G Richard Tucker

Carnegie Mellon University | CMU · Department of Modern Languages

In this presentation, I propose to describe briefly the rapidly changing demography of the U.S. school population and the implications of these changes for pedagogical practice(s). I will then summarize current research priorities for the language education profession that have recently been articulated by several professional associations and task...

The Confucius Institute (CI) network is a key project in China’s recent campaign to promote Chinese language and culture education internationally. This study focused on the CIs in the United States (U.S.) and investigated their effort to achieve this goal. The results of a survey questionnaire based on 24 U.S. CIs showed that these institutes prim...

Funding for bilingual education programs has recently been made available in both the united states and canada. Innovative approaches are in use in many different places, but very few have been systematically evaluated. More attention must be devoted to defining accurately the characteristics and objectives of programs and to setting up long-term e...

This volume documents a sixteen-year longitudinal study of two elementary schools in which Spanish and Japanese foreign language programs were implemented and evaluated. Evaluation of the programs involved documenting children’s language development, assessing the attitudes of various constituents, and examining critical issues related to the intro...

The standard technique for evaluating a language teaching program is to obtain objective measures of pre- to post-training changes in students. A potentially faster and more useful technique would be the evaluation, based on direct observation, of actual training in progress to ascertain whether the course design, program administration, and indivi...

ABSTRACT This paper describes the implementation and evaluation of the second year of a three-year pilot project to teach Japanese to all students in grades K through 5 at a Pittsburgh elementary school. Quantitative and qualitative evidence gathered From children's performance on various types of language tasks confirms that they have made notable...

ABSTRACT  This paper describes the development, implementation, and evaluation of the first year of a three-year pilot project to teach Japanese to all students in grades K through 5 at a Pittsburgh elementary school. Curriculum development followed ACTFL recommendations for proficiency-based instruction. End-of-year information was collected from...

ABSTRACT  The writers have examined the opinions of English-speaking and French-speaking teachers about the traditional program of English language instruction with French as a second language and an innovative program involving French immersion. Both French and English teachers agree that the traditional program provides English children with a fi...

ABSTRACT This report summarizes the effects of advanced FL and leadership training on teachers' attitudes, value orientations, professional motivation, and opinions about policy in the FL field. Comparisons were made among three groups of participants, two attending EPDA institutes in France, one stressing FL leadership training, the other followin...

ABSTRACT Four years after an NDEA institute in the Philippines, participating teachers were asked a series of questions about their experiences in the Philippines and the institute itself. In addition, they were asked for their subjective impressions of Americans and Filipinos. These impressions were compared to data which had been collected in 196...

In this paper, I discuss current interest in educational reform in Puerto Rico, the need for better and more appropriate assessment tools, the growing realisation in the USA that two-way bilingual programmes can provide an effective vehicle for fostering the development of bilingual proficiency, bicultural competence and subject-matter knowledge fo...

Although a substantial amount of professional literature argues for the potential benefits of content-based instruction, limited research exists on how this type of instruction actually is appropriated, understood, and carried out in practice by foreign language teachers. This study examines the role of two sixth grade Spanish teachers' discursive...

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 an...

This article reports on the third year of an ongoing research project to document and evaluate an innovative foreign language in elementary schools (FLES) program in Japanese for Grades K–5 (N=195). We report 2 strands of research. First, concerned with school and community ambiance, we attempted to describe systematically the attitudes and percept...

The study was an initial attempt to tap the French language competence of two groups of English-speaking pupils who are being educated via French. Third and fifth grade English-speaking pupils were compared with French-speaking children of the same age using a sentence repetition task constructed to test control of selected French linguistic featur...

This is the seventh annual report of a longitudinal study of the progress of two different groups of children following an educational program designed to develop proficiency in a second language by using that language as the sole medium of instruction in the early elementary years and as the major medium of instruction in the later elementary year...

This study was designed to investigate the acquisition of a set of complex English structures by adult learners of English at two different levels of proficiency. The results indicated a developmental pattern similar to that reported by Chomsky for child native speakers. Interesting language learning strategies were revealed. In interpreting ambigu...

The study presents the results of the fourth evaluation of trilingual school programs in French, Hebrew and English being offered in a number of elementary schools in Montreal. The pupils, all of whom are native English-speaking, receive all academic instruction during the primary grades in French; cultural and religious studies are taught via Hebr...

This paper reports on a study of 31 Japanese-American adolescents enrolled in a Saturday Japanese heritage school (JHL) in Los Angeles. The study examined the relationship of the participants’ sense of ethnic identity, attitudes toward the JHL school and self assessed proficiency in Japanese. The major finding of the study, consistent with previous...

Various facets of the general topic of multilingualism, including language contact, have been dealt with in previous ARAL volumes (e.g., under separate entries in volumes 1, 2, 4, 5, 10, 12, 13, and 15) and as a major substantive focus in volumes 6, 14 and 17. Nonetheless, it does not seem at all surprising that we return to the specific topic of l...

This collection of papers includes the following: (1) "A Brief History of American Sociolinguistics 1949-1989" (Roger W. Shuy); (2) "Reflections on the Origins of Sociolinguistics in Europe" (Louis-Jean Calvet); (3) "Models of the Interaction of Language and Social Life" (Dell Hymes); (4) "I Came to Sing: Negotiating Identities and Places in the Tu...

The purpose of the present study is to describe diverse aspects of the speaking proficiency of novice-low to novice-mid level FLES students and to identify the syntactic knowledge presumably underlying such behavior. Data were collected from students who had been studying Japanese continually for six and seven years on a variety of oral production...

Highlights research priorities for the Teaching English to Speakers of Other Languages (TESOL) field, including the following: age of beginning instruction, learning to read in a second language, dual-language education for English language learners, language assessment and program evaluation, English as a global language, learning English for acad...

This article represents the fourth year of research on a project documenting and evaluating a core Japanese language program, referred to herein and in the United States as foreign language in elementary school (FLES). In this Year 4 article, we analyze data for a sample of 32 students, comparing their collective growth from Year 3 to Year 4. The d...

The purpose of this study was to document and evaluate the sixth year of a typical 75-minute per week FLES (Foreign Language Learning in the Elementary School) program in Japanese as a Foreign Language (JFL). We also sought to contribute generally to the much needed research base on FLES, in particular concerning student achievement and attitudes i...

I am personally delighted to have an opportunity to contribute ‘Concluding Thoughts’ to this volume, prepared as it is at the juncture of millennia, since it provides a similar opportunity for reflection and prediction, and since for one reason or another I have been an active participant in, and observer of, developments in the field of applied li...

Various facets of the general topic of multilingualism have been dealt with in previous ARAL volumes and as a major substantive focus in Volumes 6 and 14. Nonetheless, it does not seem at all surprising that we return to the topic in Volume 17 given the worldwide incidence of the phenomenon and the attention, and often controversy, which it arouses...

In many parts of the world, it is common for a child to grow up speaking a local language at home, another in the market place, adding another to her repertoire as a lingua franca, and then adding a language of wider communication such as English or French if she continues her formal schooling. The contributions to the volume examine in some detail...

The report describes the implementation and continuing documentation of a Japanese second language program in a laboratory elementary school at the University of Pittsburgh (Pennsylvania). The structure of the curriculum and instructional strategies used are described for each of the program's 2 years, and results of student assessments and surveys...

As the review articles commissioned for this volume clearly indicate, the past two years (1992 and 1993) have been particularly rich ones for scholars concerned with language policy and language planning issues. As I reviewed these contributions, I was struck by the salience of five cross-cutting themes which seemed to underpin many of the articles...

The scientific 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 advoc...

This paper examines content-based instruction, which is an integrated approach to language instruction drawing topics, texts, and tasks from content or subject matter classes but focusing on the cognitive, academic language skills needed to participate effectively in content instruction. The intent and design of content-based instructional programs...

A variety of factors will converge during the latter part of the 1980s which lend urgency to the need to continue to implement a series of research agendas within the broad domain of bilingualism. Among these, changes in demographic patterns with the resultant movement of peoples across national, political, or linguistic boundaries; pressures towar...

Bilingual Children: Guidance for the Family. SaundersG. Clevedon, Avon, England: Multilingual matters Ltd, 1982. Pp. xiv, 264. - Volume 5 Issue 2 - G. Richard Tucker

The present papers provide an instructive perspective on the emergence of the discipline of “applied linguistics.” First, and foremost, there is an underlying assumption that language is an important thread which runs, albeit often implicitly, through a variety of issues which are fundamental to national development and to public life (cf., Alatis...

Tucker's article provides an excellent overview of Bilingual Education from an international perspective. The global view presented regarding the nature and extent of bilingualism worldwide adds an important dimension to current bilingual programming efforts and provides food for thought about the future. Tucker writes from his experience at the Ce...

Characteristics of teachers' language in the classroom as well as the use of explicit teaching behaviors were examined, and an attempt made to determine the relationship between selected characteristics of formal language input and second language achievement. The speech of three teachers from two immersion (IMM) schools and three teachers from two...

A comparison of the salient characteristics of Canadian and United States bilingual education programs suggests various settings where it would be desirable to introduce children to schooling in their home language. These settings include: (1) the various ethnic communities in the United States, (2) multilingual developing countries, (3) parts of C...

This investigation examined the acquisition of five complex English syntactic structures by Egyptian and Israeli adult learners at different levels of proficiency. Carol Chomsky's methodology, as adapted by d'anglejan and Tucker, served to assess comprehension of these structures. The responses of the Egyptians and Israelis, which were similar to o...

For three weeks in 1979, a team of four specialists sponsored by the U.S. International Communication Agency visited China for the purpose of surveying diverse aspects of English teaching there. The authors visited 21 educational institutions in 5 cities. This article describes aspects of language teaching policy in China, English curricula, teachi...

A number of errors which typify the spoken or written English of Egyptian EFL students were identified. A series of matched sentences-some containing a deviant feature, others not-were recorded by a native speaker of Arabic. Groups of intermediate and advanced EFL students listened to tape recordings and rated each sentence in terms of prescriptive...

During the past decade, it has become fashionable to include an evaluation component with each new bilingual education program. The proliferation of empirical evaluation studies seems, however, not yet to have shed much light on very basic issues, such as the relationship between language of instruction and cognitive growth, academic achievement or...

The constellation of personality and language exposure factors associated with learning French as a second language was examined among students enrolled in different second language programs–Early Immersion, Late Immersion or FSL. It was found that use of English with acquaintances was negatively associated with performance on the oral production m...

Recognizing a need for an objective, multidisciplinary and comprehensive look at the field of bilingual education, the Office of the Commonwealth of Puerto Rico and the Center for Applied Linguistics cooperated in a state-of-the-art study of the field. State-of-the-art papers were commissioned in four general areas concerning bilingual education: s...

The cognitive, linguistic, and academic skills of two groups of children following an innovative bilingual education program were examined. These fifth and sixth grade anglophone children, who are being educated in French, are compared to groups of English and French students who are educated in their native language. The results indicate that the...

This paper examines the role of selected affective, cognitive and social factors in second language acquisition, in an attempt to define a group of factors associated with success in second language learning within the formal educational system. Also examined is the effect of different teaching programs on an optimal group of factors. (CLK)

In order to test whether schooling in a second language affected social skills, 3 groups of schoolchildren from kindergarten, grade 1, and grade 2 were tested in an interpersonal verbal communication task. All children were native English speakers and were tested in English. 1 group attended English schools with English-speaking teachers (Control);...

Compared the language and communicational abilities of lower- and middle-class Caucasian kindergarten Ss in 2 groups of 10 females and 10 males each. Pre- and posttests were given, near the beginning and end of the school year, involving sentence imitation, object manipulation, production of specific grammatical forms, storytelling, description of...

The purpose of this investigation was to examine the relationship between measured English‐language proficiency, years of English‐language study and the use of English as a medium of instruction for samples of Arabic‐speaking Egyptian and Lebanese university students. The results of multivariate regression analyses indicated no systematic relations...

Reports further progress (for previous reports, see record 1969-08795-001) in a community-based educational experiment designed to develop bilingual competence in 5th-grade English-speaking children instructed only in French. The progress of experimental pupils (French only) and 2 control groups (English only and French natives speaking French onl...

This is a fully digitized copy of the entire work. Many people are to be thanked for its appearance here, especially, my co-editor and co-author Jack C Richards. We met briefly at the San Francisco, TESOL convention in 1970. The other co-authors who contributed to the book were many and the publisher, Rupert Ingram, was a friend to all of us. It's...

A word-association technique was used with the doze procedure to investigate the ability of two groups of professional translators to communicate with English and French monolinguals. Despite the translators' high level of sophistication in both languages, their own ethnic background affected significantly their ability to communicate with the mono...

DarnellRegna, ed., Linguistic diversity in Canadian society. (Sociolinguistic Series 1.) Edmonton and Champaign: Linguistic Research Inc., 1971. Pp. xii + 307. - Volume 1 Issue 2 - G. Richard Tucker

This study examined some of the clues which teachers use to form attitudes toward students. Photographs, speech samples, drawings and compositions, obtained from Grade III boys, served as the stimulus materials. These were randomly combined and presented to student-teachers as examples of the personal characteristics and schoolwork of certain pupil...

This book presents an account of the bilingual educational program near Montreal, Canada, referred to as the St. Lambert Experiment. It contains the following chapters: (1) Introduction, (2) The Research Plan and Procedures, (3) The Standings of the Pilot Classes at the End of Grade I, (4) The Follow-Up Classes at the End of Grade I, (5) The Pilot...

A variation of the standard word association technique was used to investigate the relative language skills of a group of first grade children schooled bilingually and compared with their monolingually instructed counterparts. The results suggested that both language of instruction and language of testing affected the percentage of different respon...

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Six samples of CCVC phoneme sequences were devised to represent linguistically specifiable distances from existing French words, distance being measured in terms of number of substitutions needed to make an existing French word. Fifty-four native speakers of French rated the sound sequences for their subjective proximity to French, using ungraded r...

The experimental program described in this report provided English-speaking Canadian children with elementary schooling exclusively in French for kindergarten and grade 1, and then from grade 2 through grade 5 mainly in French except for two half-hour periods of English language arts. The guiding principle for this form of bilingual education (refe...

This report presents an evaluation of a bilingual education program in which English-speaking children receive most of their school instruction in French. The paper discusses details of the program and curriculum and reports on the tests conducted to evaluate the program. Results are presented of tests examining English and French language skills,...

Compared 121 3rd and 4th grade students, some schooled monolingually in either French or English, and some schooled bilingually in both English and French, for their ability to differentially discriminate initial phoneme sequences. This ability was tested with an ABCX discrimination procedure. A significant interaction between method of instruction...

This report presents the second evaluation of the progress of two groups of children from working class, English-speaking Canadian homes who have participated in a French immersion program for the first two and three years of schooling. The children in the experimental program are compared with control groups conventionally educated in French or in...

It is the responsibility of North American psychologists working abroad to involve themselves in the educational system of the host country. We contrast the approaches taken by a "lone-wolf" researcher with those of the institution-based consultant, and outline a plan by which, we believe, the latter can contribute meaningfully to the development o...

The scientiJc literature relevant to the ar- guments for and against the English-only movement is' reviewed, to determine whether the Resolution Against English Only before the Board of Directors and the Coun- cil of Representatives of the American Psychological As- sociation (APA) was supportable. Some of the misconcep- tions advanced by English-o...