Journal articles on the topic 'Secondary theatre curriculum'

Purpose –The power of forum theatre in education and various other fields is well known by educators. However, the use of forum theatre in Malaysia, particularly in the field of moral education, is still limited. At the same time, the development of thinking skills is one of the aims of the Malaysian moral education curriculum. Therefore, this study examined the use of forum theatre as a pedagogical tool in developing various levels of thinking skills among moral education students. Method –The study adopted a qualitative research design and was underpinned by Bloom’s revised taxonomy as the theoretical and analytical framework. A total of 14 moral education students participated in this study. Data were collected qualitatively using classroom observations, interviews, and journal writing. Thematic analysis was utilized to analyse and present the findings. Findings –The findings revealed that various theatrical activities that underpinned the four elements of forum theatre: (i) writing a script, (ii) delivering a dialogue in an anti-model play, (iii) discussion and decision-making in a forum session, and (iv) improvisation in an intervention play, show the development of students’ thinking skills at the level of analysing, evaluating and creating. Therefore, this study suggests that forum theatre can be used in moral education pedagogy to enhance higher order thinking skills. Significance – Meaningful instructional pedagogy must inspire thinking skills to foster creativity and innovation among students. This is considered an important skill in 21st century learning. Hence, these findings are beneficial for teachers, lecturers, parents and instructional designers who wish to plan and implement suitable teaching methods such as forum theatre to empower and improve students’ thinking skill levels.

Purpose –The power of forum theatre in education and various field is well known by educators. However, the use of forum theatre in Malaysia, particularly in the field of moral education, is still lacking and limited. At the same time, the development of thinking skills is one of the aims of the moral education curriculum in Malaysia. Therefore, the purpose of this study was to examine the use of forum theatre as a pedagogical tool in developing various levels of thinking skills among moral education students. Method –This study adopted a qualitative research design and was underpinned by Bloom’s revised taxonomy as the theoretical and analytical framework. A total of 14 moral education students participated in this study. Data were collected qualitatively using classroom observation, interviews, and journal writing. Thematic analysis was utilized to analyse and present the findings. Findings –The findings of this study reveal that various theatrical activities that underpinned the four elements of forum theatre-(i) writing a script, (ii) delivering a dialogue in an anti-model play, (iii) discussion and decision-making in a forum session, and (iv) improvisation in an intervention play-show the development of students’thinking skill level such as analysing, evaluating, and creating skills. Therefore, this study suggests that forum theatre can be used in moral education pedagogy to enhance higher order thinking skills (HOTS). Significance –Meaningful instructional pedagogy must inspire thinking skills to foster creativity and innovation among students. This is considered an important skill in 21st century learning. Therefore, these findings are beneficial for teachers, lecturers, parents, and instructional designers to plan and implement suitable teaching methods such as forum theatre to empower and improve students’ thinking skill levels.

It is obvious that broad world view provided by education can douse tension, discrimination, reduce hate speech and minimize aggression. Education is a weapon of mass instruction and has been powerful enough to push ignorance to the background. More so, it has become a prime function of education to illuminate the world with ideas and in its nature to unite the world through inventions and technological developments. Arguably, education has also introduced strange norms and vices especially among youth circles. But, because habits are hard to modify, the onus falls on the theatre that thrives on burlesques, parody, polar attitudes and modification of character to use the stage effectively for correction and preservation. Methodically, this paper x-rays selected theatre performances that have tried to reduce ethnic conflicts in Nigeria using the Fundamental Interpersonal Relations Orientation (FIRO) as theoretical backings. Through role playing on stage and in the classroom, the paper redirects the attention of the youth and government towards reorientation and sustainable values. The findings reveal that theatre has the capacity to influence minds and can engineer behavioral change which by extension ensures peaceful co-existence and sustainable developments. Thus, the paper recommends that History, Culture and Youth Education be incorporated in the secondary school curriculum. Also, if theatre performances with topical themes are sponsored for the benefit of the youths, it will increase tolerance. The research concludes that performing youth education in the classroom, at grass root level and public spaces will subtly promote nation building and integration.

From the moment I first stepped in the door to our seminar room I was aware that I was a foreigner here. That was not just due to the fact that I had set out from my familiar Hannover on an Erasmus semester at University College Cork, but rather particularly due to the fact that in choosing the course Drama and Theatre of the 20th and 21st Century, I set foot in hitherto untested territory. As far as theatre and the performing arts were concerned, I was, in fact, a blank page. My stage experience was limited to playing Joseph in the Christmas nativity play, the canon of plays which I had read to those which were a part of the core curriculum in secondary school. I was a foreigner. The mental image of going up on stage made me feel uneasy and at moments when eyes were focused on me, I had the feeling that I could no longer properly control my body language. However, as you must sometimes set yourself new challenges, and as I thought that there could be no better point in time for such a peek outside the box than a semester abroad, in which ...

The author of the article considers the causes of Polish school crisis paying particular attention to teaching practice. School diagnosis starts with interpretation of the theatre performance Mury I (Walls I) and Mury II (Walls II), presented by a secondary school students the day of grand opening of The Tenth All-Poland Pedagogical Forum. In pupils’ perception, school is transmissive, directed towards implementation of curriculum, standards and external measurement of learning effects, which causes strong pressures on pupils’ school performance. School builds up walls around young people’s development needs and using authority, doesn’t allow democratic values to enter its gates. Consequently, the author of the article poses the question about the purpose of educational reforms introduced after political-economic system transformation in Poland. The author also turns attention to commitment of academic pedagogy to form the foundation for humanistic, personalistic basis of education and to democratise education process. Nevertheless, the subsequent authority elites ignored axionormative basics of reforming education, sharpening the understanding of social change in economic terms. The change of school everyday life depends on many factors, but the author of the article reminds, that building teaching practice on values shapes both current and future human relations, which belongs to the principles of education.

El presente trabajo tiene por objeto analizar una experiencia didáctica e innovadora, y reflexionar sobre sus implicaciones en el marco de las ecologías de aprendizaje. Se describe cómo un docente de Secundaria, de la especialidad de Lengua castellana y Literatura, transforma y enriquece sus prácticas educativas y, al mismo tiempo, propicia nuevos formatos de aprendizaje de los estudiantes en escenarios alternativos al aula física. En este caso, cobran sentido y relevancia la utilización del teatro como herramienta potencialmente pedagógica, junto con la red social Tiktok, la cual se erige como un entorno virtual que ofrece nuevas oportunidades formativas. Para ello, se ha empleado una metodología cualitativa que, por medio de la observación y el análisis de documentos, ha posibilitado conocer en profundidad el objeto de estudio, la realidad educativa del fenómeno y sus implicaciones desde la perspectiva de las ecologías de aprendizaje. La exposición de los resultados pone de manifiesto, por un lado, el valor que adquieren los aprendizajes en la trayectoria de vida, tanto del docente como de los participantes, así como el impacto de la experiencia en sus identidades como formador y aprendices, respectivamente. Por otra parte, subraya la necesidad de incorporar a las aulas recursos de la sociedad de la información, como Tiktok, para facilitar experiencias de aprendizaje que estén en sintonía con las necesidades socioculturales de los individuos y que favorezcan el enriquecimiento de los currículos, posibilitando la formación integral y expandida a todos los niveles. This paper aims to analyse a didactic and innovative experience and to reflect on its implications within the frame of learning ecologies. We will be describing how a Spanish Language and Literature Secondary school teacher transforms and enriches his educational practices while fostering new learning formats outside the physical classroom. In this case, the use of theatre makes sense as a potentially pedagogical tool together with the social network TikTok, the latter becoming a virtual environment offering new educational opportunities. A qualitative methodology based on observation and document analysis was used for this purpose, allowing us to gain a deep understanding of the object of study, its educational reality and its implications from the perspective of learning ecologies. Results show the value of long-life learning experiences, both for the teacher and for the participants, together with the impact on their identities. There is an evident need to use ICT resources such as TikTok in the classroom. These resources may encourage learning experiences, consistent with the sociocultural needs of the individuals, fostering curriculum enrichment, and stimulating a comprehensive and expanded idea of education in all levels.

This article examines a paradigmatic change of contemporary art education in the context of visual culture and focus to the integrity of arts in formal and informal art education. The article is based on an international research “Contemporary art and visual culture in education” which reveals the problematic aspects of contemporary arts and visual culture in education in general. The research method was the discourse analysis of the participants and researchers, who presented the insights in reflective groups and during the interview with teachers and educators.This paper explores how contemporary cultural context and the spread of visual culture provide preconditions for changes in art education. The aim of the article is to analyze theproblems and perspectives of integral arts education in formal and non-formal education: what the educational challenges and opportunities appear in the context of contemporary art and visual culture? How the integral arts could be realized in art education practice in different arts disciplines and areas of education?Contemporary art and visual culture is increasingly multidimensional, the wide range of visual art forms integral with per formative arts, new technologies and media merge the limits between the arts disciplines. That becomes relevant pedagogical problem with the fact that arts education is traditionally allocated to the separate arts subjects such as music, art, theatre, dance, which also can also be divided into separate areas. This subject segregation of the school curriculum and strong subject orientation limits multimodal contemporary arts education. Secondary Education programs provide opportunities for several options of arts education disciplines (photography, cinema art, graphic design, contemporary music technologies), but it needs special resources for the schools and professional teachers. Many schools follow on traditional model of teaching art and still focusing on simple interpretation of modern artworks, different media and technical skills.Contemporary model of teaching integrated arts and visual culture in education is challenging, because it is based on visual literacy and critical thinking skills, it emphasizes inquiry-based education, a critical understanding of contemporary art practices, problem solving and creating new valuable ideas. Knowledge and experiences came from various sources: formal, non-formal, accidental, individual.Great potential for contemporary art education has non-formal art education programs and projects. Successful project-based initiatives in art education have been excellent examples of arts integration.Artists and other creative people involved into a process of education, their collaboration with schools and communities could initiate some interdisciplinary and collaborative practices. Non-formal arts education environment creates more space for creativity, freedom and diversity. Additional arts education programs, museum and gallery education, artistic competitions and international projects allows for the wider development of arts education. Art education in the new age requires changing attitudes towards learning and teaching, changing roles of the educator and new learning environments.

<p>The present paper describes an experience of science theatre addressed to children of primary and secondary school, with the main purpose of making them acquainted with a topic, the interior of the Earth, largely underestimated in compulsory school curricula worldwide. A not less important task was to encourage a positive attitude towards natural hazards that are here presented as an expression of our planet vitality. We conducted the experience with the help of a theatrical company specialized in shows for children, trying to merge scientific accuracy, entertainment and ethical issues. Several performances have been reiterated in different context, giving us the opportunity of conducting a preliminary survey with a public of different ages, skills and expectations. Results suggest that science theatre, while relying on creativity and emotional learning has the potential to raise children interest on the process of making science, on natural phenomena and may trigger a positive attitude on natural disasters reduction best practices.</p>

This study investigated the roles of school community relationship in the development of secondary education in Zamfara State. The population of the study consisted of all the principals, vice principals, teachers and PTA officials of the 89 senior secondary schools in Zamfara state. The research design adopted was descriptive survey and questionnaire was used in collecting data. Among the major findings of the study is that school community relationship is very significant in the development of secondary education in Zamfara State because it helps in the discipline of students, welfare of teachers, the planning of curriculum, information sharing and dissemination, provision of school facilities, finance, policies, security, management decision and in monitoring students' progress. It is also found resources which Zamfara State Senior Secondary classrooms, halls and lecture theatres, playgrounds, libraries, business centres, restaurants and/or canteens, furniture, parks and gardens and school farms. It is concluded that school community relationship plays a very significant role in the development of secondary education in Zamfara State. It is recommended that School principals should have some information about the composition of the community, what community opinion is regarding both broad educational issues and day to day operation of the school itself. And also school administrators should acquaint themselves with educational resources available in the community in order that they can be utilized to enrich and enhance the school programmes.

This article examines the efforts of notable authors from the poetry slam community who have published Young Adult works intended for the classroom. Numerous secondary educators have embraced spoken word poetry as an engaging art form for teenagers yet often express difficulty in finding age‐appropriate material to share in school settings. This literature review hopes to serve as an introductory reference for secondary educators and researchers, and differs from slam‐themed reviews in that it specifically highlights artists from the slam circuit who have transitioned into YA publishing. Since the featured authors hail from backgrounds in theatre and performance, the works discussed often incorporate characteristics of oral verse that seemingly transcend the print medium. Also examined is the inherent barrier between oppositional, profane narratives embraced by youth, and the expectations of educational institutions who use censorship to sterilize places of learning. Written by an educator and academic who has been a part of the slam community for over a decade, this article offers an insider’s perspective for secondary educators, researchers, and fans of spoken word poetry who wish to know more about integrating the works of prominent ‘slammers’ into their classroom curricula.

The article analyses the educational activities of the Polish Socialist Party during the interwar years that were aimed at the development of educational institutions with the Polish language of instruction, extra-curricular education, the raising of the teachers’ professional qualifications, and level of national consciousness of the Polish population. Members of the party joined the establishment of schools, libraries, reading halls, and organized courses: Polonistics, teaching, courses with an elementary and secondary school curricula, theatre and vocal groups, party schools, and universities. Founded by the members of the Polish Socialist Party, the Society of the Labour University with its educational activities played an important role in combating the illiteracy of the population and in formation of the national consciousness of Poles. It was shown that the Polish Socialist Party paid due attention to the protection of the cultural, linguistic and educational rights of the national minorities. These problems repeatedly appeared on the agenda of the party congresses, however they were violated by the parliamentarians from the Polish Socialist Party in the Sejm. There were analysed the party's projects, designed to provide territorial autonomy to the non-Polish population which was compactly inhabiting the south-eastern province of Poland. While defending the rights of the national minorities, the members of the Polish Socialist Party spoke in favour of the development of schooling with education in their native languages, the opening of a separate Ukrainian university in L’viv. They protested against the persecution of students and teachers of the Secret Ukrainian University in L’viv, introduction of utraquism in the school, numerus clausus, and the «ghetto benches» in the higher education institutions for the Jewish students. Keywords: Polish Socialist Party, Poland, educational activity, educational institutions, national minorities

Creating people of high moral character and integrity who adhere to universal values based on moral principles is the ultimate goal of the Moral Education Curriculum. In this regard, the use of an appropriate approach to convey teaching is a key requirement. Such approaches need to be able to develop the moral domain set forth in the Moral Education Secondary Curriculum Standard for moral reasoning, moral emotion and moral behaviour. This study discusses the Practice of the Caring Approach through Forum Theatre to develop caring's moral reasoning among students of Moral Education. The methods in this Approach which aremodelling, dialogue, practice and certainty are integrated with Forum Theatre elements such as script development, anti-model acting, forums and acting intervention. The findings of the study show that Forum Theatre is an appropriate technique for implementing caring moral reasoning among Moral Education students. Practices, especially caring's moral reasoning can be demonstrated explicitly and concrete through Forum Theatre techniques.

This article presents a study of the use of Readers Theatre in English lessons with groups of academically-challenged pupils in a Norwegian lower secondary school. The study is based on the teacher’s logs, interviews with the teacher, a questionnaire answered by the pupils, and lesson observations. Readers Theatre, a group reading activity that can be used with a wide range of texts, was successfully incorporated into the curriculum with relatively small ‘fordypning’ (specialisation) groups in English. These pupils had opted for more English lessons instead of learning a second foreign language. Most of them struggled with English as their first foreign language and were struggling readers. However, the majority of the pupils experienced Readers Theatre as both enjoyable and educational. The experience had a positive effect on their confidence and motivation to read. It also helped to improve their reading fluency and accuracy, for example pronunciation, and facilitated growth in vocabulary. The experience of practising and performing as a group was especially satisfying and motivating for the pupils involved. The majority were keen to participate in other Readers Theatre projects.

The Australian Curriculum mandates that Arts will be taught as part of the Foundation to Year 10 program in schools. My background as a Theatre-in-Education performer and as a Drama teacher has informed an approach to doing research with children, which involves making up plays about local stories. Firstly, local folk are interviewed and their anecdotes are recorded as data. The children then analyse and interpret the data, as a group, with the help of their teacher. It is then synthesised into a written play script. I have found this Theatre as Research approach to be a wonderful tool for integrating the teaching of local history with the Arts. It also has potential to strengthen community bonds and enhance inter-generational communication. Once the play has been created, the storytellers are invited as audience members to see their lives played out on stage.<br />The paper will relate examples of how I have performed ethnographic Drama with various secondary and tertiary students to facilitate and present research. It will then offer a step by step approach for doing Theatre as Education.

In North America, post-secondary music education is heavily focused on (and limited to) the repertoire and techniques of the Western Art Music canon. Vocal training at these institutions is no exception: vocalists are trained in the bel canto technique whose lineage reaches back to seventeenth-century Italy. This conservatory-based curriculum supports a categorical vocal pedagogy, one that seeks to produce a particular type of singer with a very specific kind of sound. Instead of embracing what each individual singer is capable of, this model focuses on what singers should be capable of from the perspective of repertoire and technical mastery in the operatic tradition. In this paper I will argue that this model risks our losing sight of what the singer has to say in favour of what the composer has to say. Recently there has been discussion and research around a more inclusionary model of vocal pedagogy that would incorporate other techniques alongside bel canto. However, these discussions have been focused on inclusion of musical theatre and belt techniques, with very little discourse on the inclusion of extended vocal techniques. By drawing on the scholarly discourse on the limits and extensions of technical training in post-secondary vocal performance, as well as interviews with several women working in the performance and teaching of extended vocal techniques in Canada, I will explore the potential for extended vocal techniques to contribute to a more inclusive model of vocal pedagogy.

I started school in 1968, first in Denton, to the east of Manchester, and then a year later twelve miles away in the town of Bolton, the birthplace of the Industrial Revolution. It was at the time of the emergence of the alternative theatre movement in Britain, in the aftermath of the political optimism of 1968 and I was fortunate enough to attend a school in whose town the new theatre-in-education movement was thriving. I can remember a number of visits by theatre companies during my years at primary school, although after my move to secondary school at the age of eleven, there were no such visits. At that point no doubt the frivolity of theatre had to limit itself to being an extra-curricular activity, as we settled down to the more serious business of educations. At no time during my entire school career, which lasted thirteen years, did I ever encounter a storyteller. The first time I met a storyteller was shortly before coming one myself.

Is there room, as Natasha Distiller asked in 2012, for a “close encounter” with Shakespeare in post-apartheid South Africa? This question has become increasingly pertinent. Following the Fallist movements which were ignited at universities across the country in 2015, calls for the decolonisation of curricula and cultural institutions have been coupled with growing resistance against pervading socio-economic inequalities. Amongst other things, the student protests represented a rejection of “old ways of reading” characterised in both ideological and material terms by exclusion, lack of access and disempowerment. This article suggests that Distiller’s question may be engaged with reference to stage adaptations of Shakespeare’s plays in educational and/or academic settings which took place before, during and after the student movements of 2015–16. These are two productions by the National Children’s Theatre aimed at secondary school students – Coriolanus (2016) and Antony and Cleopatra (2018) – and two university productions: The Julius Caesar Project (2013) at the University of the Witwatersrand, and DCoriolanus (2017) at the University of Pretoria. Through close consideration of the strategies and decisions employed in staging these productions, the paper argues that the medium of theatre, and the ways in which it has been used by South African performers and theatre-makers, is key to understanding how both subversive and productive “close encounters” with Shakespeare might be enacted

04–473Adler, Renatte K. and Loughrin-Sacco, Steven J. (San Diego State U., USA). Internships for American undergraduates: acquiring language and cross-cultural skills for a global market. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 30–40.04–474Allum, Paul (Rikkyo U., Tokyo, Japan; Email: allum@rikkyo.ac.jp). Evaluation of CALL: initial vocabulary learning. ReCALL (Cambridge, UK), 16, 2 (2004), 488–501.04–475Barcroft, Joe (Washington U., USA; Email: barcroft@artsci.wustl.edu). Effects of sentence writing in second language lexical acquisition. Second Language Research (London, UK), 20, 4 (2004), 303–334.04–476Belz, Julie (Pennsylvania State U., USA; Email: jab63@psu.edu). Learner corpus analysis and the development of foreign language proficiency. System (Oxford, UK), 32, 4 (2004), 577–591.04–477Benati, Alessandro (U. Greenwich, UK; Email: A.Benati@gre.ac.uk). The effects of processing instruction and its components on the acquisition of gender agreement in Italian. Language Awareness (Clevedon, UK), 13, 2 (2004), 67–80.04–478Bitchener, John (Auckland U. of Technology, New Zealand; Email: john.bitchener@aut.ac.nz). The relationship between the negotiation of meaning and language learning: a longitudinal study. Language Awareness (Clevedon, UK), 13, 2 (2004), 81–95.04–479Blin, Francoise (Dublin City U., Ireland; Email: francoise.blin@dcu.ie). CALL and the development of learner autonomy: towards an activity-theoretical perspective. ReCALL (Cambridge, UK), 16, 2 (2004), 377–395.04–480Boehringer, Michael, Bongartz, Christiane and Gramberg, Anne-Katrin (U. Waterloo, Canada). Language learning and intercultural training: the impact of cultural primers on learners and non-learners of German. Journal of Language for International Business (Glendale, Arizona, USA), 15, 2, (2004), 1–18.04–481Cartes-Henriquez, Ninette, Solar Rodriguez, M. I. and Quintana Letelier, R. (U. de Concepcion, Correo, Chile; Email: ncartes@udec.cl). Electronic texts or learning through textbooks: an experimental study. ReCALL (Cambridge, UK), 16, 2 (2004), 539–557.04–482Church, Ruth Breckinridge, Ayman-Nolley, Saba and Mahootian, Shahrzad (Northeastern Illinois U., USA; Email: rbchurch@neiu.edu). The role of gesture in bilingual education: does gesture enhance learning?International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 303–319.04–483Clyne, Michael, Isaakidis, Tina, Liem, Irene and Rossi Hunt, Claudia (U. of Melbourne, Australia; Email: mgclyne@unimelb.edu.au). Developing and sharing community language resources through secondary school programmes. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 255–278.04–484Cohen, Andrew D. (U. Minnesota, USA; Email: adcohen@umn.edu). The learner's side of foreign language learning: where do styles, strategies, and tasks meet?International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 279–291.04–485Cziko, Gary A. (U. of Illinois at Urbana-Champaign, USA; Email: garycziko.net). Electronic tandem language learning (eTandem): a third approach to Second Language Learning for the 21st century. CALICO Journal (Texas, USA), 22, 1 (2004), 25–39.04–486DiFino, Sharon M. and Lombardino, Linda J. (U. of Florida, USA). Language learning disabilities: the ultimate foreign language challenge. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 390–400.04–487Dubreil, Sebastien (U. of Notre Dame, Indiana, USA; Email: sdubreil@nd.edu), Herron, Carol and Cole, Steven B. An empirical investigation of whether authentic web sites facilitate intermediate-level French language students' ability to learn culture. CALICO Journal (Texas, USA), 22, 1 (2004), 41–61.04–488Duppenthaler, Peter M. 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Corrective feedback and learner uptake in CALL. ReCALL (Cambridge, UK), 16, 2 (2004), 416–431.04–498Hruska, Barbara (U. of Tampa, Florida). Constructing gender in an English dominant kindergarten: implications for second language learners. TESOL Quarterly (Alexandria, VA, USA), 38, 3 (2004), 459–485.04–499Hubbard, Philip and Bradin Siskin, Claire (Stanford U., California, USA; Email: phubbard@stanford.edu). Another look at tutorial CALL. ReCALL (Cambridge, UK), 16, 2 (2004), 448–461.04–500Hyland, Fiona (U. of Hong Kong, China; Email: hylandf@hkucc.hku.hk). Learning autonomously: contextualising out-of-class English language learning. Language Awareness (Clevedon, UK), 13, 3 (2004), 180–202.04–501Kasper, Gabriele (U. of Hawai'i at Manoa, USA; Email: gkasper@hawaii.edu). Participant orientations in German conversation-for-learning. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 551–567.04–502Kim, Yong Suk (Korean U. of Technology and Education; Email: yongkim@kut.ac.kr). Exploring the role of integrative orientation in a Korean EFL environment. English Teaching (Anseonggun, Korea), 59, 3 (2004) 77–91.04–503Lapkin, Sharon and Swain, Merrill (U. of Toronto, Canada). What underlies immersion students' production: the case ofavoir besoin de. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 349–355.04–504Lever, Tim (U. of Sydney, Australia). AMEP students online: The view from morning self-access. Prospect (Sydney, Australia), 19, 2 (2004), 39–55.04–505Malcolm, Diane (Arab Gulf U. in Bahrain). Why should learners contribute to the self-access centre?ELT Journal (Oxford, UK), 58, 4 (2004), 346–354.04–506Noelle, Lamy (The Open U., UK; Email: m.n.lamy@open.ac.uk). Oral conversations online: redefining oral competence in synchronous environments. ReCALL (Cambridge, UK), 16, 2 (2004), 520–538.04–507Park, Gi-Pyo (Soonchunhyang U., Korea). Comparison of L2 listening and reading comprehension by university students learning English in Korea. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 448–458.04–508Riley, Jean, Burrell, Andrew and McCallum, Bet (U. of London, UK; Email: j.riley@ioe.ac.uk). Developing the spoken language skills of reception class children in two multicultural, inner-city primary schools. British Educational Research Journal (London, UK), 30, 5 (2004), 657–672.04–509Ryan-Scheutz, Colleen and Colangelo, Laura M. (U. of Notre Dame, USA). Full-scale theatre production and foreign language learning. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 374–389.04–510Sealey, Alison and Thompson, Paul (U. of Reading, UK). ‘What do you call the dull words?’ Primary school children using corpus-based approaches to learn about language. English in Education (Sheffield, UK), 38, 1 (2004), 80–91.04–511Stewart, Melissa A. and Pertusa, Inmaculada (Western Kentucky U., USA). Gains to language learners from viewing target language closed-captioned films. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 438–447.04–512Thomas, Alain (U. of Guelph, Canada; Email: thomas@uoguelph.ca). Phonetic norm versus usage in advanced French as a second language. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42, 4 (2004), 365–382.04–513Van Berkel, Ans (Free U. Amsterdam, The Netherlands; Email: aj.van.berkel@let.vu.nl). Learning to spell in English as a second language. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42 (2004), 239–257.04–514Ward, Monica (Dublin City U., Ireland; Email: mward@computing.dcu.edu.ie). The additional uses of CALL in the endangered language context. ReCALL (Cambridge, UK), 16, 2 (2004), 345–359.04–515Yamamori, Koyo, Isoda, Takamichi, Hiromori, Tomohito and Oxford, Rebecca L. (National I. Educational Policy Research, Japan; Email: koyo@nier.go.jp). Using cluster analysis to uncover L2 learner differences in strategy use, will to learn, and achievement over time. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 381–409.04–516You, Xiaoye (Purdue U., USA; Email: youx@purdue.edu). “The choice made from no choice”: English writing instruction in a Chinese University. Journal of Second Language Writing (New York, USA), 13, 2 (2004), 97–110.