issue. (MSE)

The four issues of the 1998 bibliography, published in German, contain annotated listings of materials of interest to modern foreign language teachers. Introductory sections give instructions in the design and use of the bibliography, and a list of relevant periodicals, publishers, and institutions is provided. Subsequent sections include: annotated citations of research reports, articles, and books, with subject and author indexes; annotated citations of instructional materials, with subject and author indexes; and annotated citations of reference materials, with author, subject, and project indexes. (MSE)

Essays on language contact and the image of language, entirely in French, include: "Representations 'du' contexte et representations 'en' contexte? Eleves et enseignants face a l'apprentissage de la langue" ("Representations 'of' Context or Representations 'in' Context? Students and Teachers Facing Language Learning" (Laurent Gajo); "Le crepuscule des lieux communs, ou les stereotypes entre consensus, certitude et doute" (The Dawn of Common Places, or the Stereotypes Between Consensus, Certainty, and Doubt" (Cecilia Oesch-Serra, Bernard Py); "'Et si on hachait un peu de paille'--aspects historiques des representations langagieres" ("And If We Chopped a Little Straw'--Historical Aspects of Language Image") (Marion Perrefort); "Alternance des langues en classe: pratiques et representations dans deux situations d'immersion" ("Code Switching in Class: Practices and Representations in Two Immersion Situations") (Marinette Matthey, Daniele Moore); "Representations sociales et politique linguistique. Le cas du Val d'Aoste" ("Social Representations and Linguistic Policy. The Case of the Val d'Aoste") (Marisa Cavalli); and "Integration ou segregation des immigrants? Pratiques plurilingues d'un pays officiellement monolingue: l'Andorre" (Integration or Segregation of Immigrants? Multilingual Practices of an Officially Monolingual Country: Andorra" (Martine Marquillo Larruy). Each article contains references. (MSE)

This collection of articles on intercultural communication and pragmatics includes: "Peut-on traduire la publicite? L'exemple des annonces romandes et alemaniques" ("Does Advertising Translate? The Example of Romansch and German Ads") (Marc Bonhomme, Michael Rinn); "La construction de l'image de l'autre dans l'interaction. Des coulisses de l'implicite a la mise en scene" (The Construction of the Image of the Other in Interaction. Behind the Scenes Implicit in a Production) (Jean-Francois De Pietro, Nathalie Muller); "Zweitspracherwerb durch Kommunikation. Eine diskursanalytische Untersuchung zum Zweitspracherwerb turkischer und kurdischer Asylbewerb in der Deutschschweiz" (Second Language Acquisition of Turkish and Kurdish Asylum Seekers in German-Speaking Switzerland) (Bruno Frischherz); "Mise en discours de differences interculturelles" ("Intercultural Differences Expressed in Discourse") (Therese Jeanneret); "La communication interculturelle: malentendus linguistiques et malentendus theoriques" ("Intercultural Communication: Linguistic Misunderstandings and Theoretical Misunderstandings") (Marianne Kilani-Schoch); "Les pieges de la conversation exolingue: le cas des immigres francais en Australie" (The Snares of Exolinguistic Conversation: The Case of French Immigrants in Australia") (Bert Peeters); "Das Paradigma der Kommunikationskultur. Ein Beitrag zur ethnographischen Erforschung von intra- und interkultureller Kommunikation" (A Paradigm of Communication Culture: An Ethnographic Investigation of Intra- and Intercultural Communication) (Erika Werlen);"The Role of Dialect Differences in Cross-Cultural Communication: Proactive Dialect Awareness" (Walt Wolfram, William C. Friday); and "Interkulturelle Begegnungen in der Translation" (Intercultural Encounters in Translation) (Katrin Zuger). Individual articles contain references. (MSE)

Papers on language and education in Black Africa include: "L'enseignement des et en langues nationales au Zaire. Bilan d'une experience" ("The Teaching of and in National Languages in Zaire. Results of an Experiment") (Andre Mbula Paluku); "Langues et education au Rwanda" ("Languages and Education in Rwanda") (Melchior Kanyamibwa); "Un modele africain d'education multilingue: le trilinguisme extensif" ("An African Model of Multilingual Education: Extensive Trilingualism") (Elisabeth Gfeller); "L'utilisation des langues nationales dans l'education au Cameroun: les lecons d'une experience" ("The Use of National Languages in Cameroon: Lessons from an Experiment") (Maurice Tadadjeu, Gabriel Mba); "Pour un modele d'enseignement de concepts de base en vue d'une meilleur structuration de la pensee du jeune apprenant: le cas du projet d'education prescolaire en langue maternelle dans le cadre d'un projet de developpement integre, dit Projet-Nord" ("Toward an Instructional Model of Basic Concepts Based on a Better Structuring of the Thought Processes of the Young Learner: The Case of an Integrated Development Project Known as Project North") (Pascal Kokora); and "Le Projet-Nord aujourd'hui et demain" ("Project North Today and Tomorrow") (Francois Adopo). Individual articles contain references. (MSE)

The study presents a grammar of Eastern Bontoc, an Austronesian language of the northern Philippines that includes five village dialects and has about 8,000 speakers. Data are from transcribed recordings of primarily one dialect, gathered in 1977-80. The discourse-oriented grammar is outlined in six chapters: an introduction to the language, its speakers and dialects, the scope of the study, and principles of segmental phonology and morphophonemics; theoretical considerations concerning discourse-level structure, classification of discourse genres, and other structural concerns; patterns of structure from word to sentence level; aspects of behavioral discourse genre; characteristics of expository discourse genre; and conclusions. The appendix contains transcripts and translations. (Contains 69 references.) (MSE)

The first seven issues of the Trans European Language Resources Infrastructure (TELRI) newsletter, a publication of the COPERNICUS project funded by the Commission of the European Communities, date from September 1995 to October 1997. The first three issues contain articles in the origins of TELRI, its members, working groups, and events. TELRI's aim is to set up a network of leading national language and language technology centers in Europe. It brings together 22 institutions in 17 countries. Subsequent issues contain similar association-related information and articles on these topics: syntactic tagging techniques; the Czech National Corpus; issues in machine translation of Plato's "Republic" in a variety of Slavic languages; development of new lexicons; and development of multilingual technology. Some of the articles consist of summaries of conference papers on these topics. (MSE)

Four papers on linguistic theory and language research include: "Language Policy, Language Education, and Language Rights: Indigenous, Immigrant, and International Perspectives" (Nancy H. Hornberger), a discussion of how language policy and language education serve as vehicles for promoting the vitality, versatility, and stability of indigenous languages; "Talk to Me! The Development of Request Strategies in Non-Native Speakers of English" (Caryn L. Francis), a study of development of pragmatic competence across nine levels of English proficiency; "English Article Deletion in Korean EFL Learners' Compositions" (Hikyoung Lee), an analysis of the linguistic and social factors influencing deletion of the definite and indefinite article in the written compositions of Korean learners of English; and "Effects of Instructional Strategies on Second Language Acquisition Process" (Victoria Jo), a discussion of instructional strategies based on three dimensions (experiential-analytic, implicit-explicit, intralingual-crosslingual) in code-focused second language instruction. (MSE)

Essays and research reports on the relationship between teaching second languages and teaching culture include: "Teaching Culture as an Integrated Part of Language Teaching: An Introduction" (Chantal Crozet, Anthony J. Liddicoat); "Primary Socialization and Cultural Factors in Second Language Learning: Wending Our Way through Semi-Charted Territory" (Francis Mangubhai); "Everyday Speech as Culture: Implications for Language Teaching" (Anthony J. Liddicoat); "Teaching Conversation and Sociocultural Norms with Conversation Analysis" (Anne-Marie Barraja-Rohan); "Using Contrastive Rhetoric To Teach Writing: Seven Principles" (Andy Kirkpatrick); "Cultural Transmission in Literacy Acquisition: A Case Study in Chinese" (Judy W. Y. Ho); "Is There a Class in This Room? (Peter Cowley, Barbara E. Hanna); "Teaching Culture and Language for Specific Purposes: An Approach to the Development of Appropriate Teaching Material" (Gabriele Schmidt). (MSE)

Articles on second language teaching and learning include: "Ethnographie comparee de la salle de classe en France et en grande-Bretagne" (Comparative Ethnography of the Classroom Environment in France and Great Britain) (F. Carton); "Pour une approche micro et macro du francais parle dans la formation des enseignants de FLE" (Toward a Micro and Macro Approach to Spoken French in the Training of French Second Language Teachers) (J-M. Debaisieux); "Video im Deutschunterricht: un outil televisuel au service de l'enseignement de l'allemand" (Video im Deutschunterricht: A Television Tool for German Language Teaching) (R. Duda); "Materiaux d'enseignement et apprentissage de langue: les options didactiques des 'modules de francais pour les professionnels du tourisme'" (Instructional Materials and Language Instruction: Teaching Options for "French Modules for Tourism Professionals") (M-J. Gremmo); "Autonomie et apprentissage autodirige: l'histoire d'une idee" (Autonomy and Self-Directed Study: The History of an Idea) (M-J. Gremmo, P. Riley); "Conception d'un produit multimedia: Xylolingua" (Conception of a Multimedia Product: Xylolingua) (O. Regent); "'Bats' and 'Balls': Beliefs about Talk and Beliefs about Language Learning" (P. Riley); and "L'aisance orale en langue etrangere: enseignement/acquisition et evaluation" (Oral Fluency in a Second Language: Teaching/Acquisition and Evaluation) (H. Schmitt-Gevers). Some articles contain references. (MSE)

Reports of language research in the 1996 issue include: "Corpus Planning for the Southern Peruvian Quechua Language" (Serafin M. Coronel-Molina); "Foreign Language Planning in U.S. Higher Education: The Case of a Graduate Business Program" (Mitchell A. Furumoto); "Charting New Directions: Of Communication in a Social Service Setting" (Craig Heim); "Appropriacy Planning: Speech Acts Studies and Planning Appropriate Models for ESL Learners" (Mitsuo Kubota). Reports in the 1997 issue include: "Tradition and Transition in Second Language Teaching Methodology" (Teresa Pica); "Cultural Consciousness in a Language Class" (Hiamanti Banerjee); "Language Policy: Status Planning for the Quechua Language in Peru" (Coronel-Molina); "Politeness Strategies in the Workplace: Which Experiences Help Japanese Businessmen Acquire American English Native-Like Strategies?" (Yuko Nakajima); and "Who Is Telling Stories and Whose Stories Are Being Told?" (Anne Pomerantz). An index to 1984-1997 issues of the journal and abstracts of 1996-97 doctoral dissertations done for the Language in Education Division (LED) of the University of Pennsylvania are also included. (MSE)

Papers on applied linguistics and language pedagogy include: "A Genre Analysis Study of 80 Medical Abstracts" (Kenneth Anderson, Joan Maclean); "Oral Classroom Testing in an Adult French Community Class" (Sheena Davies, Aileen Irvine, Jacqueline Larrieu); "Whose Relevance? Interpretation of Hybrid Texts by a Multiple Audience" (Katalin Egri Ku-Mesu); "Talking the Test: Using Verbal Report Data in Looking at the Process of Cloze Tasks" (Bob Gibson); "Managing Distances: Discourse Strategies of a TV Talk Show Host" (Fumi Morizumi); "Lexical Processing in Uneven Bilinguals: An Exploration of Spanish-English Activation in Form and Meaning" (Carmen Santos Maldonado); and "Japanese Learners' Acquisition and Use of the English Article System" (Toshiaki Takahashi). (MSE)

The seven working papers on linguistic theory contained in this volume include: "Two Properties of the Intransitive Resultative Construction" (Yoichi Miyamoto); "Multiple Subject Construction in Korean: A Functional Explanation" (Youngjun Jang); "Constraints on Noun Incorporation in Korean" (Hangyoo Khym); "Binding Principle for Long-Distance Anaphors" (Dong-Ik Choi); "Functional Projections and Event Structure" (Hangyoo Khym, Supath Kookiattikoon); "Against IP-Adjunction Scrambling" (Makoto Yamada); and "External Evidence and Syllable Structure." (Marcellino Berardo). (MSE)

A study examined the morphosyntactic mechanism of a common code-switching (CS) pattern, the use of an English adjective (content morpheme) + Korean "-ita" (a system morpheme meaning "be") in the speech of Korean-English bilinguals. Data were drawn from audiotaped conversations of three subjects with their family members or bilingual friends and from CS utterances selected by the researcher from daily conversations. The discussion of results addresses two issues. First, the data did not suggest a theory of bound morpheme and equivalence constraints to be universally applicable to explanations of CS phenomena, but rather demonstrated that a matrix language frame model was more explanatory for Korean and English morphosyntax. Second, two possible explanations for the production of this pattern emerged: (1) a tendency toward nominalization in code-switching, or (2) a transfer of English grammar to Korean-based code-switching. (MSE)

Four papers on second language learning are include. "Comparing Native and Nonnative Speakers' Error Correction in Foreign Language Writing" (Catherine A. Jolivet) examines differences between native and nonnative French speaking teachers in their error correction on students' compositions. "ESL Students' Opinions About Instruction in Pronunciation" (Matt Madden, Zena Moore) reports on a study of different students' attitudes about pronunciation instruction. In "Factors of Attrition in Japanese Language Enrollments" (Yoshito Saito-Abbott, Keiko Samimy), influences on university-level Japanese language enrollment and attrition are examined. "An Analysis of a Common Structure in Korean-English Code-Switching: A Test of the Matrix Language Framework" (Mi-Ae Lee) looks at the morphosyntactic mechanism of a common Korean-English code-switching pattern. (MSE)

Four papers on Native American languages include these: "Reduplicated Numerals in Salish" (Gregory D. S. Anderson), which analyzes these patterns in Salish and compares them with other Salish languages; "Unitariness and Partial Identification in the Bella Coola Middle Voice" (David Beck), which argues for a single morpheme, instead of several, for one suffix and calls it a marker of a special case of middle voice; "Obviation Across Clause Boundaries in Kutenai" (Matthew S. Dryer), an analysis of restrictions across clause boundaries within sentences that require that the proximate be higher in the sentence than proximate nominals; and "Verb Agreement and the Structure of the Clause in Karaja" (Marcus Maia), a discussion of clause structure in a Brazilian indigenous language. (MSE)

A study of verb agreement and clause structure in Karaja, a Brazilian indigenous language of Macro-Je stock, discusses the subject and object agreement systems with relation to the Feature Specification Constraint. Implementation of the SOV order in Karaja is then analyzed and evidence is presented for the existence of a single functional phrase that must be postulated in order to handle the OV word order and check the object structural case. Object clitic constructions are then contrasted with object verb-internal affixes, and main verbs with auxiliaries. Concluding remarks are offered on the structure of the clause and the parametrization of the functional category of Agreement. (Contains 13 references.) (Author/MSE)

The four 1997 issues include these articles: "Introduction to Government and Binding Theory," parts 4-7 (Cheryl A. Black), which discuss constraints on movement, semantic roles and case theory, binding theory, and more recent additions to the theory; "A Scholar's Ethic" (William J. Samarin), concerning the behavior of scholars in the international community; and "LinguaLinks Linguistic Workshop Field-Test" (Carla F. Radloff), a report of the field testing of linguistic structural analysis software. Dissertation abstracts, reviews of books and articles and professional announcements are also included in each issue. (MSE)

These two journals on multilingualism and multiculturalism include the following articles: "Japanese-English Conversational Codeswitching in Balanced and Limited-Proficiency Bilinguals" (Sandra Fotos); "Teaching Reading to a Developing Bilingual Baby: A Case Study in Three Stages" (Laurel Kamada); "A Japanese-English Bilingual Child's System of Answering Negative Questions" (Nakagawa Hitomi); "Codeswitching as a Strategy in the Process of Second Language Writing: A Preliminary Investigation" (Hara Yuko); "A Study of the Initial Codeswitching Stage in the Linguistic Development of an English-Japanese Bilingual Child" (Peter John Wanner); "Double Transitions: A Case Study of an Infant Japanese/English Bilingual" (Sachiyo Fujita Round); and "Japanese Compliment Responses: A Comparison to American English Norms" (Ueda Yoko). Abstracts are presented in both English and Japanese. Book reviews are also included. (MSE)

Intended for writers of instructional materials for teaching English as a Second Language (ESL), the list describes word lists and language corpora that may be of use in creating, simplifying, and refining vocabulary content in ESL materials. The sources are dated from 1944 to the present, and include a freeware computer program. Some limited comments are made about the utility of the lists/corpora. A brief list of related World Wide Web sites and six print references are provided. A resource containing a discussion of vocabulary instruction is also noted. (MSE)

This collection of articles on second language learning in a multilingual environment includes: "Franzosisch-Deutsch: Zweisprachiges Lernen au der Sekundarstufe 1" (French-German: Learning Two Languages at Secondary School, Level 1) (Otto Stern, Brigit Eriksson, Christine Le Pape, Hans Reutener, Cecilia Serra Oesch); "Das Projekt 'Zweitsprachunterricht im obligatorischen Schulsystem': Konzept, empirische Daten und erste Ergebnisse" (Second Language Learning in the Official School System) (Hansmartin Zimmermann, Iwar Werlen); "La pluralite des contextes et des langues: une approche interactionnelle de l'acquisition" (Multiplicity of Contexts and of Languages: An Interactional Approach to Acquisition) (Laurent Gajo, Petra Koch, Lorenza Mondada); "Apprentissage du francais en Suisse alemanique: des systemes educatifs aux situations extra-scolaires" (French Language Learning in German Switzerland: From Educational Systems to Out-of-School Situations) (Simona Pekarek, Victor Saudan, Georges Ludi); "Competences orthographiques et taches d'ecriture" (Orthographic Competence and Writing Tasks) (Linda Allal, Laurence Rieben, Yviane Rouiller); "Description and Assessment of Foreign Language Learning Proficiency in the Swiss Educational System" (Brian North); and "A propos des methodes communicatives: la transposition didactique en FLS" (A Propos of Communicative Methods: Instructional Transposition in French as a Second Language) (Itziar Plazaola Giger). Individual papers contain references. (MSE)