摘要:

The role of ESL in bilingual education has frequently been misunderstood, sometimes because of nonpedagogical issues and sometimes as a result of our inadequate understanding of how second language development can best be achieved in bilingual classrooms. This article reviews recent research in two separate areas, bilingual education and ESL, in an attempt to arrive at some generalizations about what characterizes effective bilingual and ESL instruction. The bilingual education research literature is finding support for an “integrative approach” to second language development, with classroom applications focusing on grouping strategies that allow children to receive appropriate input in the second language. These findings complement current views on ESL teaching that stress proficiency in speaking and writing as outcome goals and that conceptualize instruction in terms of developing communicative competence. Given the essential interrelatedness between second language development and other curricular goals, the conventional conceptualization of ESL as an isolated element within bilingual programs is challenged. Implications for bilingual teacher preparation, where ESL and content‐area instruction are often dealt with separately, are also exa

ISSN:0039-8322    

DOI:10.2307/3586669

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Although self‐assessment has been prevalent for a number of years in such fields as psychology, sociology, business, and so on, its use in second language teaching/learning has remained rather rare. Whether this situation stems from skepticism about students' capacity to provide meaningful information about their ability to use the language or from an inappropriate use of self‐assessment is difficult to assess. This article reports a sequence of experiments leading to the use of self‐assessment as a placement test. These experiments dealt with such questions as, Do students have the ability to meaningfully evaluate their own performance? Does the type of instrument used effect that ability? Can students be satisfactorily placed by self‐assessment results alone? The conclusion is that at least under the conditions described, self‐assessment must be considered a very valuable tool as a placement i

ISSN:0039-8322    

DOI:10.2307/3586670

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

The cognitive style of field independence (the tendency to differentiate objects from their surroundings) has been shown in a number of studies to be related to success in second language classrooms in which deductive teaching dominates. The purpose of the study reported in this article was to discover whether less rule‐oriented teaching might prove more beneficial for field‐dependent students. A pretest/post‐test design was used to compare the effectiveness of two ESL lessons on participle formation for subjects at various points along the field independent/dependent continuum. One lesson was based on a traditional deductive approach; the other provided no rules but directed attention to many examples of participles in context. A regression analysis showed a significant interaction between field independence and lesson, with field‐independent subjects performing better with the deductive lesson and field‐dependent subjects better with the example lesson. Examination of individual items on pre‐ and post‐tests provided evidence that the majority of subjects in both lessons had engaged in step‐by‐step rule building. Implications for teaching and further resea

ISSN:0039-8322    

DOI:10.2307/3586671

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

For a long time, literature, which once played a prominent role in language study, has been excluded from both ESL programs and first language composition programs whose central aim is the achievement of linguistic proficiency. In recent years, however, many educators in both fields have again acknowledged the academic, intellectual, cultural, and linguistic benefits of the study of literature. An examination of research on the activities of reading, composing, and responding to literature reveals that these three areas of study, usually taught separately, can be viewed as similar processes. After discussing these findings, this article describes a literature and composition course which demonstrates how ESL students can profit from instruction which focuses on the interrelationship of reading and writing. The course also shows that ESL students have much to gain when literature is the reading content of their composition course and the subject matter for their compositions.

ISSN:0039-8322    

DOI:10.2307/3586672

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Recent research has shown that the rhetorical organization of narrative and expository texts interacts with the formal schemata of native English‐speaking readers (the readers' background knowledge of and experience with textual organization) to affect reading. Researchers have recently shown that formal, rhetorical schemata have similar effects on reading in English as a second language. Moreover, the research in native English reading has shown that explicit teaching of various aspects of text structure can facilitate first language reading.This article reports a controlled training study designed to answer the related question for second language reading, Can we facilitate ESL reading by explicit teaching of text structure? The results indicate that training on the top‐level rhetorical organization of expository texts significantly increased the amount of information that 25 intermediate‐level ESL students could r

ISSN:0039-8322    

DOI:10.2307/3586673

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Since refugees from Southeast Asia first began arriving in the United States ten years ago, a great deal of research on their resettlement has accumulated. Much of this research has implications for instructional programs in the processing centers of Southeast Asia and in the United States, but it may not be easily available to program planners. This article summarizes important research on resettlement reported since 1980 and outlines implications of that research for instructional programs in ESL, pre‐employment training, and cultural orientatio

ISSN:0039-8322    

DOI:10.2307/3586674

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

This article reports the findings of a study which examined the relationship between auditory short‐term memory and listening skill. The study was designed to assess the contribution of short‐term memory for each of five types of auditory input to differences in standardized listening scores. Memory for syntactically arranged words proved to be the best predictor of listening skill in this battery of tests. The significance of the results for comprehension‐based teaching methodologies is disc

ISSN:0039-8322    

DOI:10.2307/3586675

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586676

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586677

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586678

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY