WorldCat Identities

ERIC Clearinghouse on Languages and Linguistics

Overview
Works: 588 works in 1,091 publications in 1 language and 27,289 library holdings
Roles: Other, Editor
Classifications: P53, 418.007
Publication Timeline
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Most widely held works about ERIC Clearinghouse on Languages and Linguistics
 
Most widely held works by ERIC Clearinghouse on Languages and Linguistics
Approaches to syllabus design for foreign language teaching by Karl Krahnke( Book )

4 editions published between 1987 and 1989 in English and held by 304 WorldCat member libraries worldwide

Teaching writing in the foreign language curriculum by Claire Gaudiani( Book )

6 editions published in 1981 in English and held by 263 WorldCat member libraries worldwide

Discourse analysis and second language teaching by Claire J Kramsch( Book )

8 editions published in 1981 in English and held by 255 WorldCat member libraries worldwide

Teaching pronunciation : focus on English rhythm and intonation by Rita Wong( Book )

4 editions published between 1987 and 1989 in English and held by 251 WorldCat member libraries worldwide

Using Cognitive Strategies To Develop English Language and Literacy by Jo Ann Crandall( )

2 editions published in 2002 in English and held by 220 WorldCat member libraries worldwide

Immigrant students in secondary schools face a number of obstacles as they make the transition to schooling in the United States. In addition to adjusting to a new country and school system, they must also learn academic content in a new language. Because these students come from a variety of ethnic, educational, and economic backgrounds, representing a host of cultures, languages, and educational needs, it is often difficult to provide instruction tailored to their specific needs. Developing the English language proficiency of these students so they can participate effectively in mainstream English classes has long been a major focus of those working with newcomers in secondary school. However, educators are also looking for ways to help them achieve at high academic levels, which involves reading English well, understanding academic discourse, writing coherently, and speaking English at cognitively complex and abstract levels. These students usually have only a few years to master these skills. This digest describes ways to develop students' English language and literacy skills and to make academic content challenging, interesting, and accessible. They include the following: (1) building conceptual frameworks for new knowledge; (2) teaching learning strategies; (3) focusing on reading in all classes; (4) giving students opportunities to engage in free reading; and (5) helping students move beyond the text. (Author/VWL)
Teaching conversation skills in ESL by Ronald Eckard( Book )

6 editions published in 1981 in English and held by 218 WorldCat member libraries worldwide

Using computers in teaching foreign languages by Geoffrey R Hope( Book )

8 editions published in 1984 in English and held by 213 WorldCat member libraries worldwide

Spanish for Spanish Speakers Developing Dual Language Proficiency by Joy Kreeft Peyton( )

2 editions published in 2001 in English and held by 213 WorldCat member libraries worldwide

The increasing number of students who enter U.S. schools from homes where languages other than English are spoken, and the recognition that proficiency in non-English languages is a valuable national resource, have generated interest in the field of heritage language instruction. A heritage language student is a language student who is raised in a home where a non-English language is spoken, who speaks or at least understands the language, and who is to some degree bilingual in that language and in English. The fastest growing heritage language population in the United States is Spanish-speaking immigrants and Americans of Hispanic descent whose families came from Central America, Cuba, Mexico, Puerto Rico, and South America. The inclusion of Spanish-speaking students in foreign language classes places additional demands on teachers, who may be prepared to teach only speakers of English. As a result, a growing number of secondary schools, colleges, and universities in states with large Hispanic populations offer separate Spanish for Native Speakers (SNS) courses or programs tailored to the needs of these students. Specific sections address the following: the need for special courses, student characteristics, goals of SNS instruction, evaluating the goals, program design, instructional strategies, and materials. (Author/VWL)
Second language proficiency assessment : current issues( Book )

5 editions published in 1988 in English and held by 208 WorldCat member libraries worldwide

Lexical approach to second language teaching by Olga Moudraia( )

2 editions published in 2001 in English and held by 208 WorldCat member libraries worldwide

This digest provides an overview of the methodological foundations underlying the lexical approach to language teaching and the pedagogical implications suggested by them. The lexical approach has received interest in recent years as an alternative to grammar-based approaches. It concentrates on developing learners' proficiency with lexis, or words and word combinations. It is based on the idea that an important part of language acquisition is the ability to comprehend and produce lexical phrases as unanalyzed wholes, or "chunks," and that these chunks become the raw data by which learners perceive patterns of language traditionally thought of as grammar. Instruction focuses on fixed expressions that occur frequently in spoken language. Advances in computer-based studies of language, such as corpus linguistics, have provided huge databases of language corpora that have examined patterns of phrase and clause sequences as they appear in various texts as well as in spoken language. Lexical items include words, polywords, collocations or word partnerships, institutionalized utterances, and sentence frames and heads. (Contains 15 references.) (VWL)
Error correction techniques for the foreign language classroom by Joel Walz( Book )

3 editions published in 1982 in English and held by 204 WorldCat member libraries worldwide

A review of literature on error correction shows a lack of agreement on the benefits of error correction in second language learning and confusion on which errors to correct and the approach to take to correction of both oral and written language. This monograph deals with these problems and provides examples of techniques in English, French, German, and Spanish. The chapter on selection of errors to correct presents 15 areas research has suggested and proposes a system for choosing errors for correction based on the criteria of comprehensibility, frequency, pedagogical focus, and individual student concerns. With regard to techniques for correcting oral work, there is general agreement that the approach should be positive. Within this perspective, a number of techniques are suggested for oral correction under the headings of self-correction, peer-correction and teacher-correction. The same categories are used to discuss techniques for correcting compositions and other written work. Appendices include a checklist of frequent errors made by esl students, a list of points to aid essay-writers, and two composition check-lists. A list of references completes the volume. (Amh)
Teaching culture : strategies and techniques by Robert C Lafayette( Book )

3 editions published in 1978 in English and held by 202 WorldCat member libraries worldwide

Discusses the cultural options available to teachers, to present various strategies and techniques dealing with the inclusion of culture in the classroom and to identify several pedagogical and culture-specific sources that might help teachers better accomplish their task
Promoting language proficiency and academic achievement through cooperation by Margarita Calderón( )

2 editions published in 1999 in English and held by 201 WorldCat member libraries worldwide

This digest discusses a project conducted in the Ysleta Independent School District in El Paso, Texas, that sought to integrate effective practices in literacy education, an empirically based cooperative learning model, and a classroom management model to help teachers develop the English and Spanish language proficiency of their students. The cooperative learning model selected was Cooperative Integrated Reading and Composition (CIRC). It consists of instructional practices that develop social, academic, and communication skills. It was selected for the following reasons: (1) It integrates oral language development, reading, and writing through all phases of instruction; (2) it enables bilingual teachers to manage their English, primary language, and transitional literacy activities effectively; (3) it develops critical thinking and social skills; (4) it develops self-esteem and self-confidence; (5) it uses children's literature in two languages and a variety of text genres, including student publications and reading texts; (6) it helps students appreciate and become proficient in their primary language while developing proficiency in English; and (7) it provides an English teaching and learning environment in which the subject matter is not watered down, and higher order discourse and thinking are the norm. The digest describes the features of the bilingual version of the CIRC model, now called BCIRC, and highlights initial findings from the Ysleta Independent School District. (VWL)
Involuntary language loss among immigrants : Asian-American linguistics autobiographies by Leanne Hinton( )

2 editions published in 1999 in English and held by 200 WorldCat member libraries worldwide

This digest draws on a set of linguistic autobiographies written by Asian-American college students in classes at the University of California at Berkeley over the last several years, and examines the pattern of language shift that takes place in the young first- and second-generation student and why this shift takes place. It also looks at the efforts families make to keep their heritage language strong (and why those efforts often do not work) and at those rare people who have succeeded in becoming bilingual, and what happened to make it possible. Specific sections discuss the following: learning English; first language attrition; factors relating to first language retention and attrition; efforts at language maintenance; the University of California, Berkeley environment; and thoughts for future generations. (VWL)
The Sheltered Instruction Observation Protocol : a tool for teacher-researcher collaboration and professional development by Deborah Short( )

2 editions published in 1999 in English and held by 199 WorldCat member libraries worldwide

The project described in this digest was designed with the belief that teacher professional growth can best be fostered through sustained collaborative inquiry between teachers and researchers. It set out to incorporate what is known about quality professional development with the special features necessary for meeting the needs of English language learners. The project defined a model of sheltered instruction based on the research of best practices, as well as on the experiences of the participating teachers and researchers. They collaborated in developing the observation tool being utilized in the study, the Sheltered Instruction Observation Protocol (SIOP), which identifies the features of sheltered instruction that can enhance and expand teachers' instructional practice. The SIOP was originally designed as an observation and rating tool for the researchers to use while viewing the participating teachers in the classroom. During the course of the project, however, the participating teachers discovered its potential as a tool for lesson planning and reflection. The model has been used to train middle school teachers to implement effective sheltered strategies in their classes in four large urban school districts (two on the East Coast and two on the West Coast). (VWL)
Considerations in developing and using computer-adaptive tests to assess second language proficiency by Patricia Dunkel( )

2 editions published in 1999 in English and held by 193 WorldCat member libraries worldwide

Second language (L2) computer-adaptive testing (CAT) is a technologically advanced method of assessment in which the computer selects and presents test items to examinees according to the estimated level of the examinee's language ability. The basic notion of an adaptive test is to mimic automatically what a wise examiner would normally do. Specifically, if an examiner asked a question that turned out to be too difficult for the examinee, the next question asked would be considerably easier. This approach stems from the realization that little is learned about an individual's ability if the questions posed are far too difficult or far too easy for that person. This digest discusses the following issues related to computer adaptive testing: (1) advantages of using computer-adaptive testing in second language assessment; (2) roots and challenges of computer-adaptive testing; (3) issues involving the basic principles of assessment in computer-adaptive testing; (4) CAT and the basic principles of test reliability; (5) CAT and the basic principles of test validity; and (6) CAT item pools for measuring the identified ability of the examinee population. (Contains 9 references.) (VWL)
Impact of Two-Way Immersion on Students' Attitudes toward School and College by Kathryn J Lindholm-Leary( )

2 editions published in 2002 in English and held by 193 WorldCat member libraries worldwide

This digest reports on a study that examined the impact of participation in a two-way immersion program on the language and achievement outcomes of former program participants and on their current schooling path and college plans. The study explored outcomes for three groups of students: (1) Hispanic students who began the two-way program as English language learners; (2) Hispanic students who began the program as English-only or English-dominant speakers; and (3) European American students who entered the program as monolingual speakers of English. The results of this study are impressive on two counts. First, they demonstrate that high school students who participated in the two-way program developed high levels of academic competence and motivation, ambitions to go to college, knowledge about how to apply to and get into college, and pride in bilingualism. In addition, they were highly satisfied with their education in the two-way program. Results of the study point to the development of a sense of resiliency among Hispanic students, particularly those learning English and those from low-income families. These students appear to possess high self-esteem, motivation to study hard, belief in academic competence, perception of a positive school environment, a supportive family, and a peer group that values education-characteristics that have been identified with resilient and successful students, that is, those living in adversity or from high-risk environments but who are well adjusted and achieve academic success. (Author/VWL)
The older foreign language learner : a challenge for colleges and universities by Elizabeth G Joiner( Book )

8 editions published in 1981 in English and held by 193 WorldCat member libraries worldwide

The adult students who are the subject of this report bring a different orientation with them to the study of language than does the typical adult immigrant or foreign student of English. This former group may be engaged in foreign language study in order to satisfy a college level language requirement or as part of a continuing education or personal improvement program. The paper, divided into three sections, discusses the characteristics and needs of these adults as well as the means available for their education. In discussing the physiological, psychological, and sociological characteristics of older learners, the paper reviews: (1) adult life-cycle tasks; (2) age and learning ability; (3) the role of visual and auditory impairment in learning; (4) information processing, problem solving, and the older learner; and (5) affective variables and the older learner. Discussed programs, methods, and techniques available to the teacher of older language learners include the audiolingual method, the cognitive method, the grammar/translation method, community language learning, suggestology, and the total physical response method. Also discussed are communicative competence, individualization of instruction, intensive instruction, means for maximizing the learning strengths of adult learners, and methods for improving classroom organization and material preparation. (Jk)
Selecting Materials To Teach Spanish to Spanish Speakers by Paula Marie Winke( )

2 editions published in 2002 in English and held by 192 WorldCat member libraries worldwide

Rapid demographic changes and an increasing recognition of the critical need for professionals who are proficient in languages other than English have led to an interest in developing language programs and classes for "heritage language learners" students who are raised in a home where a non-English language is spoken and who speak or at least understand that language. The fastest growing heritage language population in the United States is Hispanic Americans, and the number of Spanish speakers studying Spanish is on the rise. As a result, language educators are developing programs, classes, and instructional strategies to address the needs of these students, which are different from those of native-English-speaking students studying Spanish as a foreign language. Appropriate instructional materials are essential for these classes, which are often referred to as Spanish for Spanish speakers (SNS) classes. Although the development of SNS materials has a 30-year history, and many new SNS textbooks and materials continue to appear, developing a well-articulated sequence for SNS instruction continues to be a challenge. The purpose of this digest is to raise awareness of the range of SNS materials available to teachers and school districts, and to emphasize the importance of articulated SNS programs with well-sequenced materials. It describes published resources that list and review available SNS materials and gives an overview of the types of materials available. It also provides guidelines for selecting textbooks and other materials for SNS classes or for classes with both English-speaking and Spanish-speaking students. (VWL)
Partners in pedagogy : collaboration between university and secondary school foreign language teachers by Lina Lee( )

2 editions published in 1999 in English and held by 192 WorldCat member libraries worldwide

One of the challenges facing many foreign language programs today is maintaining high quality instruction despite increased enrollments and teacher shortages. One strategy for meeting this challenge is collaborative teaching. Collaborative teaching can occur in various settings and for different purposes. Studies of team-teaching have shown its effectiveness in foreign language learning and teaching, especially at the introductory level. This digest discusses the major issues in collaborative teaching, highlights its benefits, and describes a successful collaborative program that paired college faculty with area high school teachers to team-teach introductory French and Spanish courses at the State University of New York at Plattsburgh. (Contains 7 references.) (Author/VWL)
 
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Alternative Names

controlled identityERIC Clearinghouse for Linguistics

Center for applied linguistics

Center for Applied Linguistics Arlington, Va Clearinghouse on Languages and Linguistics

Center for applied linguistics Arlington, Va. ERIC clearinghouse on languages and linguistics

Center for Applied Linguistics Clearinghouse on Languages and Linguistics

Center for Applied Linguistics E.R.I.C. Clearinghouse on Languages and Linguistics

Center for Applied Linguistics ERIC Clearinghouse on Languages and Linguistics

Clearinghouse on Languages and Linguistics

Clearinghouse on Languages and Linguistics, ERIC

CLL

E.R.I.C. Clearinghouse on Languages and Linguistics

Educational resources information center

Educational Resources Information Center Clearinghouse on Languages and Linguistics

Educational resources information center Etats-Unis Clearinghouse on languages and linguistics

Educational Resources Information Center (U.S)

Educational Resources Information Center (U.S.) Clearinghouse on Languages and Linguistics

Educational Resources Information Center Washington, DC Clearinghouse on Languages and Linguistics

Eric Clearinghouse on Languages and Linguistics

ERIC/CLL

교육자원정보센터 언어및언어학정보센터

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English (76)