This research investigates the effectiveness of the Instrumental Enrichment Approach on the enhancement of the reading comprehension skills of learners with English Language Learning Difficulties. It aims at identifying the reading comprehension skills required for preparatory stage English language learners, re-develop and teach sample materials…

A critical look into assessing the Standardized Test and Reporting (STAR) test data among English language learners gives educators a chance to examine the cultural biases present within the standardized test movement started by the No Child Left Behind Act of 2001. In particular, The STAR test results seem to reflect that the test is geared…

This paper uses conversation analytic research on a particular practice of organization in talk--pre-sequences--to evaluate English as a Second Language (ESL) textbook dialogues and make recommendations for their improvement. Pre-sequences, such as pre-invitations (e.g., What are you doing on Friday night?) and their responses are used to show…

Cognitive/Academic Language Proficiency (CALP) is a construct developed by linguists that distinguishes everyday conversational language and language used in literature and on academic tests. The "No Child Left Behind Act" has created impetus for scientifically researched pedagogy that serves to increase academic achievement of groups…

Designed to be integrated into a regular language arts curriculum in grades 1-3, the program begins with a review of the recent history of elementary second language programs in the United States and a discussion of the direction the movement might take in the 1980s. Research done on nonintensive, nonbilingual second language programs in the past…