Abstract: Responding to the growing need to foster communicative abilities in English, many Asian countries where English is taught as a foreign language have recently introduced English at the elementary school level. However, the majority of elementary school teachers in such countries might not be adequately prepared to teach English; improving their English proficiency and teaching skills has thus become a matter of concern. The present study focuses on teachers' English proficiency, which has been recognized as an important qualification for successful English teaching. Elementary school teachers from Korea, Taiwan, and Japan were asked to self-evaluate their English proficiencies as well as to specify the minimum level of proficiency that they felt was needed to teach English at the elementary school level. The teachers evaluated their proficiencies in productive skills (speaking and writing) as weaker than those in receptive skills (listening and reading). Teachers in each of the three countries perceived substantial gaps between their English proficiency and the minimum level needed to teach. The widest gaps were in productive domains in general and in oral grammar in particular. Some of the implications for teacher education are discussed.

Abstract: List of Tables List of Figures Acknowledgements PART I: MEASURING LEXICAL DIVERSITY Introduction Some Approaches to Measuring Lexical Diversity A Mathematical Model of Lexical Diversity PART II: VALIDATION OF THE MODEL THROUGH ITS APPLICATION TO LANGUAGE CORPORA Early Child Language 1: The New England Corpus Early Child Language 2: The Bristol Corpus Lexical Diversity and the Investigation of Accommodation in Foreign Language Proficiency Interviews A New Measure of Inflectional Diversity and its Application to English and Spanish Date Sets PART III: DIFFERENT WORD CATEGORIES AND THEIR DIVERSITY: TYPE-TYPE VERSUS TYPE-TOKEN Comparing the Diversity of Lexical Categories: The Type/Type Ratio and Related Measures Lexical Diversity and Lexical Sophistication in First Language Writing PART IV: CONCLUSION Overview and Conclusions Notes Glossary of Technical Terms and Acronyms Appendices Index

Abstract: In the practice of teacher education, most would agree that critical reflection in and on the process of learning to teach and the activities of teaching play a central role in teachers' professional development. Using Vygotskian sociocultural theory, we examine how narrative inquiry functions as a culturally developed tool that mediates teachers' professional development. We analyzed narratives written by three teachers of English as a second/foreign language set in three different instructional contexts. Our analysis suggests an interwoven connection between emotion and cognition, which drove these teachers to search for mediational tools to help them externalize their experiences. The activity of engaging in narrative inquiry created a mediational space where teachers were able to draw upon various resources, such as private journals, peers and ‘expert’ or theoretical knowledge, that allow them to reconceptualize and reinternalize new understandings of themselves as teachers and their teaching activiti...

Abstract: Drawing on socio-cultural theory, this paper describes how teams of teachers and researchers have developed ways of embedding information and communications technology (ICT) into everyday classroom practices to enhance learning. The focus is on teaching and learning across a range of subjects: English, history, geography, mathematics, modern foreign languages, music and science. The influence of young people's out-of-school uses of ICT on in-school learning is discussed. The creative tension between idiosyncratic and institutional knowledge construction is emphasised and we argue that this is exacerbated by the use of ICT in the classroom.

Abstract: The main aim of this book is to provide teaching ideas that can be adapted to different learning environments and that can be used with different language combinations. The pedagogical approach and the activities, tasks and projects are based on Communicative, Humanistic and Socioconstructivist principles: the students are actively involved in their learning process by making decisions and interacting with each other in a classroom setting that is a discussion forum and hands-on workshop.Clear aims are specified for the activities, which move from the most rudimentary level of the word, to the more complicated issues of syntax and, finally, to those of cultural difference. Moreover, they attempt to synthesize various translation theories, not only those based on linguistics, but those derived from cultural studies as well. This volume will be of interest to translation teachers, to foreign language teachers who wish to include translation in their classes, to graduates and professional translators interested in becoming teachers, and also to administrators exploring the possibility of starting a new translation programme.

Abstract: The research reported herein is part of a larger project, sponsored by the Center for Advanced Language Proficiency Education and Research (CALPER), a National Foreign Language Resource Center at the Pennsylvania State University. This project aims to examine the achievement of foreign language learners in relation to the access to social and interactional affordances these learners negotiated in the host community during a study abroad sojourn in France in Spring, 2003. The present paper explores a methodology for assessing learners’ meta-pragmatic awareness of variation in French language use. “Meta-pragmatic awareness” is defined as knowledge of the social meaning of variable second language forms and awareness of the ways in which these forms mark different aspects of social contexts, and is therefore “a crucial force behind the meaning-generating capacity of language in use” (Verschueren, 2000: 439). For this paper, we take as a test case for the study of this phenomenon the learners’ awareness and use of address forms, or the “T/V system” in French (Brown & Gilman, 1960). The “T/V system” (tu versus vous in French) is a key component of sociolinguistic competence in European languages, presenting a complex, dynamic, and inherently ambiguous matter of social indexicality, a case where knowledge of language form necessarily intersects with broader awareness of socio-cultural norms and personal identities (Morford, 1997; Muhlh.usler & Harre, 1990). The differential use of these pronouns offers a significant communicative resource conveying a range of meanings about the relationship between interlocutors, the context of the interaction, and the standing of the interactants in the wider social order.

Abstract: Content-based instruction (CBI), distinguished by its dual commitment to languageand content-learning objectives, has been translated into practice in diverse ways to meet the needs of second and foreign language student populations. This article explores the general characteristics of and challenges associated with content-based curricula by reviewing (1) case studies that document outcomes of CBI programs at elementary, secondary, and higher education levels and (2) curricular models that have been implemented in first and second language contexts. Included in this review of curricular models, because of its implications for second and foreign language contexts, is a brief explanation of Concept-Oriented Reading Instruction (CORI), an approach to content learning and reading development that has been used and extensively researched in first language settings. Empirical studies focusing on CORI, immersion models, and other CBI-related issues (including teacher–student interactions; teachers' oral discourse; and teachers' attention to language, content, and task) are summarized to illustrate the complexities of content-based curricula. The article concludes with a call for further research that can inform the practices of teachers, curriculum and course designers, materials developers, and individuals involved with assessment in content-based settings.

Abstract: Using the methodological framework of conversation analysis (CA) as a central tool for analysis, this study examines a peer interactive task that occurred in a Japanese as a foreign language classroom. During the short segment of interaction, the students shifted back and forth between the development of an assigned task and the management of problems associated with their lack of lexical knowledge. The close observation of the participants' vocal and nonvocal conduct during these different types of sequences and sequential boundaries demonstrates how the students transform in a moment-by-moment fashion their converging or diverging orientations towards varying types of learning and learning opportunities. Through the presentation of a single case analysis, this study discusses one way of applying CA techniques to the study of classroom interaction in order to promote an overall sensitivity to the intricacies of classroom talk and to generate critical reflection on classroom policies and instructional designs.

Abstract: The objective of the study is the analysis of private verbal thinking (PVT) during problem-solving activities carried out in a second language, as well as the study of the role that both the L1 and the L2 play in this process. PVT is defined as a particular type of private speech that surfaces during the reasoning process as a tool used in the resolution of problem-solving tasks. This study is based on the comparison of the PVT produced by three different groups of speakers: intermediate-level students of Spanish as an L2, advanced-level speakers of Spanish as an L2, and native speakers of Spanish. In addition to analyzing the general characteristics of this phenomenon, special attention is paid to the use that each of these groups made of their L1 in relation to their L2 during the resolution of a battery of logical, mathematical, and spatial questions. The ultimate goal of this study is to contribute to clarifying the importance of the L1 in an L2 language classroom, as it was found that the L1 manifested itself as a key factor in the process of reasoning.

Abstract: This article reports on a study of language attitudes conducted among high school students and teachers in Khouribga, a town in central Morocco, in December 2002, following changes in government language policy outlined in the Charter for Education and Training, 2000. The paper gives a brief background to the sociolinguistic situation in Morocco, and the language policy pursued since Independence in 1956, and outlines the changes proposed in the Charter. It then turns to the findings of the study, focusing on attitudes towards French, Arabic and bilingualism. Both students and teachers appear to be widely in favour of a return to Arabic—French bilingualism within the education system, and approve decisions to introduce foreign languages at an earlier stage in the curriculum. Views on the benefits of Arabization are mixed, but there is a general consensus that Morocco will benefit from increased bilingualism.

Abstract: Lack of research on the characteristics of peer assessment in EFL writing may inhibit teachers from appreciating the utility of this innovative assessment. This study addressed the following research questions: (1) How similar are peer, self- and teacher ratings of EFL writing?; (2) Do students favour peer ratings?; and (3) Does peer feedback influence students’ attitudes about peer rating? Forty-seven college students studying English writing in a Japanese college were assigned to write two essays. Each essay was commented on and rated by two teachers, three peers and the writers themselves. Students also completed a five-item questionnaire about their attitudes regarding peer rating. Peer and teacher ratings were found to correlate significantly. The results of the questionnaire indicated that students had favourable attitudes towards peer rating. A regression analysis suggested that peer feedback did not influence students’ favourable attitudes about the feedback.

Abstract: Foreword Preface Chapter 1 - Second Language Acquisition and Second Language Writing: An Introduction Chapter 2 - Factors and Processes in Second Language Writing Chapter 3 - Tasks and Activities for Second Language Writing Chapter 4 - Teaching the Writing Process Chapter 5 - Responding to Second Language Writing Chapter 6 - Assessing Second Language Writing Chapter 7 - The Effects of Production, Instruction, and Feedback on L2 Writing Chapter 8 - Program Options for Second Language Writing Instruction Appendix 1: Draft Texts for Practice Response Appendix 2: Assessment Guidelines for FL Writing Glossary Index

Abstract: This report proposes a European Profile for language teacher education in the 21st century. It deals with the initial and in-service education of foreign language teachers in primary, secondary and adult learning contexts and it offers a frame of reference for language education policy makers and language teacher educators in Europe. The findings draw on consultation with a wide range of European experts on language teacher education, and on the experience of eleven European teacher education institutions. The findings also suggest guidelines for quality assurance and enhancement. By outlining the key elements in European language teacher education, the Profile aims to serve as a checklist for existing teacher education programmes and a guideline for those still being developed.

Abstract: This study investigated the possible existence of causal links between anxiety and language learning difficulties by using the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz, & Cope, 1986) to examine anxiety and the Foreign Language Screening Instrument for Colleges (FLSI-C) (Ganschow & Sparks, 1991) to explore learning difficulty variables. Factor analysis, correlation analysis, and stepwise multiple regression analysis of data provided by 1,187 college students learning English as a foreign language (EFL) in Taiwan indicate that English learning difficulties account for 36.80% of variance in anxiety. The results show that some anxious students have a history of English learning problems, obtain low grades, suffer difficulties with classroom learning, and exhibit poor developmental skills. The findings are used to discuss both theoretical and practical implications for foreign language anxiety.

Abstract: The present article describes a research that determined the factors influencing language schools in Brazil to adopt the Internet as a teaching tool. The theoretical framework used was Rogers, E. (1995). Diffusion of innovation (4th ed.). New York: The Free Press. theory of perceived attributes. A survey was carried out with 92 language schools located in Curitiba, South of Brazil. Results revealed that the Internet is adopted in 55% of the schools analysed. Both the model of linear multiple regression and the model of logistic regression predicted 77% of the cases of adoption and, therefore, represented satisfactorily the data from the questionnaire used. The variables observability and trialability were found to be the two most significant predictors of adoption. Adoption took place in 65% of the schools where pedagogical coordinators were brought under pressure by teachers to have the Internet adopted as a teaching tool, implying that this variable may influence the adoption rate. The variables size and amount of time the school has been functioning did not emerge as significant predictors.

Abstract: Over the past few years, the Internet has emerged as a prominent new technology. The influence of such a powerful technological tool has pervaded all aspects of the educational, business, and economic sectors of our world. Regardless of one's familiarity with the Internet, it is repeatedly made reference to. News broadcasters and commercials, for example, will now provide web addresses, and even the recent movie, "The Net" was sparked by the impact of this new technology (Mike, 1996). Regardless of whether one uses the Internet or not, one must be clear about the fact that the we have entered a new information age and the Internet is here to stay.

Abstract: Foreword Part I: Teacher Education and Applied Linguistics 1. Researching Applied Linguistics in Language Teacher Education Nat Bartels 2. Using Bulgarian Mini-Lessons in an SLA Course to Improve the KAL of American ESL Teachers Maria Angelova 3. The impact on Teachers of Language Variation as a Course Component Corony Edwards and Charles Owen 4. Integrating Language Teachers' Discipline Knowledge in a Language Course Josep M. Cots and Elisabet Arno Part II: Applied Linguistics and Changes in Teachers' Conceptions, Attitudes and Intentions 5. Constructing Theoretical Notions of L2 Writing Through Metaphor Conceptualization Olga S. Villamil and Maria C. M. de Guerrero 6. What's the Use of Linguistics? Pre-Service English Teachers' Beliefs towards Language Use and Variation Salvatore Attardo and Steven Brown 7. The Effects of Training in Linguistics on Teaching: K-12 Teachers in White Mountain Apache Schools Florencia Riegelhaupt and Roberto Luis Carrasco 8. What Teachers Say When They Write or Talk about Discourse Analysis Anna Elizabeth Balocco, Gisele de Carvalho and Tania M. G. Shepherd 9. Relevance of Knowledge of Second Language Acquisition: An in-depth case study of a non-native EFL teacher Yi-Hsuan Gloria Lo Part III: Investigating Teachers' Knowledge and Knowledge Use through Teacher-Like Tasks 10. Knowledge about Language and the `Good Language Teacher' Stephen Andrews and Arthur McNeill 11. Pre-Service ESL Teachers' Knowledge about Language and its Transfer to Lesson Planning Martha H. Bigelow and Susan E. Ranney 12. What's Phonetics Got to Do with Language Teaching? Investigating Future Teachers' Use of Knowledge about Phonetics and Phonology Ann E. Gregory 13. Raising Orthographic Awareness of Teachers of Chinese Yun Xiao Part IV: Investigating Teachers' Use of Knowledge about Language When Teaching 14. Realisation(s):Systemic-Functional Linguistics and the Language Classroom Anne Burns and John Knox 15. Researching the Effectiveness of Professional Development in Pragmatics Lynda Yates and Gillian Wigglesworth 16. Why Teachers Don't Use Their Pragmatic Awareness Maria Cristina Lana Chavez de Castro 17. Teacher Trainees' Explicit Knowledge of Grammar and Primary Curriculum Requirements in England Jane Hislam and Wasyl Cajkler 18. Knowledge about Language and Testing Clover Jones McKenzie Part V: The Complexity of Teachers' Knowledge about Language 19. Experience, Knowledge about Language and Classroom Practice in Teaching Grammar Simon Borg 20. Discourse Analysis and Foreign Language Teacher Education Julie A. Belz 21. Storytelling into Understanding Middle School Teachers Work with Text Analysis and Second Language Reading Pedagogy Amy Cecelia Hazelrigg 22. How MA-TESOL Students Use Knowledge about Language in Teaching ESL Classes A. Jeff Popko 23. Applied Linguistics and Language Teacher Education: What We Know Nat Bartels Index

Abstract: This study focuses on the various playful uses of language that occurred during a semester-long study of two German language courses using one type of synchronous network-based medium, the MOO. Research and use of synchronous computer-mediated communication (CMC) have flourished in the study of second-language acquisition (SLA) since the late 1990s; however, the primary focus has been on the potential benefits of using CMC to increase the amount of communication (Beauvois, 1997; Kern, 1995; Warschauer, 1997), motivate students (Beauvois, 1997; Kern, 1995; Warschauer, 1997) and foster the exchange of ideas (Beauvois, 1997; Kern, 1995; von der Emde, Schneider, & Kotter, 2001; Warschauer, 1997). Only more recently has research within SLA begun to investigate the types of communication that occur online. 1 An analysis of the transcripts from a second-semester German course and an upper-level German communication course reveal that a large portion of the language use online cannot be described using standard referential definitions of communication, but rather is playful in nature. Using research from SLA and theories on social interaction, this article investigates the different types of play that occurred within the online discussions and the possible implications of the presence of play in online discourse.

Abstract: Table of contents List of contributors Preface by the series editors Bernard Spolsky and Elana Shohamy Foreword Victor H. Mair Acknowledgements 1: Introduction: The Context of the Theory and Practice of China's Language Policy Minglang Zhou and Heidi A. Ross Part I: Theory and Practice in the Center 2. Fifty Years of Script and Written Language Reform in the PRC: The Genesis of the Language Law of 2001 John S. Rohsenow 3. The Relationship between Putonghua and Chinese Dialects Longsheng Guo 4. The Creation of Writing Systems and Nation Establishment: The Case of China in the 1950s Qingsheng Zhou 5. Minority Language Policy in China: Equality in Theory and Inequality in Practice Minglang Zhou Part II: The Center Versus the Periphery in Practice 6. Language Spread Versus Language Maintenance: Policy Making and Implementation Process Dongyan Ru Blachford 7. Good to Hear: Using the Trope of Standard to Find One's Way in a Sea of Linguistic Diversity Susan D. Blum 8. Putonghua Education and Language Policy in Postcolonial Hong Kong Bennan Zhang and Robin R. Yang 9. On the Promotion of Putonghua in China: How a Standard Language Becomes a Vernacular Claire Saillard Part III: Theorizing Personal Experiences from the Practice 10. Theorizing over 40 Years Personal Experiences with the Creation and Development of Minority Writing Systems of China Hongkai Sun 11. The Use and Development of Dai and Its Vernacular Writing Systems Yaowen Zhou and Fenghe Fang Part IV: Theory and Practiced Viewed from Minority Communities 12. The Use and Development of Tibetan in China Maocao Zhou 13. The Introduction and Development of the Zhuang Writing System Xulian Li and Quanxi Huang 14. Policies on the Planning and Use of the Yi Language and Writing Systems Zhongliang Pu 15. Language Policy for Bai Feng Wang 16. The Use and Development of Mongol and Its Writing Systems inChina Caodaobateer 17. Language Policy and Standardization of Korean in China Pingwu Tai Part V: Foreign Language Education Policy and Modernization 18. Foreign Language Education in the PRC: A Brief Overview LuMing Mao and Yue Min Postscript 19. Language Matters in China: An Anthropological Postscript Ann M. Hill Index

Abstract: In September 2003 the MLA finished compiling the figures from its fall 2002 survey of foreign language enrollments in United States institutions of higher education. This latest survey is the twentieth in a series con ducted since 1958 with the support of grants from the United States De partment of Education (or from its predecessor, the United States Office of Education). The following report presents fall 2002 enrollments for indi vidual languages and examines trends through time. Using procedures developed for previous surveys, the MLA sent a questionnaire to the registrars of 2,781 twoand four-year institutions, soliciting information on credit-bearing enrollments for fall 2002 in all language courses other than English. Although the instructions on the questionnaire made it clear that the survey was seeking information on all language courses offered on the campuses of these institutions, the MLA has no way of knowing whether the registrars in all cases provided com plete information. The questionnaire was not mailed until mid-October 2002, to ensure that the figures provided would be final (or nearly so) rather than preliminary. A second mailing was sent in early December, a third in mid-February 2003, and a series of follow-up telephone calls was begun in April.

Abstract: In an effort to facilitate students' understanding of films in the target language, many instructors turn to films with English subtitles. Viewing films subtitled in English does not encourage learners to use their previously acquired listening skills, but rather allows them to rely on reading English instead of making the extra effort required to follow what they hear in the target language. Current DVD technology offers another option: watching foreign language films closed-captioned in the target language, which provides visual reinforcement of what students are hearing. In a comparison study of gains in vocabulary recognition made by students in intermediate Spanish conversation classes viewing films with English subtitles and others watching the same films with Spanish closed-captioning we found slight differences. However, surveys of student reactions pointed to a number of possible benefits for language learners of watching closed-captioned films in the target language. These merit further investigation. Introduction In an effort to facilitate students' understanding of films shown in the foreign language classroom, the use of films subtitled in English has become widespread. Most instructors consider subtitles absolutely necessary for intermediate and even the majority of advanced students because without them, films become largely unintelligible. Although providing students with the always-welcome opportunity to better understand what is happening on the screen, the use of English subtitles does not encourage learners to use their previously acquired listening skills. In fact, students can easily rely entirely on the subtitles instead of making the extra effort required to follow what they hear in the target language. Indeed, those students who might be able to understand much of the film without the subtitles will naturally tend to read them, thus focusing on this comprehensible input in English.1 The profession has generally overlooked the possible benefits to language learners of an alternative to English subtitles: watching foreign language films closed-captioned in the target language. Just as it is accepted almost without exception that the target language should be used as much as possible in language classes in order to maximize exposure to comprehensible input, it follows that exposure to closed-captioning in the target language is more desirable for foreign language learners than English subtitles. Students then have the necessary visual reinforcement of what they are hearing, which has great potential as a learning tool, and do not rely on English. Current DVD technology now makes this option more readily available. Research in second language acquisition (SLA) has shown that if learning is to be effective and permanent it must be meaningful, involve active mental processes, and be reliable with the existing knowledge in the learner's mind (Hanley, Herron, & Cole, 1995). The following proposition was at the center of Vanderplank's study (1988) on the merits of teletext subtitles for students learning English as a second language: ". . . sub-titles might have potential value in helping the language-acquisition process (as defined by Krashen, 1981), by providing language learners with the key to massive quantities of authentic and comprehensible language input" (p. 272-3). He went on to posit that ". . . subtitles might help to develop language proficiency through enabling learners to be conscious of new and unfamiliar language that might otherwise simply be lost in the stream of speech" (p. 273). Participants in this investigation watched hour-long segments of BBC programs with closed-captioning in English. Afterwards, they engaged in a variety of activities related to program content, the language used, and their experience while viewing. Although this early study did not provide any quantitative data, the student responses to closed-captioning in English were extremely positive, and pointed to a wide range of benefits to language learners; they included reports of ". …

Abstract: This study investigated the discourse of class discussion in the advanced undergraduate Spanish literature course. Motivating this study was the need for research to determine how discussion in advanced undergraduate literature courses provides discourse opportunities to students to develop advanced language functions, as defined in the ACTFL Guidelines. Despite claims that literature classes play an additional role in developing language proficiency, this issue has not received serious research attention. In this study, classroom transcripts were analyzed for the following features: (1) discourse structure of the literary discussion; (2) the use of teacher questions; (3) verb tense distribution; and (4) student uptake. The analysis attempted to uncover how literary discussion afforded opportunities for students to describe, to narrate in major time frames, to use extended discourse, to share opinions and arguments, to explore alternatives, and to hypothesize-all advanced and superior level speaking functions. The study also included instructor and student interviews to determine their views of foreign language literature classes and to see if what was observed could be explained by the goals the instructor and students had expressed. The findings suggest that simply having a literary discussion does not ensure that students will be pushed to use the language in advanced ways even when faced with tasks requiring critical thinking and advanced language use. One issue that this study reveals is that, for students to experience speaking in the advanced ranges of proficiency, discussions must enable complex thinking in complex language. Other findings suggest that literature instructors should be aware of the discourse opportunities that arise in literary discussions, should make speaking expectations and advanced functions clear to students, and should monitor student language use during discussions. Introduction This study investigated the discourse of class discussion in the advanced undergraduate literature course. Motivating this study was the need for research to determine how discussion in advanced undergraduate literature courses provides discourse opportunities to students to develop advanced language functions, as defined in ACTFL Proficiency Guidelines for Speaking (Breiner-Sanders, Lowe, Miles & Swender, 2000). This study addressed an area in our profession that has not received serious research attention. In the past, studies in the context of literature instruction have focused on reading comprehension of cultural texts (e.g., Bernhardt, 1990; Davis, 1992; Fecteau, 1999; Kramsch, 1985). This line of research appears to be the most systematic and is connected to the larger second language reading research agenda. In the profession's recent history, only one academic volume has addressed the potential of dialogue between second language acquisition research and the teaching of literature (Scott & Tucker, 2002). In this volume, one empirical study was published (Burnett & Fonder-Solano, 2002) that examined teacher beliefs in literature courses and how these beliefs shaped course organization and teaching practice. The only investigation to our knowledge related to class discussion in literature classes was a recent research study by Mantero (2002a, 2002b) on the discourse dynamics of literary discussion. Although some claim, albeit anecdotally, that the study of literature in the collegiate curriculum is useful to developing foreign language proficiency, it is clear there is little research to provide evidence for this time-honored assumption. Conversely, numerous pedagogical articles and research studies on the use of literature in language classes have been published (e.g., Adair-Hauck & Cumo-Johanssen, 1997; Adair-Hauck & Donate, 2002a, 2002b; Brumfit & Carter, 1986; Carter & McRae, 1996; Kramsch, 1993; Lafayette, f993; Lunn, 1985; West & Donato, 1995). …

Abstract: 1. LITERACY AS A CONCEPTUAL FRAMEWORK FOR COLLEGIATE ADVANCED LEARNING. Richard Kern: Literacy and advanced foreign language learning: Rethinking the curriculum Janet Swaffar: A template for advanced learner tasks: Staging genre reading and cultural literacy through the precis Heidi Byrnes and Katherine A. Sprang: Fostering advanced L2 literacy: A genre-based, cognitive approach. 2. HERITAGE LEARNERS AS ADVANCED LEARNERS. Dan Villa: Heritage language speakers and upper division language instruction: Findings from a Spanish linguistics program Olga Kagan and Kathleen Dillon: Heritage speakers'' potential for high level language proficiency. 3. CONTEXTS FOR ADVANCED LEARNING. Casilde Isabelli: Study abroad for advanced foreign language majors: Optimal duration for developing complex structures Astrid Weigert: What''s Business got to do with it?: The Unexplored Potential of Business Language Courses for Advanced Foreign Language Learning Cori Crane, Olga Liamkina, and Marianna Ryshina-Pankova: Fostering advanced level language abilities in foreign language graduate programs: Applications of genre theory. Postscript: Hiram H. Maxim: Expanding visions for collegiate advanced foreign language learning

Abstract: This book gives an in-depth analysis of the use of the English language in modern Japan. It explores the many ramifications the Japanese-English language and culture contact situation has for not only Japanese themselves, but also others in the international community.

Abstract: This article focuses on the relationship between flow experiences and language learning. Flow Theory suggests that flow experiences (characterized by a balance between challenge and skills and by a person's interest, control, and focused attention during a task) can lead to optimal learning. This theory has not yet been tested in the area of foreign or second language learning. The purpose of the present study is twofold: first, to establish the foundation for a research stream addressing flow in language learning, and second, to investigate whether flow exists in foreign language (FL) classrooms. Findings suggest that flow does exist in the FL classroom and that Flow Theory offers an interesting and useful framework for conceptualizing and evaluating language learning activities.

Abstract: English as a second language (ESL) is taught in Australia to adult learners of mixed language backgrounds through the medium of English, and there is currently no requirement that ESL teachers speak another language. This paper reports on a study which asked what advantages there may be for ESL teachers to have proficiency in two or more languages. Data were gathered from semi-structured interviews and language biographies to explore the connection between the language backgrounds of multilingual and monolingual teachers of ESL, and their knowledge and beliefs about language learning. Theoretical constructs from the field of teacher cognition are used to argue that teachers' own language learning experience is a resource which is a powerful contributor to their conceptions of language, language use and language learning. The more multilingual the teacher, and the more varied his or her learning experiences, the richer this resource appears to be.

Abstract: Adult foreign language play has been an under-explored phenomenon in the field of applied linguistics, despite the fact that strong claims have been made about its importance in instructed foreign language learning. This article documents the nature of adult foreign language play in the electronic medium and examines the ways in which computer-mediated communication may afford opportunities for its occurrence. It is further argued that examination of this phenomenon provides insights into issues of advanced foreign language proficiency. The article presents a case study of a 19-year-old American college student who was a participant in a telecollaborative course between the United States and Germany in the fall of 2002. Data are drawn from (a) his course web site, (b) his in-class electronic correspondence with his German keypals, (c) his out-of-class correspondence with these same keypals and his German-speaking girlfriend, (d) his cumulative course portfolio, and (e) focus group interviews.