Expanded and revised to include four entirely new chapters, this thoroughly updated edition presents a model for how educators can design high-quality, challenging, and supportive learning opportunities for multilingual learners. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage…

This qualitative study explores how a group of preservice teachers make sense of task-based language teaching principles and characteristics, especially amidst remote instruction. We draw on the analysis of 13 preservice teachers' lesson plans and teaching guides as they transitioned from in-person to remote instruction during the COVID-19…

The "Framework" and NGSS bring to the forefront the role of language in doing science and in learning from doing science. Yet, most existing science assessments for elementary learners do not integrate or attend to aspects of scientific language and literacy that are essential components of science proficiency. Accordingly, there is a…

This paper outlines a seven-step process for developing problem-solving tasks informed by cognitive load theory. Through an example of a task developed for Year 2 students, we show how this approach can be used to produce challenging mathematical tasks that aim to optimise cognitive load for each student.

Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with…

Tasks provide a framework for communicative performance. Underlying each task is a set of learning opportunities--potential activities for learning. Not all of these opportunities are exploited for learning by teachers or learners. It is proposed that, when using tasks, the range of such learning opportunities needs to be identified and modelled…