It is argued that "unplanned" language policy and planning are an important but underexamined aspect of the field of language planning. Planners must consider the problems raised by "unplanned" aspects and scholars must document their effects on language planning. (Contains 15 references.) (LB)

A discussion of the relationship between the social sciences, teaching, and culture focuses on misunderstandings about the teaching of languages. Issues examined include the nature and role of applied linguistics, the nature of teaching, the influence of educational "fashions," and implications for the training of language teachers. (MSE)

In an analysis of social class, social network, and gender, arguments suggest that gender difference often occurs prior to social class in accounting for sociolinguistic variation. Data are presented to show how all three variables may help account for language variation and change. (54 references) (Author/LB)

The possible relationship between metalingual knowledge in form of rules and communicative knowledge of language as demonstrated in second/foreign language production is examined. An emerging psycholinguistic monolingual production model is described. (52 references) (Author/LB)

Discusses two questions: (1) What has the recent research conducted in French immersion programs in Canada contributed to understanding of second language acquisition?; and (2) What has it contributed to the broader field of applied linguistics? Considers research in the coming decade, and discusses obstacles that may be faced in Canada in…

Within the last few decades, there have been multidimensional advancements in language assessment. Some of the advancements have been in the direction of developing theoretical models of the construct of language ability, others in the line of measuring that construct, and still some others toward materializing the outcomes of measuring the…

Three papers were presented at three different conferences from 1990 to 1992: "New Ways of Meaning: A Challenge to Applied Linguistics,""The Act of Meaning," and "Language in a Changing World." Because each paper addressed a different audience, each addresses the topic of meaning and change from a different approach. The first paper summarizes the…

The ambiguities of intercultural communication are examined in this paper. The concept posed is that although every culture sees the world according to that culture's heritage and history, immediate contexts also shape meanings. In multicultural contexts, those meanings must be constructed partly anew each time by speakers, writers, listeners, and…

A notable feature of current approaches to reading (in first or second language) is a preoccupation with the internal "causes" of comprehension, regarded as a terminal state of the cognitive system. Yet by allowing only for a private encounter between reader and text, the cognitive approach lacks terms to give more than a contingent…

It is necessary to recognize the mutual interaction betweeen theory and application when one is considering the significance of linguistics for language teaching. The model proposed is based on one developed by Roulet; it assumes that various fields contribute to language teaching. Categories from this model are used to examine possible…

Discusses certain concepts of the theoretical basis of the communicative approach, particularly the idea of a "double level of meaning" and the confusion regarding skills and strategies. Argues that this approach fails to take into account the knowledge and skills that language students bring with them from their mother tongue. (SED)

Discusses some of the problems involved in teaching linguistics to teachers of French as a native language on the elementary level. (AM)

Examines the variety of approaches currently found in the teaching of French as a native language in the French elementary school system and in teacher colleges, in the wake of the rise of linguistics. (AM)

Responds to an article suggesting there were two current forms of English-as-a-Foreign-Language, represented by the academic model and the therapeutic model. The article also proposed an alternative model. This critique takes issue with several points in the earlier article. (Author/VWL)

By presenting two theories of first and second language learning dichotomously, their fundamental similarity as information-processing theories is obscured and details of both positions are misrepresented. (Author/MSE)