This paper responds to Michael Rosen's blog entries, "How Genre Theory Saved the World", arguing that genre theory in the tradition of systemic functional linguistics (SFL) has made an important contribution to language and literacy pedagogy. It emerged in the Australian context in about 1980 and was initially developed in response to…

From the point of view of AILA's research network "CLIL and Immersion Education: Applied Linguistic Perspectives" this volume finally does justice to a strand of interest that has been part of the network from its inception. As the editors rightly point out in the introduction, ReN events and publications during the network's first…

This special issue devoted to Catalonia--one of the most successful and longstanding language movements in Europe--gives a unique opportunity to understand some of the complex social dynamics engendered as language revival unfolds and to appreciate the value of in-depth interviewing, focus groups, and ethnographic work in making sometimes subtle…

One of the main challenges confronted by higher education in the 21st century is to internationalize its programs and to make students more globally competent. This challenge is not new, but it has become increasingly complex. Gutek (1993) explains how the efforts to internationalize the university in the United States became particularly…

This paper focusses on the teaching of non-linguistic subject matters in a second or third language through bilingual education. We investigate how this specific educational framework influences the development of linguistic competence as well as disciplinary knowledge. Based on a large-scale corpus of classroom interactions collected in bilingual…

Students will have to use language all their lives, whether they are signing off on stock investments, guiding airplanes to land, or writing the next great novel. Language is the stuff of communication, and English happens to be the most commonly used language in the world. However, Canadian schools do not adequately prepare young people to use…

In recent years, there has been a considerable development of administrative skills in study-abroad management, but much less in the educational dimension of this endeavour. The field is burdened by myths and conceptions that exist unchallenged in the uncontested climate of study abroad. An exploration of three of these prevailing myths…

Compares bilingual education in the United States with language immersion in Europe. Concludes that two-way bilingual education, combining elements of both bilingual and language immersion, may be the best approach for teaching English to immigrant students. Two-way bilingual classes combine English-speaking students with an equal number of…

Discusses a learning module on Acadian history used in a French immersion setting that focuses on a theatrical arts approach. (Author/VWL)

Provides a dialogue that is a series of semi-structured interviews with a language educator who taught French for 4 years before becoming a full-time mother. After 9 years, she became involved in teaching in a French immersion program in Canada. The interviewer is a senior lecturer at Macquarie University in Australia. (Author/VWL)

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…

Illustrates the pedagogical potential of advertising messages in the French immersion classroom. Students learn to develop a critical analysis of the advertising messages they see and hear. (Author/VWL)

Some views on and implications of "the output hypothesis," which proposes that the process of producing written or spoken language results in language acquisition/learning, for immersion pedagogy and second-language learning are discussed. The role of collaborative learning is considered. (Contains 14 references.) (LB)

Describes the German partial immersion program at St. Peters Lutheran College in Brisbane, Australia. The study confirms that content-based partial immersion teaching produces effective, communicative production in the language of immersion, and confident, competent language speakers even when the learners are quite young. (Author/VWL)

Summarizes an experiment where a 12-year-old boy was sent to a College d'Enseignement Superieur (C.E.S.) to learn French for six months in France. Evaluates the results of the experiment and how the pedagogical approach can be applied to language teaching in the United States. (SED)