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This study investigates how portfolios support pre-service teachers' learning to teach. The findings revealed that the portfolio provides pre-service teachers with productive learning experiences which help them develop their "library use, knowledge, skills, attitudes, personal traits, motivation to learn, interpersonal relationships" and "an information source." The respondents were found to consider the portfolio a highly effective tool in their learning to teach. (Contains 1 table.) [Appended to this document is: "Portfolio Construction Guidelines."]

A mounting body of evidence suggests that despite the existence of shared underlying elements, politeness is realized differently across cultures. This study examines the politeness strategies used by 50 Jordanian native speakers of Arabic and 50 American native speakers of English. A 9-item Discourse-Completion Task was used to collect the data for the purpose of identifying potential similarities and differences in the use of (and response to) politeness strategies between Jordanian speakers of Arabic and American speakers of English. The two sample groups were found to employ similar politeness strategies with varying frequencies and realizations. [ABSTRACT FROM AUTHOR]