Presents a case study of how the University of Witwatersrand in South Africa adapted to the challenge of linguistic and cultural diversity. Suggests how this school's experiences parallel the shifts that many Canadian schools are struggling with in the 1990s. (HB)

Asks whether the common practice that has been termed "Circle Time" and its variations are a useful classroom practice. Analyzes the ways teachers employ circle time. Critiques the practice of circle time. Argues that the quality of learning is dependent on the quality of reflection by teachers concerning their practice, not on gimmicks.…

Discusses the nature of English studies at the college level. Focuses on the experience of one student in her first term at a university. Analyzes this student's essay writing activities. Raises fundamental questions about the study of literature. (HB)

Describes how one English teacher used Thomas Bell's "Out of This Furnace" to motivate student interest and writing in a freshman composition class. (HB)

Argues that the needs of two-year college composition students are best served by approaches emphasizing multiple literacies and "deep portfolios." Suggests how such an approach might be constituted, and explains what a deep portfolio approach would entail. (HB)

Describes how one English teacher used a method of teaching letter writing to foster students' communication and thinking skills. Outlines a method which involves students dually as both consumer complainant and company representative responding to the complaints. Claims that such a process enhances student learning. (HB)

Describes the way one teacher utilizes literature in the English classroom to help students to identify and explore their own personal life philosophies. Advocates moving away from the actual fiction and applying its philosophies to the lives of the readers. (HB)

Gives an overview of the differences between American and Spanish educational institutions and practices. Draws upon personal experiences in both cultural settings. (HB)

Considers the right students have to the use of their own idiom in the classroom. Gives a historical overview of the 1974 "Students' Right" document prepared by the Conference on College Composition and Communication. Calls for a new view of language among English teachers. (HB)

Provides a detailed look at the creation of the Pacesetter English course by a member of the advisory committee that created it. Contends that the final assessment of the course through testing is a mistake based on economic factors. (HB)

Describes how one teacher observed her students and tried to draw educational conclusions about their behavior. Gives particular attention to the reading habits of students and the ways one teacher tried to foster reading among students. Advocates teacher research as a way of raising awareness among teachers. (HB)

Describes how one English teacher developed a multimedia poetry unit that opened her students' understanding of English poetry. Outlines the project's goals and methods of instruction. Provides students' written responses to the project and the teacher's reflection about its pros and cons. (HB)

Focuses on how textual analysis might be renovated at a level as basic as freshman writing. Considers the possibility of combining textual analysis with personal narrative and reporting. Considers how recent literary criticism utilizes personal narrative strategies. Outlines six ways authorial presence is detectable in critical works. (HB)

Focuses on the practice of critical reading in the English classroom. Argues that what is done in the classroom should be grounded in critical reading activities and be connected to the real lives of students. Demonstrates such a teaching approach in the context of a literature class studying Henry James's novel, "Washington Square." (HB)

Describes the assessment instrument developed by the author over a four-year period for the National Board for Professional Teaching Standards (NBPTS). Argues that the instrument to be used by the NBPTS is nothing like the author and his assessment team originally designed. Criticizes the method of teacher evaluation being implemented by NBPTS.…