This study aimed to explore the literacy interactions of deaf and hearing parents with their preschool children in Saudi Arabia. The participants were three sets of parents (six individuals) of preschoolers. Data were collected through home literacy observation, experience sampling method, and interviews. All participants endorsed learning through…

This study identified the literacy strategies and activities teacher candidates used during clinically rich field experiences based on their elementary-aged students' needs. The teacher candidates' weekly teaching logs were analyzed, and four categories of literacy strategies and activities emerged, including comprehension, word study, writing,…

Divergent views on the relative value or status of spoken and written language skills may contribute to a disconnect between lay community members and language professionals, activists, or academics, and conflicted approaches to language support, teaching and/or revitalisation. Taking the bilingual Outer Hebrides as a case study, an online…

The nature of this research study examines the relationship between text-talking and writing skills used by American Sign Language (ASL) and English speakers. When given ample opportunity to text-talk in academic settings, it is likely that students will improve their expressive communication and writing skills. The main research question asks:…

Socially inclusive strategies encourage empowering, progressive and sustainable responses to social challenges and needs. These strategies are made possible through inclusion and equitable consideration of diverse contributions of those affected by the problems, and who feel obliged to find solutions to the problems. In this paper, the principles…

Examining the instructional reading strategies that happen in the Bilingual classrooms is needed if we, as educators expect an increase parent or guardian involvement that will support the students' reading development. Research has shown students who have a strong literacy foundation in early elementary years are often successful in later grades…

There is a growing interest in the quandary of literacy and proficiency amongst K-12 students in the United States. Similarly, because of uncharted research about biliteracy amongst African-American students in urban schools and benefits of Spanish fluency, communicative gaps are increased and fluency is breached. If advantages are properly…

This teacher-friendly guide is packed with motivating lessons designed to improve the content learning and literacy skills of English language learners (ELLs) in K-8. Offering research-supported strategies that teachers can implement immediately, the book explains how to use content-area texts to support ELLs' growth in five crucial areas:…

One of the biggest challenges teachers face in today's classrooms is instructing students who are non-native English speakers. Research supports using drama and movement to enhance the literacy development of English language learners. Besides being "fun" learning experiences for children, drama and movement have proven to assist with developing…

In English-as-a-Second-Language (ESL) classes at the college level, students are often enrolled who have a high degree of oral fluency, but little proficiency in reading or writing. Developmental ESL students need a solid start toward "inventing" themselves as readers and writers. One method of teaching ESL students to write is to build…

There is an increasing amount of research and discussion about the characteristics and learning needs of "Generation 1.5." These learners share characteristics of both first- and second-generation immigrants; they have grown up and been educated in the United States, but live in homes where English is not the primary language. They often…

This article describes the way in which the curriculum for intensive French was developed. Reference is made to its similarities to and differences from both the multidimensional curriculum proposed by the National Core French Study and the communicative approach. The importance of learning outcomes stated in terms of communicative outcomes…

This article gives the perspectives of three teachers of intensive French (IF) as they adjusted their thinking to teaching in a French as a second language (FSL) classroom that was very different from the core French classroom and developed teaching strategies to facilitate effective learning of communication skills by the students. Four major…

This article provides a historical overview and comparison of intensive English (IE) and intensive French (IF) programs in Canada. Comparisons are made in terms of the total time allotted to the intensive period, the selection of students, the number and types of schools offering the programs, the models of delivery, and the type of pedagogy and…

This book is designed for teachers of children whose first language is other than English, in particular, teachers who have had little or no formal training in the teaching of English as a second language (ESL). Although the emphasis is on the Spanish-speaking student, the same techniques and tools apply to speakers of other languages. The first…