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It highlights recurring categories including 3–5 substantive research or instructional articles, 5–6 shorter CATESOL Exchange practitioner pieces, and several book reviews. The journal periodically dedicates full issues to thematic focuses such as content-based language instruction, contextualizing teaching, and intersegmental articulation, presenting practical and research-grounded guidance for language teachers. 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\nNOTE  \nPUB TYPE  \nJOURNAL CIT  \nEDRS PRICE  \nDESCRIPTORS  \nIDENTIFIERS  \nABSTRACT  \nDOCUMENT RESUME  \nFL 025617  \nThe CATESOL Journal,1988-1996.  \nCalifornia Teachers of English to Speakers of OtherLanguages.  \n1990-11-00  \n1607p.;The inaugural issue of this journal has also beenentered separately,see ED 311686.For the three \"theme\"issues published to date,see FL 025169,FL 025621,and FL025623.  \nCollected Works -Serials(022)CATESOL Journal;v1-91988-1996MF13/PC65 Plus Postage.  \n*English(Second Language);*Intercultural Communication;*Language Teachers;*Reading Instruction;*WritingInstructionCalifornia  \nCATESOL is an acronym for the California Association ofTeachers of English to Speakers of Other Languages.\"The CATESOL Journal\"states that it is published annually,but in some years(1994 and 1996),ithas had two issues.This document consists of the first eleven consecutiveissues of the journal,from November 1988 through 1996 (8 years).Periodically the journal devotes entire issues to specific themes:\"Content-Eased Instruction\"(v5 n1 Apr 1992);\"Incorporating Context inTeaching\"(v7 n1 Spr 1994);\"Interscgmental Axticulatio\"(v9 n11996).Typical issues contain 3-5 substantive articles,5-6 shorter  \np:actitioner-oriented \"CATESOL Exchange\"articles,and half a dozen bookreviews.(WTB)  \n★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★*           Reproductions supplied by EDRS are the best that can be made       **★★★***★★**********★★★*******★★****i*********★★★**★★★***★★★★**★★★★★★  \nCalifornia Teachers of English to Speakers of Other LanguagesPERMISSION TO REPRODUCE AND  \nDISSEMINATE THIS MATERIAL HASBEEN GRANTED BY  \nM  \nBrnto  \nTO THE EDUCATIONAL RESOURCES  \nINFORMATION CENTER(ERIC)  \nU.S.DEPARTMENT OF EDUCATIONOftice ol Educalional Research and ImprovementEDUCATIONAL RESOURCES INFORMATIONCENTER(ERIC)  \nThe  \nED 425 647  \n总This document has been reproduced asreceived from the person or organization  \n□ Minor changes have been made toimprove reproduction quality.  \nPoints of view or opinions stated in thisdocurnent do not necessarily representofficial OERI position or policy.  \n90  \n、个  \nARTICLES  \nEnglish as a Bridge Between Cultures:  \nScotland, Carolina, and California…………………………………………………………………5  \nPatricia C.Nichols  \nCambodian Refugees: Factors Affecting Their Assimilation  \nand English Language Acquisition…………………………………………………………………17  \nUsha Welaratna  \nThe“Process Approach” to Writing Instruction:  \nAn Examination of Issues …………………………………………………………………29  \nChristine Pearson Casanave  \nChanging Models for Writing Instruction:  \nHelping ESL Writers Develop a Sense of Audience…………………………41  \nAlice M. Roy and Sandra Mano  \nComprehensible Textbooks in Science for the Non-Native  \nEnglish Speaker:Evidence from Discourse Analysis ………………………49  \nAlice A.Addison  \nA Study of Demographic Trends and Student Progress  \nin San Jose City College's ESL Program,1982-1987…………………………67  \nAlice Gosak  \nPostsecondary ESL Programs in California: A Profile……………………………77  \nKaren L. Fox and Terrence G.Wiley  \nWhere Vocabulary Meets Grammar:  \nVerb Subcategorization Errors in ESL Writers…………………………………………89  \nPhilip Hubbard and Donna Hix  \nCATESOL EXCHANGE  \nUsing Classroom Space: From Traditional Rows to Musical Chairs..101  \nElizabeth Leite  \nTeachers'and Administrators'Concerns  \nAbout the TOEFL Test of Written English………………………………………105  \nAlice M. Roy  \nTips on Working Effectively With a Multi-Cultural Workforce ……109  \nPaul M.Kameny  \nREVIEWS  \nInteractive Reading by Suzanne Salimbene……………………………………………113  \nReviewed by Carolyn Baker  \nStrategies for Readers  \n—Book 1 and Book 2 by Christine Pearson Casanave………………………117  \niewed by Denise Murray  \nEditors  \nDenise Murray,San Jose State UniversityDorothy Messerschmitt,University of San Francisco  \nEditorial Advisory Board  \nDavid Eskey,University of Southern CaliforniaJohnnie Hafernik,University of San Francisco  \nPenny Larson,San Francisco Com","cbCaidp68uoTiVIK","https://ap.wps.com/l/cbCaidp68uoTiVIK","pdf",17212717,1608,"English","# Articles\n## English as a Bridge Between Cultures\n## Cambodian Refugees: Factors Affecting Their Assimilation and English Language Acquisition\n## The \"Process Approach\" to Writing Instruction\n## Changing Models for Writing Instruction\n## Comprehensible Textbooks in Science for the Non-Native English Speaker\n## A Study of Demographic Trends and Student Progress in San Jose City College's ESL Program\n## Postsecondary ESL Programs in California\n## Where Vocabulary Meets Grammar\n# CATESOL Exchange\n## Using Classroom Space\n## Teachers' and Administrators' Concerns About the TOEFL Test of Written English\n## Tips on Working Effectively With a Multi-Cultural Workforce\n# Reviews\n## Interactive Reading\n## Strategies for Readers","[{\"question\":\"What issues are included in this collected serial document?\",\"answer\":\"It consists of the first eleven consecutive issues of the journal, covering November 1988 through 1996.\"},{\"question\":\"What types of content does the journal typically publish in each issue?\",\"answer\":\"Typical issues include 3–5 substantive articles, 5–6 shorter CATESOL Exchange practitioner articles, and about half a dozen book reviews.\"},{\"question\":\"How does the journal handle thematic issues?\",\"answer\":\"Periodically, the journal devotes entire issues to specific themes, such as content-based instruction, incorporating context in teaching, and intersegmental articulation.\"}]","The CATESOL Journal - Collected Works - Serials - 1988-1996 | PDF",1792085238,4052]