This study investigated students' participation in whole-class, face-toface discussions and in World Wide Web-based bulletin board (BB) discussions in a TESOL teacher preparation course titled Methods of Teaching Second Languages. Participation patterns and attitudes toward the Web-based discussion were identified through quantitative and qualitative analyses of videotapes of whole-class, face-to-face discussions; transcripts of Web-based BB discussions; and interviews with selected students. The results of the study show that students contributed a substantially larger number of turns in the Web-based BB interactions than the instructor did and that there was no statistical difference between the number of turns contributed by nonnative English speakers and native English speakers in either condition. Faceto-face discussions reflected a three-part structure of initiation, response, and evaluation in which the instructor played a large role whereas Web-based BB discussions consisted of primarily studentstudent interactions that reflected a high degree of peer support and collaboration. Students held positive attitudes toward Web-based BB discussions as a means of hearing the perspectives of their peers. The findings suggest Web-based BB discussion as a means of integrating technology into TESOL teacher education while encouraging students to develop knowledge through collaboration.

A corpus of294 abstracts submitted in response to a Professional association 'callfor papers' was analyzed on the basis offive features: thematic structure; clause structure; pragmatic moves (Swales, 1981); propositional organization; and lexical cohesion. Abstracts of this type were found to: differ in a number ofwaysfrom other abstract types; constitute Condensed, reducedforms, containing fully elaborated syntactic structures, but employing syntactic and semantic devices which contribute to compaction; be extremely propositionally dense; be lexically rieh, but be constrained by topic, genre, and the needfor compaction; employ redundancy both syntactically and lexically; follow the 'Introduction^Methods^Results-* Conclusion structure previously described for fully elaborated scientific articles, in compacted form; be topic-based and detached rather than interactional and involved, reflecting strategies that position the writer in relation to thepaper, the research paradigm, and the worid; be füll of Jargon, acronyms, repetitions, adjectival modifications, subordinate clauses, and noniinalizalions, and include occasional parentlietical citations, in somc instances even modest bibliographies; eschew the use of past tense verbs, third person pronouns, and passive constructions; be influenced by pronominal conventions employed more generally in scientific writing; be influenced by the presence of at least four rhetorical features, in descending order of importance: introducing the study; establishing the field; presenting the results; describing research.

This study explores the relationship between L1 and L2 reading strategy use and affective factors, including readers' views of their home language and their beliefs about reading. The study participants were four L2 college readers of Spanish and English, all from an immigrant background and all considered academically underprepared for college. Data were collected through think‐aloud protocols, open‐ended interviews, self‐assessment inventories, and reading comprehension measures in Spanish and English. Qualitative data analyses showed that readers' attitudes toward their home language influenced reading behavior. Specifically, in contrast to the two readers who viewed their L1 as a problem, the readers who viewed their L1 as a resource chose to purposefully translate mentally into their home language when reading in the L2, regardless of their level of L2 reading proficiency or length of English study. Qualitative data analysis also showed that, at least to some extent, the readers' beliefs about reading influenced reading behavior, which was multistrategic and flexible for the two readers who viewed reading as a process of meaning construction and logocentric for the two who viewed reading as a word‐centered process. These findings call for further research examining the connections between learners' beliefs about reading and their reading processes.

The global demand for English has broad implications for teacher preparation in lingua franca settings. Given that up to 80 percent of all English teachers globally are nonnative speakers of English, the quality of their professional preparation and their degree of language proficiency are key issues. This review surveys research on nonnative English-speaking teachers related to teacher preparation, including issues of pedagogy and language varieties. To illustrate actual training issues, two cases of teacher preparation experiences in Egypt and Uzbekistan are presented. The Egypt case describes the development of standards for English teachers and how they may provide a road map for professional preparation and improved English language skills. The Uzbek case provides examples of ways in which the teacher preparation program targeted needs perceived by both the trainers and the local teachers. This review also sets out goals for teacher preparation in lingua franca settings such as assisting participants to view themselves as intercultural speakers and integrating methodologies that are valued in the local context. Suggestions for future research include consideration of how teacher educators might address the issue of Inner Circle and Outer Circle varieties of English and how teachers' cultural knowledge can be addressed within teacher preparation curricula.

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