Abstract: The advent of CLIL as an acronym for Content and Language Integrated Learning (CLIL/EMILE: Enseignement d’une Matiere par l’Integration d’une Langue Etrangere) in the mid-1990s brought to the fore significant developments in a trans-European movement focussing on integrating foreign language and subject/thematic content in a wide range of learning and teaching contexts. According to Marsh (2002, p. 15) CLIL/EMILE is an umbrella term which refers to ‘any dual-focussed educational context in which an additional language, thus not usually the first foreign language of the learners involved, is used as a medium in the teaching and learning of non-language content’. This broad definition serves to differentiate CLIL from bilingual or immersion education and a host of alternatives and variations such as content-based language teaching, English for Special Purposes, plurilingual education, in two distinct ways: it is based on an integrated approach, where both language and content are conceptualised on a continuum without an implied preference for either; it has its roots in European contexts where socio-linguistic and political settings are very rich and diverse. CLIL relates to any language, age and stage—not only in the compulsory education sector but also inclusive of kindergarten, vocational and professional learning. It encapsulates lifelong learning. After a historical overview of the developments of CLIL, the increasing momentum of CLIL is then described alongside new challenges and problems to be solved which provide a steer for future directions.

Abstract: To investigate the pedagogical effectiveness of oral corrective feedback (CF) on target language development, we conducted a meta-analysis that focused exclusively on 15 classroom-based studies (N = 827). The analysis was designed to investigate whether CF was effective in classroom settings and, if so, whether its effectiveness varied according to (a) types of CF, (b) types and timing of outcome measures, (c) instructional setting (second vs. foreign language classroom), (d) treatment length, and (e) learners’ age. Results revealed that CF had significant and durable effects on target language development. The effects were larger for prompts than recasts and most apparent in measures that elicit free constructed responses. Whereas instructional setting was not identified as a contributing factor to CF effectiveness, effects of long treatments were larger than those of short-to-medium treatments but not distinguishable from those of brief treatments. A simple regression analysis revealed effects for age, with younger learners benefiting from CF more than older learners.

Abstract: This book explores the experience of adolescents and young adults who learn a foreign language or use more than one language in daily life. Through ‘language memoirs’ and learners’ testimonies, it documents how these multilingual subjects occupy an embodied, socially and culturally inflected third place in language, filled with memories of other languages and fantasies of other identities. In its referential and mythic dimensions, language performs and creates subjectivities that these multilingual speakers use to conjure alternative worlds and virtual selves, both in real life and on the internet. Teaching to the multilingual subject would mean capitalizing on the potential playfulness, heightened reflexivity and aesthetic sensibility of the increasing number of people around the world who, by choice or necessity, experience life in several languages.

Abstract: The use of social technologies, such as wikis and chats, has brought a renewed attention to L2 collaborative writing. Yet, a question that still remains to be answered is the extent to which learners’ writing is enhanced when using these tools. By analyzing learners’ individual and collaborative writing, this study (a) explores L2 learners’ approaches to the writing task in the wikis, (b) examines learners’ collaborative synchronous interactions when discussing content, structure and other aspects related to the elaboration of the writing task, and (c) describes learners’ perceptions of individual and collaborative writing and their impressions of the use of social tools in the FL writing class. Analysis of the data showed that while statistically significant differences were not evident in terms of fluency, accuracy and complexity when comparing the individual and collaborative assignments, there were observable trends that inform us about how learners’ interactions with the text differ when working individually or collaboratively. Further, an analysis of learners’ approaches to collaborative writing through the use of social tools shows that wikis and chats allowed them to concentrate on writing components in a different, yet complementary, manner depending on whether they interacted in the wikis or in the chats.

Abstract: Offering a historical and empirical account, this book provides a comprehensive overview of the socio-educational model of second language acquisition. This approach to understanding motivational variables that promote success in the learning of a second or foreign language - distinguishing between language classroom motivation and language learning motivation - is a major one in the history of this field of research. Chapters include a discussion of the definition and measurement of motivation; historical foundations of the model; recent studies with the International Attitude Motivation Test Battery for English as a foreign language in different countries; the implications of the model to the classroom context; and a discussion of criticisms and misconceptions of the model. The book provides graduate students and researchers with unique coverage of this research-oriented approach as well as serving as a source book for the area. It is ideal for courses on motivation in second language learning, or as a supplemental text for research-oriented courses in applied linguistics, educational psychology, or language research in general.

Abstract: In a globalised world, the issue of language is of paramount importance. Teaching and learning foreign languages has become a social, institutional and professional challenge for the French education system. One consequence of the predominance of English has been to promote its teaching in higher education, so much so that French universities are gradually teaching other subjects through English to students whose language skills do not necessarily match the standards required for such curricula, and by lecturers who are not specialised in English. Against that backdrop, this article addresses what research about “Anglais de specialite” (ASP) is in the current, institutional context of the ever-developing French “ASP” sector, with a particular focus on English for science and English for law, and hopes to encourage similar studies across Europe. Exploring the epistemological dimension of research in didactics and ASP is essential in order to assess what stage of development it has reached, what directions it is likely to take in France and in Europe, and how a reflection on education and programmes of ASP could be implemented in higher education in different countries. But the present contribution paves the way for a pragmatic approach, since it aims to bring an institutional solution to the debate that has agitated the French academic world for the past decades.

Abstract: In ELT literature, the reader often finds the terms Content and Language Integrated Learning (CLIL) and immersion used interchangeably, even though there are important differences between them. These two labels usually appear as generic terms covering any kind of teaching in which an L2 is used to teach content. In this article, we attempt to unravel this ambiguity from the Spanish context, describing from a psycholinguistic and methodological point of view the aspects they share and, above all, their main differences. Although CLIL can be implemented in different foreign languages, the fact is that English is the language overwhelmingly used as a means of instruction in most European countries (Eurydice. 2006. Content and Language Integrated Learning (CLIL) at School in Europe. Brussels: European Commission).

Abstract: An increasing trend in many postsecondary foreign language classes in North America is the presence of heritage language learners. Heritage language learners are speakers of ethnolinguistically minority languages who were exposed to the language in the family since childhood and as adults wish to learn, relearn, or improve their current level of linguistic proficiency in their family language. This article discusses the development of the linguistic and grammatical knowledge of heritage language speakers from childhood to adulthood and the conditions under which language learning does or does not occur. Placing heritage language acquisition within current and viable cognitive and linguistic theories of acquisition, I discuss what most recent basic research has so far uncovered about heritage speakers of different languages and their language learning process. I conclude with directions for future research.

Abstract: Knowing a foreign language has become crucial to reach information. Learning vocabulary is the fundamental step to learn a foreign language. New devices are invented everyday to fulfill the needs of citizens of the twentyfirst century. Increased use of mobile phones has made them popular for not only communication, but also entertainment and learning purposes. Mobile phones have provided remarkable advantages in learning process. They provide opportunity for learning to occur outside the classroom walls in anytime and anyplace. The effects of using vocabulary learning programs in mobile phones on students’ English vocabulary learning are investigated using the mixed-method research design with sixty students studying in the Undergraduate Compulsory Preparatory Program of a public university located in the Black Sea region of Turkey. Results indicated that using mobile phones as a vocabulary learning tool is more effective than one of the traditional vocabulary learning tools.

Abstract: The present study examines anxiety in English undergraduate classes with regard to the type of situations that provoke anxiety during different stages of the learning process and the relationship of anxiety with learners’ achievement. Participants of the study include 149 undergraduates enrolled in second and sixth semester of different departments of University of Sargodha who are learning English as a foreign language. The questionnaire used in this study is the abbreviated form of Foreign Language Classroom Anxiety Scale (FLCAS). An inventory is also used to determine different situations that provoke anxiety. Finally, students’ GPA in English classes is taken to find its relationship with language anxiety. The results show that language anxiety and achievement are negatively related to each other. It is also found that female students are lessanxious in learning English as a foreign language than male students. ‘Speaking in front of others’ is rated as the biggest cause of anxiety followed by ‘worries about grammatical mistakes’, ‘pronunciation’ and ‘being unable to talk spontaneously’. It is suggested that the classroom environment should be encouraging and motivating. Moreover, teachers need to deal with anxiety-provoking situations carefully.

Abstract: One of the concerns foreign language teachers may have about using small group (and pair) work is that students will use their shared first language (L1) instead of the target language. This study investigated the effect of learner proficiency pairing and task type on the amount of L1 used by learners of English as a foreign language (EFL) in pair work and the functions that the L1 served. Learners in this study (n = 15 pairs) formed three proficiency groupings based on the teacher’s assessment of their second language proficiency: high—high (H—H), high—low (H—L), and low—low (L—L). All pairs completed three tasks — jigsaw, composition and text-editing — and their talk was audio-recorded. The transcribed pair talk was analysed for the quantity of L1 used (L1 words and L1 turns), and the functions the L1 served. The study found that overall, there was a modest use of L1 in pair work activity and that task type had a greater impact on the amount of L1 used than proficiency pairing. L1 was mainly used for th...

Abstract: Blog use may offer instructors a helpful tool for teaching writing at the tertiary level in Teaching English as a Foreign Language (TEFL) classrooms. This article reports on a quasi-experimental study regarding the effect of blog-centered writing instruction on students' writing performance. Fifty intermediate English students at a Turkish university participated in the study. The control group (n = 23) received in-class process-oriented writing instruction and the experimental group (n = 27) integrated blogs into their writing processes by using a blog software. Based on the analyses of students' written work, the findings suggest that blog-integrated writing instruction might have resulted in a greater improvement in students' writing performance than merely in-class writing instruction. The study therefore supports the conclusion that English as a Foreign Language practitioners' use of blog software has potential to promote more effective writing instruction.

Abstract: A number of experimental studies have demonstrated the incidental acquisition of a foreign language by children and adolescents when watching foreign language television. While such experiments can only establish short‐term effects, this article investigates the extent to which children’s foreign language skills benefit from their long‐term consumption of media. An empirical study conducted in the Flemish (Dutch‐speaking) area of Belgium compared the self‐reported use of three English language media by 374 pupils in the last year of primary education with their scores on two oral translation tests: one from Dutch to English and one vice versa. Two general linear model analyses of variance reveal that pupils who frequently watch subtitled English television programs and movies perform significantly better on both tests. Interestingly, the effect of watching subtitled television and movies is stronger with girls than with boys. Furthermore, playing English computer games positively influences the scores on ...

Abstract: This study investigated the development of language-learning motivation during short-term study abroad (SA) for six intermediate-level students of French. Taking an activity theory perspective, findings demonstrated that one of two orientations motivated participants to study or continue studying French at the college level: linguistic motives or career-oriented motives. The choice to study abroad was seen as either a critical step to achieving fluency or a means of travel and cultural learning. Enhanced language-learning motivation emerged to varying degrees for participants with linguistically oriented motives for learning French who viewed SA as a languagelearning experience but not for participants with primarily pragmatic reasons for learning French and participating in SA. Implications of the study include the need for curricular intervention in student learning abroad. Key words: French, activity theory, learning motivation, second language learning, self-regulation, study abroad Introduction From the 1960s through the mid-1990s, research on study abroad (SA) largely supported the notion that it is an ideal means of learning a foreign language. Moreover, foreign language professionals often impart this view to students, typically based on their own successful if not life-transforming experiences (Kinginger, 2008). As Davidson (2007) explained, ''[I]t has long been understood that language acquisition at the highest levels of proficiency is generally not possible without a substantial immersion experience'' (p. 277). However, current trends in American students' SA choices as well as insights from recent research revealing unsupported myths about SA may put some of the foreign language profession's assumptions about it in question. A tempered assessment of SA emerges in light of studies shifting the focus from outcomes to a closer examination of processes at work during SA and perspectives of SA participants. Some key findings from these studies are that participants limit time spent with native speakers in favor of speaking their own language with peers (Freed, Segalowitz, & Dewey, 2004; Wilkinson, 1998, 2000) and that native speakers limit pragmatically appropriate language use so that they can be more readily understood by SA participants (Iino, 2006; Siegal, 1995). Furthermore, SA participants' access to social networks that would most enhance their foreign language learning are particularly challenging for women (Kinginger, 2004; Polanyi, 1995), who represent almost twothirds of Americans studying abroad (Institute of International Education, 2008; see http://opendoors.iienetwork.org/). Given these findings, it is more apparent why learning is not evenly distributed among SA participantsFeven those in the same programF and why learning outcomes are not as dramatic as the foreign language profession might believe (Churchill & DuFon, 2006; Kinginger, 2008). These insights from research are even more salient given present trends in SA participation by U.S. students. Whereas SA once followed a ''Junior Year Abroad model'' largely comprising foreign language majors, this is no longer the case: The majority of students now participate in programs of less than eight weeks' duration, whereas less than 5% do so for an academic year (Institute of International Education, 2008; Kinginger, 2008; see also http://opendoors. iienetwork.org/). As to who studies abroad, foreign language majors constitute only a small percentage (7.2) of SA participants, with majors in social sciences (21%), business and management (19%), and humanities (13%) outnumbering them appreciably (Institute of International Education, 2008; see http://opendoors.iienetwork.org/). As to benefits associated with shortterm SA, research has produced few generalizations, conceivably due to variation in instruments, variables investigated, and study settings and cohorts. Although some studies have reported significant gains in foreign language proficiency (Allen & Herron, 2003; Simoes, 1996) associated with short-term SA, others have cast doubt on its ability to bring about significant linguistic gain (Davidson, 2007; Freed, 1990) or change superior to that of at-home immersion (Freed et al. …

Abstract: This study examines the relationship between learners’ production of modified output and their working memory (WM) capacity. The task-based interactions of 42 college-level, native English-speaking learners of Spanish as a foreign language were examined. A relationship was found between learners’ WM test scores and their tendency to modify output. Specifically, greater processing capacity was related to greater production of modified output during interaction.

Abstract: : To establish what is currently known about factors that affect foreign language listening comprehension, with a focus on characteristics of the listener, passage, and testing conditions. Research on second language (L2) listening comprehension strongly supports the importance of a number of factors, for example, a listener s working memory capacity and the number of ideas in a passage. Much of the research, however, reports weak or inconclusive results, leaving many factors and complex interactions among factors unresolved and in need of further investigation. Identifying the factors that affect L2 listening comprehension will help Defense Language Institute Proficiency Test (DLPT) designers anticipate how qualities of selected authentic materials will impact listening comprehension.

Abstract: To successfully assess how language learners enhance their performance and achieve language learning goals, the four macro skills of listening, speaking reading and writing are usually the most frequently assessed and focused areas. However, speaking, as a productive skill, seems intuitively the most important of all the four language skills because it can distinctly show the correctness and language errors that a language learner makes. Since English speaking tests, in general, aim to evaluate how the learners express their improvement and success in pronunciation and communication, several aspects, especially speaking test formats and pronunciation need to be considered. To enhance Thai learners’ English performance and the quality of the speaking tests, this paper has three principal objectives. First, this paper presents English language teaching, as well as teaching English speaking in the Thai context. Then, it highlights the significance of the test format as it is the main tool and indicator for scoring performance and analytic rating methods. Lastly, the paper addresses major problems found in the speaking tests to elucidate certain facts about learners’ speaking ability and English instruction in the Thai context. Some pedagogical implications of the study are discussed for learning and teaching speaking to second or foreign language learners.

Abstract: In an effort to understand better how and why accuracy in speaking develops during study abroad, a group of 16 U.S. students of Spanish as a second language were followed during their 6-week program in Argentina. They were interviewed in Spanish at the beginning and the end of their stay, each time followed by a stimulated recall session. They were also given a questionnaire on their views about language learning and observed in a wide variety of social contexts. The data collected this way, along with a written proficiency test and an aptitude test, both given at the beginning of their program, along with students' comments on their classroom experiences in the United States, paint a picture of students who are motivated and eager to practice and who hope to improve their speaking proficiency dramatically, but who quickly feel that they are stalled and lose their motivation as a result. The explanation that emerges from both the quantitative and the qualitative data is that the students' shaky grammar knowledge and their virtually total lack of proceduralized knowledge made it impossible to make much progress automatizing their knowledge; even speaking accurately without trying to be fluent was largely impossible, even for rather basic structures, and even at the end of the 6 weeks abroad. It appears that the promise of study abroad remains unfulfilled without adequate preparation in the form of proceduralized or at least declarative knowledge of the second language grammar. Key words: Spanish as a foreign language, fluency, monitoring, skill acquisition, study abroad Introduction A strong focus of the study abroad literature has always been the documentation of growth in language proficiency during the month, semester, or year spent overseas. Research on this topic has shown that the popular concept of fast and effortless improvement in proficiency is vastly exaggerated at best, and perhaps more myth than reality. The more nuanced picture that emerges from the literature of the past couple of decades is that accuracy tends to improve little, but fluency more. Even these modest advantages of study abroad are far from firmly established, however. Rees and Klapper argued that ''the case for strong foreign language proficiency gains during SA [study abroad] is far from proven'' (2008, p. 90), due to the methodological weaknesses inherent in this area of research, such as small group sizes, lack of adequate control groups, and poor instrumentation. Their main suggestion for improvement in this area of research was about the reliability of the proficiency measures and the statistical analysis of the data from repeated tests. A different approach to the problem is to try to narrow the gap between the quantitative and qualitative research traditions. As Lafford (2007, p. 749) argued, research in this and other areas of second language acquisition (SLA) has failed more often than not to tie ''macrolevel phenomena'' (often of a cognitive nature, and documented quantitatively) with more ''microlevel phenomena'' (often of a more social nature, and documented qualitatively). The research I present here falls within this second approach. I document the progressFor lack of itFof 16 learners of Spanish as a second language during a 6-week stay in Argentina in a rather traditional way, by comparing accuracy ratings for the beginning and the end of the stay abroad, and show how the myth-shattering findings can be explained through the patterns in the qualitative data, which show the students' valiant struggle in a battle for which they were ill-equipped, in spite of at least 2 years of college instruction and a high level of motivation. The better-prepared students continued on the path they started on in the classroom; less prepared students could not stand on that scaffolding and did try to learn differently, but with disappointing results. This in turn suggests that a second myth about study abroad, that students abroad go through radically different learning processes compared to classroom learners at home, is also false. …

Abstract: Teaching English as a Foreign Language (TEFL) is guide book for teacher self study and development. This book can be used by those who are learning to teach foreign language and those who are teaching foreign language. This book contains a rich source for teacher trainees and experienced teachers who want to refresh and develop their teacheral skiils. The aim of this book is primarily• for handbook of TEFL course for students of English Department, Faculty of Teacher Training and Education. It intends to put in one place aselection of representative articles on the topics usually covered in the course of foreign language teaching method. A broad exposure to different teaching methods and different teaching applications will help classroom teachers to develop a repertoire of interactive strategies to empower their students in learning English as aforeign language

Abstract: A review of the book "Realizing Advanced Foreign Language Writing Development in Collegiate Education: Curricular Design, Pedagogy, Assessment," by Heidi Byrnes, Hiram H. Maxim, and John M. Norris is presented.

Abstract: This comprehensive and insightful book shows how present educational policies and practices to educate language minority students in the United States ignore an essential characteristictheir emergent bilingualism. Expanding on a popular report supported

Abstract: List of Tables and Figures Acknowledgments Introduction Part I: The Economic Perspective on Multilingualism 1: Language at Work: Identifying the Issue 2: On the Linguistics of the Economy v. the Economics of Language 3: A Gallery of Empirical Findings 4: Foreign Language Skills and Earnings Part II: Foreign Language Skills, Foreign Language Use, and Production 5: Language Use and the Production Process 6: From Theory to Measurement 7: The Contribution of Multilingualism to Value Creation 8: Foreign Language Skills and Hiring Strategies Part III: Policy Implications and Future Prospects 9: Policy Implications 10: Multilingualism at Work: A Prospective Glance Appendix I: Language-Augmented Production Model Appendix II: Estimation Procedure and Results Appendix III: A Simple Recruitment Model Notes Bibliography Index

Abstract: This ground-breaking work is a detailed account of an innovative and in-depth study of the attitudes of in excess of 500 Japanese learners towards a number of standard and non-standard as well as native and non-native varieties of English speech. The research conducted refines the investigation of learner attitudes by employing a range of pioneering techniques of attitude measurement. These methods are largely incorporated from the strong traditions that exist in the fields of social psychology and second language acquisition and utilize both direct and indirect techniques of attitude measurement. The author locates the findings in the context of the wealth of literature on native speaker evaluations of languages and language varieties. The study is unique in that the results provide clear evidence of both attitude change and high levels of linguistic awareness among the informants of social and geographical diversity within the English language. These findings are analyzed in detail in relation to the global spread of English as well as in terms of the pedagogical implications for the choice of linguistic model employed in English language classrooms both inside and outside Japan. The issues examined are of particular interest to educators, researchers and students in the fields of applied linguistics, TESOL, second language acquisition, social psychology of language and sociolinguistics. The pedagogical and language policy implications of the findings obtained make essential reading for those with a specific focus on the role of the English language and English language teaching, both in Japan and beyond.

Abstract: Beliefs and feelings about language vary dramatically within and across Native American cultural groups and are an acknowledged part of the processes of language shift and language death. This volume samples the language ideologies of a wide range of Native American communities" from the Canadian Yukon to Guatemala" to show their role in sociocultural transformation. These studies take up such active issues as insiderness in Cherokee language ideologies, contradictions of space-time for the Northern Arapaho, language socialization and Paiute identity, and orthography choices and language renewal among the Kiowa. The authors" including members of indigenous speech communities who participate in language renewal efforts" discuss not only Native Americans conscious language ideologies but also the often-revealing relationship between these beliefs and other more implicit realizations of language use as embedded in community practice. The chapters discuss the impact of contemporary language issues related to grammar, language use, the relation between language and social identity, and emergent language ideologies themselves in Native American speech communities. And although they portray obvious variation in attitudes toward language across communities, they also reveal commonalities" notably the emergent ideological process of iconization between a language and various national, ethnic, and tribal identities. As fewer Native Americans continue to speak their own language, this timely volume provides valuable grounded studies of language ideologies inaction" those indigenous to Native communities as well as those imposed by outside institutions or language researchers. It considers the emergent interaction of indigenous and imported ideologies and the resulting effect on language beliefs, practices, and struggles in today's Indian Country as it demonstrates the practical implications of recognizing a multiplicity of indigenous language ideologies and their impact on heritage language maintenance and renewal.

Abstract: A growing body of empirical studies indicates the educational benefits of bilingualism. Despite this tendency, bilingual minority students are being pressured by school authorities to shed their mother tongues. We conducted qualitative interviews with Turkish-bilingual and native-monolingual students in Flemish (Belgium) secondary schools to investigate how students evaluate their languages, how Dutch monolingualism is imposed, and how students respond to the dominance of monolingualism. Our results indicate that the mother tongues of bilingual students are mainly perceived as a barrier to educational and occupational success, while the benefits of bilingualism are unknown. Thus, both Turkish-bilingual and native-monolingual students approved of speaking one language. We also found that monolingualism was strongly imposed on students by explicit encouragement, formal punishment when bilinguals speak their mother tongue, and exclusion of foreign languages from the cultural repertoire of the school. These results are discussed as they relate to policy-makers, scholars of bilingualism and institutional racism.

Abstract: This chapter provides an overview of current theoretical approaches and empirical research into the teaching of English as a second or foreign language to young learners. Like affect and aptitude, learning style and learning strategy are both complex concepts. The rapid growth in interest in the Teaching of English to Young Learners (TEYL) has been prompted, at least in part, by the emergence of English as the global language of the day. The young learner in general, and the young language learner in particular, has been variously defined, depending on writers' purposes. In relation to language acquisition, the hypothesis argues that for high-level mastery of a foreign language, study should be embarked upon before the onset of puberty. In considering the social context of second language acquisition, a distinction is traditionally drawn between the classroom and the world beyond the classroom: A general distinction can be made between 'natural' and 'educational' settings.