No abstract

This study examined the English proficiency of 22 Arabic‐speaking students enrolled in a low intermediate intensive English course at the American University of Beirut. Written and oral samples were taken at the beginning and end of the term. Errors were analysed in terms of performance mistakes, mother‐tongue interference or false intralanguage analogy. The data provided a rank ordering of the subjects' areas of difficulty and enabled us to describe tentatively some aspects of their transitional grammar. The results should provide useful information to teachers of Arabic speakers studying English and to researchers investigating the phenomenon of second‐language acquisition in general.

The scientiJc literature relevant to the arguments for and against the English-only movement is' reviewed, to determine whether the Resolution Against English Only before the Board of Directors and the Council of Representatives of the American Psychological Association (APA) was supportable. Some of the misconceptions advanced by English-only advocates that ajfect the sociopsychological, educational, testing, and health-service delivery arenas are examined. It is argued that there is no support for English-only initiatives, and that the En-glish-only movement can have negative consequences on psychosocial development, intergroup relations, academic achievement, and ps.whometric and health-service delivery systems for many American citizens and residents who are not projicient in English. The public interest is hest served by aflrming a position in opposition to Enn.li.slr-only. English-only is sociully divisive and poses u 1krcw to the human wevare that psychologists espouse in the APA Ethical Principles of Psychologists. In recent years there has been considerable attention and debate on the question of whether English should be designated the official language of the United States. On the one hand, there are organized movements, such as U.S. English and English First, whose primary purpose is to make English the official language of the United States either through an amendment to the U.S. Constitution, through state legislation, or through repeal of laws and regulations permitting public business to be conducted in a language other than English. On the other hand, there are movements, including English Plus, that clearly s u p port the acquisition and use of English by all U.S. citizens and residents. However, these groups also advocate, consistent with the goals of the National Governors' Conference , enhancing second-language training and proficiency for English speakers. In addition, groups such as English Plus also promote expansion of bilingual education programs for the growing number of immigrant and other linguistic minority children in U.S. schools, for broadening the range of health and other social services available to individuals who speak languages other than English, and for increasing the number of English-as-second-language and literacy programs for adult immigrants. To date I8 states have enacted laws designating En-glish as the official state language. These states are Ari-zona,. It is important to point out that a federal district judge in Arizona declared Arizona's constitutional amendment making English the language of all government functions and actions in violation of federally protected free speech rights. In addition, Hawaii has not one, but two official languages: English and Ha-waiian. As various states have considered constitutional amendments making English the oficial language. legal scholars have also examined the constitutional provisions that apply to language rights issues in the classroom. workplace, courtroom, and social service agencies (Piatt. 1990). The fervor of inte...

No abstract