Monolingual Bias in SLA Research

Lightbown, P. M., Spada, N., & Wallace, R. (1980). Some effects of instruction on child and adult ESL learners. In R. Scarcella & S. Krashen (Eds.), Research in second language acquisition (pp. 162-172). Rowley, MA: Newbury House. Long, M. H. (1988). Instructed interlanguage development. In L. M. Beebe (Ed.), Issues in second language acquisition: Multiple perspectives (pp. 115-141). New York: Newbury House. Long, M. H. (1989). Task, group and task group interactions. Plenary address delivered at the RELC annual conference, Singapore. Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26, 27-56. Long, M. H., & Porter, P. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19, 207-228. Long, M. H., & Richards, J. C. (Eds.). (1987). Methodology in TESOL: A book of readings. New York: Newbury House. Mason, C. (1971). The relevance of intensive training in English as a foreign language for university students. Language Learning, 21, 197-204. Nunan, D. (1991). Language teaching methodology. New York: Prentice Hall. Pica, T. (1983). Adult acquisition of English as a second language under three conditions of exposure. Language Learning, 33, 465-497. Rutherford, E., & Sharwood Smith, M. (Eds.). (1988). Grammar and second language teaching: A book of readings. New York: Newbury House/Harper & Row. Spada, N. (1987). Relationships between instructional differences and learning outcomes: A process-product study of communicative language teaching. Applied Linguistics, 18, 137-161. Strevens, P. D. (1987). The nature of language teaching. In M. H. Long & J. C. Richards (Eds.), Methodology in TESOL: A book of readings (pp. 10-26). New York: Newbury House/Harper & Row.