Notions of Purpose in Reading THE EFFECTIVE USE OF READING: edited by E. Lunzer and K. Gardner. Linguistic Study without Linguistics LANGUAGE PROJECTS: an Introduction to the Study of Language: Sandra Harris and Ken Morgan. A Way of Thinking, a Style of Inquiry ERRORS AND EXPECTATIONS: Mina P. Shaughnessy. 312 pages hardback. Communication and Control THE LANGUAGE OF TEACHING: A. D. Edwards and V. J. Furlong.
Response to our initial notices about this new venture, the Journal of Multilingual and Multicultural Development (JMMD), has been greater than expected. This encourages us in our belief that there is a real need for an academic forum for accounts of research and educational experiments, and discussion of common issues in bilingual, bicultural, multilingual and multicultural matters. It is only too easy to think in terms of "problems", as we did ourselves originally, rather than to consider the advantages of speaking more than one language and belonging to more than one community. We are grateful to our Canadian colleagues for pointing to the positive nature of their own attitudes and recent research results in this field.Multilingual and multicultural concerns take many forms in areas throughout the world. It is our hope to draw together threads from many quarters, for it is our firm belief that experience in one linguistic situation is not only of interest but also of value to those working in another. This is true when the dimension is monolingual, but it is even more helpful when the study is multilingual and multicultural, because the complexity of the task is more than compensated for by the richness of the reward in terms of experience gained.We intend to range widely, therefore, geographically, in content and in level. This last is particularly important. We wish to include articles making a contribution to theory, those reporting research studies and those describing educational systems, teaching or learning strategies or assessment procedures, but this list is meant to be indicative and not exclusive. Our concern always is that the approach should be academic in its rigour and objectivity, for we cover areas in which it is understandably tempting for emotion to determine response and even judgment. Pressure-groups, politics and campaigns have their place, of course, but it is not in the pages of JMMD.Our aims and intentions are reflected in this first issue, as well as they may be within the limits of a single issue. They can also be seen in the composition of the Editorial Board to date. We have been fortunate in gaining the co-operation of known people from varying academic and professional backgrounds who share a common interest in, and concern for, the affairs that will occupy our attention. They will seek to involve others in writing for JMMD and informing us of what is happening near and far. As the journal develops we shall increase the size of the Editorial Board to cover other interests and areas, but we shall also rely on individual readers to submit articles, which should not be more than 7,000 words in length as a general rule, though this is seen as a guideline rather than a definite limit. Detailed guidance on the presentation of manuscripts is to be found on the back cover.There are other ways in which we hope to meet the needs of our readers, and we shall be ready to extend or modify these at any time in response to comment and suggestions. In each issue after the first we want to includ...
The emphasis of the Schools Council Project on "The Teaching and Learning of English in Wales, 8 to 13" was on curriculum development, and this article is about one part of one aspect — the problem of acquiring the necessary basic knowledge when long-term, rigorous research studies are not possible. About 250 teachers throughout Wales completed surveys by filling in questionnaires on language errors made by pupils, methods of teaching English, language textbooks in use, pupils' interests and popular reading. All information was channelled into the preparation of classroom materials for both pupils and teachers. The limitations of asking teachers to report their pupils' language errors are obvious, but useful information was gained about, for example, the influence of the Welsh language on English spelling and sentence patterns. Responses were least helpful in those areas which cause confusion amongst teachers, notably idiom and spoken English. The greatest problem for teachers is the question of standards in oral work. Such limited surveys for specific purposes were valuable, not least in indicating the size and complexity of language learning and teaching problems.
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