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It has long been asserted that the English language is imperialist, however, the overwhelming effect it has on Education has long reaching consequences for people worldwide. That is to say, since English language teaching (ELT) is so fundamental for the financial and academic development of individuals on a global scale, it ought to be proposed that government provided access to communicative ELT is necessary for genuine democratization to occur in any given state. Whether you are a university student, a professor, a doctor, a businessman or a mere company employee, English language education is becoming a requirement for people in all walks of life across the globe. For university graduates, merely to gain employment in a developed country like South Korea, English communicative proficiency is a key determiner of employability. What should be of essence is that if boards of education implement English language education for the sole purposes of preparing students for multiple choice based Standardized Aptitude Tests, with little focus on improving their collective "bona fide" communicative ability, then the same learners' English language abilities will likely fail to bridge the gap between actual learner L2 communicative competence and the desired target L2 skills needed for success in an English mediated post-secondary educational environment. This paper proposes this phenomenon to be known as "The GPA Wall Hypothesis". An appendix presents: Interviews Conducted by Korean Companies - Percentages by Languages. (Contains 2 figures and 3 tables.)

Includes bibliographical references

Address from the Society of United Irishmen of Dublin, to the people of Ireland. Couched in moderate language, containing strong and unanswerable facts, which demonstrate the necessity of a Parliamentary reform, ... 1794.. Digitized from IA40312802-78 . Previous issue: bim_eighteenth-century_coventry-society-for-con_coventry-society-for-con_1793 . Next issue: bim_eighteenth-century_the-address-of-the-assoc_association-of-the-frien_1793 .

The article criticizes present-day overemphasis of contrastive analysis procedures in second language instruction. Recommendations are for language teachers to reappraise their classroom objectives and to give paramount importance to mastery of language use rather than mastery of language structure. Pedagogical procedures based on situational cohesion are suggested, and samples of each of these methods are provided in the appendixes. The article concludes with a discussion comparing language learning capabilities in adults and children, covering such points as neurophysiological evidence, time factors, motivational differences, and learning interference. (DS)

The article criticizes present-day overemphasis of contrastive analysis procedures in second language instruction. Recommendations are for language teachers to reappraise their classroom objectives and to give paramount importance to mastery of language use rather than mastery of language structure. Pedagogical procedures based on situational cohesion are suggested, and samples of each of these methods are provided in the appendixes. The article concludes with a discussion comparing language learning capabilities in adults and children, covering such points as neurophysiological evidence, time factors, motivational differences, and learning interference. (DS)

A lecture on the importance and necessity of rendering the English language a peculiar branch of female education; and on the mode of instruction ... By J. Rice 1773.. Digitized from IA40310418-06 . Previous issue: bim_eighteenth-century_the-case-of-dissenters-a_1703 . Next issue: bim_eighteenth-century_the-case-of-the-war-in-i_defoe-daniel_1718 .

This paper highlights recent discourses about English as an international language that justify two recent reconceptions of English: Pennycook's (1994) "worldliness of English" and Kachru's (1997) "world Englishes," noting that at the heart of these two reconceptions are prescriptive versus descriptive notions of the diversification of language. It stresses the need for collaborative codification of these alternatives. Pennycook suggests that while teaching English within the discourse of English as an international language means maintaining faith in the possibility of merely teaching the language, teaching from the standpoint of the worldliness of English means understanding that possible meanings occur within local and global contexts. He asserts the impossibility of separating English from its many localized contexts or merely teaching English. In planning an English curriculum that includes precepts of the world Englishes concept, Kachru contends there must be a paradigm shift which will generate awareness of: sociolinguistic profile, variety exposure, attitudinal neutrality, range of uses, contrastive pragmatics, multidimensionality, expansion of the canons, and cross-cultural intelligibility. The paper concludes that collaborative codification can address both the need for introducing a standard English in teaching and learning and the element of voice and innovation for addressing the multiple identities and creative communication needs of learners prioritized in the worldliness of English and the world Englishes concepts. (Contains 26 references.) (SM)

This paper presents an overview of the effectiveness of writing and cooperative learning in developing thinking skills in technical theatre education. The paper first offers a statement of purpose and an outline of a survey of university technical theater personnel and design students in an introduction. The four parts of the paper then discuss: (1) a designer's working definition of thinking; (2) the designer's need for effective language skills; (3) the use of writing in developing the design concept; and (4) cooperative learning in the design workshop. The paper concludes that the described methods of using language to develop thinking skills of design students: teaches students to use their minds well; develops the intellectual and imaginative powers and competencies that students need; transforms the role of the teacher into a coach provoking students to learn; and presents a nonthreatening atmosphere in which achievement, truth, and decency are expected and provided. Twenty-four references, and the results of the survey are attached. (RS)