This book provides a rich and unique longitudinal account of content and language integrated learning (CLIL). The chapters report on the findings from a large-scale, three-year research project undertaken at senior high school level in Sweden. The ecological perspective, with quantitative and qualitative methods, gives voice to both learners and…

Despite the influence of changing demographics in Japan, the National Center Test for University Entrance Exams continues to assert an ever increasing role in the process of university admissions. In preparation for this examination, the majority of senior high school students learn from textbooks approved by the Japanese Ministry of Education,…

This paper reports findings from a study that assesses metacognitive awareness and reading-strategy use of Chinese senior high school students who are learning English as a foreign language (EFL). A total of 270 students responded to a 28-item survey of reading strategies (SORS). The strategies were classified into 3 categories: global,…

This document presents the proceedings of the 20th Annual Research Forum held June 25, 2015, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 21 action research papers: (1) History Lives! The Use of Simulations in a High School Social Studies Classroom (Lydia Adkins); (2) Using Francophone Music in the High…

Provides the theoretical underpinnings to a very successful project that involves high school teachers in the development of carefully sequenced student materials for the German video series "Deutschlandspiegel." (22 references) (Author/OD)

The report, entirely in French, describes Alberta's curriculum for high school French immersion, as revised in 1998. An introductory section offers background information on the curriculum revision, links between the core curriculum and French immersion, underlying principles of second language instruction, the revised curriculum's objectives and…

Investigates the readability of four authentic German texts by high school students at five levels of German language instruction and analyzes six kinds of student comprehension: word recognition, phonemic/graphemic, syntactic feature, intratextual perception, metacognition, and prior knowledge. (MSE)

Briefly characterizes the view of context most widely used in applied linguistics and language teaching. Research about some of the parameters that contribute to greater or lesser conceptual difficulty is outlined. Research about the role of intentionality and causality in narrative is also described. (Author/CB)

Two studies are reported. The first investigated the feasibility of integrating learning strategy instruction into high school beginning and intermediate level Russian and Spanish classes. The second study assisted teachers and students of Japanese, Russian, and Spanish to implement informal assessment activities in their classrooms. A literature…

Cloze-like exercises are effective and integrative tasks that allow students to operate meaningfully on authentic foreign language materials. Examples are presented of several exercises, including: predicting content from fragments, focusing on syntactic (rather than lexical or semantic) issues, and restoring deleted markers of function and…

A study investigated the effect of a prereading strategy on the reading comprehension of foreign language students. Subjects were 62 French students in 5 classes at 3 suburban high schools. A rotation design was used within each class. A reading in the target language was assigned twice a week for two weeks. The treatment sample went through a…

Investigates the relative effects of two types of input modification--simplification and elaboration--on Korean high school students' English-as-a-foreign-language reading comprehension. Six English passages in one of three forms were presented to 180 students, who were divided into two proficiency levels. Comprehension was assessed using a…

Examples are given of how schema and classification skills, presented bilingually, can be used by classroom teachers to teach Spanish-speaking high school students how to infer the main idea of paragraphs in English. The instructional model is one in which the student learns to identify the main idea of a selection in a series of exercises that…

This paper describes a study which examined the effectiveness of explicit instruction in English intonation in listening tasks in an English-as-a-Second-Language (ESL) course taught to four Japanese high school students. The students' exposure to real-world English listening situations had been limited, and the majority were focusing more on…

Cognitive theories normally applied to listening comprehension are applied to the use of visuals with mass media broadcasts for second language instruction: the visual image as advance organizer, as reinforcement of concrete information, and as an association with abstract information. A related study in Germany is cited and illustrated. (MSE)