Second language (L2) writing researchers have demonstrated that bilingual writers draw on their native language to fulfill task requirements. A growing number of individuals are learning a language beyond their second, and, despite an increased interest in third/additional language (L3/Ln) development, few empirical studies have considered writing…

Translanguaging practices come into play in social interactions between bilinguals when they are making use of all their shared linguistic resources and blending their languages in natural ways. Stemming from these practices is translanguaging pedagogy, which is designed so that students in school-based additive bilingual programs can benefit from…

This study examined multimedia instruction (MI) effects on the development of the French prototypical and non-prototypical past forms among Hispanophone learners. During 4 weeks of classroom instruction, participants were exposed to MI in one of 4 conditions: learners at early stages of past-tense development received MI including prototypical (n…

Due to the growing number of plurilingual learners in the world today (Hammarberg, 2010), the present multiple case study examines four plurilingual participants' beliefs toward first language (L1) and second language (L2) mediation in the acquisition of French as a third language (L3). During a 16-week classroom-based study in a French university…

Discusses benefits of creative writing activities for second-language students and describes literary competition for French and Spanish students at the University of Saskatchewan. (BK)

A discussion of university-level FL instruction in Canada. (RM)

A study of the extent to which Spanish and French noun cognates in a 15,000-word corpus have the same or different grammatical gender is presented, and a list of about 750 cognates with differing genders is included. (MSE)

A systematic approach for introducing new teaching techniques into the second language classroom is suggested, an exemplary form for recording information on specific techniques is presented, and 10 concrete proposals for implementing innovative techniques are offered, with examples from 4 languages. (55 references) (Author/MSE)

Illustrates how advance organizers can be used to aid the second-language decoding process. Devices considered include cognate recognition, syllable-morpheme information, contextualized meaning, chronological ordering, time-frame reference, cross-cultural differences, redefinitions, and direction of discourse. (CB)

A study compared students' orientations toward learning Spanish to their orientations toward learning English or French as a second language, and examined other variables, including interethnic attitudes and contact, motivation, self-confidence, and Spanish competence. Results do not permit a clear delineation of a sociomotivational basis for…

Presents various learning activities and instructional materials for helping students learn French or Spanish grammar and culture. These materials include flash cards and lists of items to be used on labels. Activities include using the flash cards, writing newspaper ads in the foreign language, and naming the different items in a house. (CK)

Derivations of the term "gerund" are examined as they pertain to native English speakers learning French, Italian, and/or Spanish. The form's etymology is chronicled from Latin, and its current usage in student textbooks in the three languages is examined. A solution to the terminological confusion surrounding the term is proposed. (41…

A project at Indiana University of Pennsylvania to improve the speaking skills of 36 secondary school French and Spanish teachers is described. The project consisted of a total immersion workshop for strengthening oral skills, learning classroom techniques, and developing innovative curricula, and teacher projects to incorporate innovations into…