Providing foundational academic support to Indiana's culturally and linguistically diverse students is a cornerstone of the state's educational goals. Over 140,000 Indiana students speak a language other than English at home, and there are over 295 different languages represented in Indiana schools. Of these, over 93,000 students have been…

Over the past several years, Louisiana educators have taken the charge to raise expectations and educational outcomes for its students, believing students are smart, capable, and deserve opportunities to become productive members of a global society. Through a clear alignment of standards, curriculum, and assessments, students have stepped up to…

Over the past several years, Louisiana educators have taken the charge to raise expectations and educational outcomes for its students, believing students are smart, capable, and deserve opportunities to become productive members of a global society. Through a clear alignment of standards, curriculum, and assessments, students have stepped up to…

Languages sit firmly in the skill-set of the 21st-century graduate. In an increasingly multicultural and multilingual job market, monolingual graduates are at a disadvantage: as the recent Born Global report (2016) notes, "multilingualism has now become the new normal". The contributions in this collection are imbued with this idea and…

Two golden rules for teachers of young children are (1) work, speak, and act with complete naturalness, and (2) never try to teach language per se; rather, teach life (joy, sorrow, work, play, differentiation, self-awareness, etc.) by involving the children in situations and activities that are highly significant to them. (NQ)

Discusses the effectiveness of a treasure hunt as an educational language-activity for students of English as a second language. Instructions for the treasure hunt and a sample list of items are included. (CFM)

Discusses the ineffectiveness of one-phase marking, i.e. direct correction of errors by the teacher, and the effectiveness of two-phase marking in which the teacher makes the student aware of an error but does not indicate what the error is. (CFM)

Discusses a method that enables students of English to classify and organize their lexical capital by using triangles to diagram sentences. How to inscribe a sentence in a triangle is explained and illustrated. (CFM)

Discusses what cultural content should be taught in English classes at the university level and how this content should be taught. (CFM)

In the fall of 1996, the State Board of Education adopted "Vermont's Framework of Standards and Learning Opportunities." In 2000, the standards were formally revised and again adopted by the State Board. In the summer of 2004, another chapter in the standards, "Grade Expectations for Vermont's Framework of Standards and Learning…

Discusses an approach to teaching note-taking to students of English as a second language who will go on to study at the university level. (CFM)

Redefines the "situational" approach to language teaching as meaning more than mere reference to space and time. Criteria for judging the realism of a situation and the authenticity of the language used are discussed as presented in materials for students of foreign languages. (CFM)

Discusses the interrelationship between language and culture and suggests numerous ways in which to introduce cultural content into language lessons. (CFM)

By comparing Russian and English on the phonological and grammatical levels, guidelines are offered for teachers of English as a second language to Russian students. (CFM)

Discusses a paragraph-centered approach to the teaching of reading in a foreign language. (CFM)