This commentary proposes the metaphor of "languaging-as-practice" in science education as an alternative to "language-as-tool" metaphors. Describing language as a tool implicitly positions language as static and unchanging and assumes that named languages are distinct and bounded entities. In contrast, describing languaging as…

This book offers an evidence-based guide to EAL for everyone who works with multilingual learners. It provides a concise, helpful introduction to the latest research underpinning three key areas of EAL practice: (1) How children acquire additional languages? (2) How language works across the curriculum? and (3) How you can establish outstanding…

This volume is both a state-of-the-art display of current thinking on second language development as a complex system. It is also a tribute to Diane Larsen-Freeman for her decades of intellectual leadership in the academic disciplines of applied linguistics and second language acquisition. The chapters therein range from theoretical expositions to…

Speech and language therapist and teacher practitioners need particular knowledge to work effectively together to support the needs of individual learners. Using the frame of modes of knowledge (Gibbon, Limoges, Nowotny, Schwartzmann, Scott, and Trow, "The new production of knowledge", London, Sage Publications, 1994), the necessary…

Krashen's Monitor Model of second language learning is examined critically in light of other research, and a unified, more comprehensive theory combining theories of first and second language learning is called for. (MSE)

A discussion of translation and second-language instruction looks at the difference between translation used as a tool for teaching a second language and professional translation. It is argued that an interpretive theory of translation necessarily underlies its teaching. (MSE)

Listening skills research has tended to focus on strategy use in classrooms and on theory and practice of second language (L2) teachers. This study examined the teachers' and learners' perceptions of listening skills in non-classroom learning situations. Five (n = 5) study skills teachers and 19 former learners in a distance study skills course at…

This book discusses how second language acquisition (SLA) research can illuminate language pedagogy, and suggests four main roles for the SLA researcher: developing relevant theories; conducting classroom research; making research accessible to teachers; and facilitating action research. The first chapter outlines a number of different…

A discussion of functional language proficiency considers several widely-accepted theories of cognition, draws parallels between specific stages of intellectual maturity and development of second language proficiency, and suggests ways in which teachers may be able to help students progress from one stage to another within the context of foreign…

Four theoretical discourses and their implications for teaching are reviewed: language-based theory; cultural studies; postcolonial theory; and posthermeneutic theory. Connections between language and literature, literature and culture, Europe and the globe, and the literature of single nations and comparative literature are noted. (LB)

The second of a two-volume report, this document focuses on the study of written language growth and development among 3-, 4-, 5-, and 6-year-old children. The first section of the report introduces the program of research by examining its methodological and conceptual contexts. The second section provides illustrative and alternative looks at the…

Describes how linguistic analysis can change the computer from a generator of data that can be used to develop a critical analysis to a tool that provides a means to explore the processes and inputs that generate different interpretations of literary works. Illustrates this concept by analyzing a Shakespearean sonnet. (CFR)

This paper proposes an integration of the arts into second language programs as an effective inexpensive, and creative way to serve second language learners, using Stephen Krashen's Monitor Model as a framework. An overview of Krashen's model describes its five hypotheses: (1) that acquisition and learning are separate concepts; (2) language…

The authors of a new book on the relationship of discourse and French language instruction, bringing different language backgrounds and professional perspectives to the issue of language teaching theory and practice, are interviewed. Discussion focuses on the role of discourse analysis in language teaching. (MSE)

A symposium of language learning specialists reviewing C.C. Fries' Oral Approach to English language instruction developed and used at the English Language Institute of the University of Michigan is summarized. The thesis of the symposium was that the basic Oral Approach concepts had and continue to have a profound and far-reaching, though largely…