With this practical resource, you'll learn how to promote global readiness and build international connections in the world language classroom. Master educator Erin E.H. Austin shares original strategies to facilitate productive language learning and demonstrates how to foster a rigorous, inclusive, and enriching environment. Designed to improve…

This practical resource takes educators through a planning process--from selecting standards to designing learning activities--that weaves together language, literacy, and science in ways that are responsive to emergent bilinguals. Drawing on extensive and current research, the authors show how secondary educators can use students' own language…

How can today's teachers, whose classrooms are more culturally and linguistically diverse than ever before, ensure that their students achieve at high levels? How can they design units and lessons that support English learners in language development and content learning--simultaneously? Authors Amy Heineke and Jay McTighe provide the answers by…

This practical guide shows teachers how to introduce academic language to young children, with an emphasis on appreciating and leveraging linguistic diversity. New educational standards are asking students to master content-area concepts and increasingly complex texts in earlier grades. This practitioner-friendly text provides instructional…

It is clear that a proper understanding of what academic English is and how to use it is crucial for success in college, and yet students face multiple obstacles in acquiring this new 'code', not least that their professors often cannot agree among themselves on a definition and a set of rules. "Understanding Language Use in the…

What if multilingual learners had the freedom to interact in more than one language with their peers during classroom assessment? What if multilingual learners and their teachers in dual language settings had opportunities to use assessment data in multiple languages to make decisions? Just imagine the rich linguistic, academic, and cultural…

In 2016, Dr. Martin Reinhardt and Dr. Jioanna Carjuzaa produced a series of three webinars concerning Indigenous language immersion programs. The first webinar focused on broad curriculum development ideas including core relationships, guidelines and principles for effective pedagogy, and models. The second webinar focused on the elements of…

Many English language learners (ELLs) require extra support to become successful writers. This book helps teachers understand the unique needs of ELLs and promote their achievement by adapting the effective instructional methods they already know. Engaging and accessible, the book features standards-based lesson planning ideas, examples of student…

After beginning primary of English-as-a-Second-Language students learn phonetics and are advanced into spelling, reading, writing and vocabulary development, this practical spelling dictionary is suitable for general use and is edited for special use with "The Writing Road to Reading" and "America's Spelling & Reading with…

Answering the question "How does pragmadidactics compare with traditional teaching?," the article discusses the "success criterion," i.e., judging successful communication as opposed to language correctness. Considers also the concept of a functional learner's grammar, "idiomatic language," and pragmadidactic…

In lieu of language lab attendance, second-year language students had the option of attending a drama lab. This program has met with great success. The objective of the lab is to improve skills in pronunciation, intonation, and stress patterns. Also, an environment is created in which the student feels at home with the target language. (PJM)

Demonstrates, using as an example a railroad timetable, how authentic language material can be used in teaching English as a foreign language, at different levels. (IFS/WGA)

In connection with a discussion of the problem of language norms, the question is posed. Should not a pragmatic approach to foreign language teaching be emancipated from a pragmatic approach to linguistics? (IFS/WGA)

Some views on and implications of "the output hypothesis," which proposes that the process of producing written or spoken language results in language acquisition/learning, for immersion pedagogy and second-language learning are discussed. The role of collaborative learning is considered. (Contains 14 references.) (LB)

This guide was written for study abroad program professionals to assist in facilitating students' culture and language learning before, during, and after their time abroad, providing students with tools that will enable them to best navigate, interpret, and learn from their own cross-cultural encounters. Eight sections focus on the following: (1)…