Language assistants have become an important resource for teachers in bilingual schools in Spain, especially in the Madrid region. Most language assistants come from English-speaking countries, especially from the United States. In their role as language assistants, they are expected to bring and share their knowledge about the cultural aspects…

In the field of third language acquisition metalinguistic awareness is posited to be a fundamental component of multilingual competence and a key factor facilitating the acquisition of additional languages. Building upon Bialystok's model of attention and control, and Wrembel's research into metaphonological awareness in adult L3 learners, this…

Few studies have been conducted at the tertiary level on Content and Language Integrated Learning (CLIL). The current study aims to gather and share preliminary data concerning CLIL in higher education at several universities in different countries. A questionnaire and brief description of the project and its objectives were emailed to all…

The first meeting to discuss the formation of what was to become the Australian Federation of Modern Language Teachers Associations (AFMLTA) was held on 22 August 1961. The AFMLTA then officially commenced on 1 January 1962, so in fact the AFMLTA is not too distant from its 50th anniversary. A particular feature of the AFMLTA is the Keith Horwood…

Martha Urioste tells a compelling history of public sector Montessori in Denver, from its socially charged beginnings in the 1960s to 2009. She played a huge role in creating the first public Montessori school in Colorado that was launched as an integration model with bilingual classes and staff. This inspirational story begins with her early…

The purpose of this study was to assess the effectiveness of the use of bilingual teaching and learning methodology for Vietnamese postgraduate students from 2011-2012. Overall, the findings indicated relatively positive outcomes in most of the spectrum evaluated or assessed. These findings were then compared with previous researches and to…

Presents case in favor of a bilingual-bicultural educational system that would foster true bilingualism. Advantages of such a system include development of pride in ancestral culture; help academically and to improve self-concept; ability to participate in two cultures. (Author/BK)

Discusses the author's experience as director of the Program in English as a Second Language (ESL) at Lehman College of the City University in the Bronx, New York. ESL, bilingual, and mainstream (ie., curricula that assume English proficiency) programs should be better coordinated to meet their common goal. (BJV)

Discusses the factors affecting the relationship between a program of publishing in Gaelic and the readership the program serves. These factors include the push for bilingual education at the primary school level, the emphasis on local and folk culture, and the economics of publishing for a comparatively small readership. (SED)

Encourages language teachers to continue in their efforts in promoting bilingualism in Canada. (AM)

Discusses the sociolinguistics of literacy with reference to three examples: the history of Jewish education and attitudes toward literacy, the Rock Point Community School bilingual program, and the Pacific Northwest Indian Reading Program. (EKN)

Since current compensatory bilingual instruction is reproductive and assimilative in character, it is too limited for facilitating the advancement of linguistic and cultural minorities. Without a well organized community movement toward social change, the system will continue to maintain current social inequalities. (Author/GC)

Explores the use of American Sign Language (ASL) in the bilingual instruction of English as a Second Language for deaf students. Issues addressed include dominant languages, language minorities, legislative and cultural recognition of ASL as an official language, and limited English proficiency. (CB) (Adjunct ERIC Clearinghouse on Literacy…

Examines three Nordic bilingual programs: (1) immersion, where majority children with a high status mother tongue learn a second language; (2) submersion, where minority children with a low status mother tongue are forced to learn the majority language; and (3) language shelter, where minority children learn the majority language as a second…

Examines five biliterate (reading/writing mastery in two languages) educational settings for their functional approaches to language instruction and their different teaching methods. Notes the implications of such examinations and comparisons regarding regular English instruction and teaching English to speakers of other languages. (RL)