The purpose of this study was to examine (a) the effect of a differentiated professional learning program (PL) for teachers of multilingual learners of English (MLEs) and (b) the pathways of the teachers' empowerment and professional knowledge and skills on their MLEs' learning. This PL program contained three components: (a) five large-group PL…

In 2013, as a strategy to enhance academic performance, the South African Department of Basic Education (DBE) published several English Across the Curriculum (EAC) manuals to guide in-service teachers who did not have prior knowledge of how to integrate the teaching of content subjects with language learning. The DBE introduced the EAC strategy as…

This article reports on the development of the literary portfolio as an alternative to standard written tests in summative assessment of literary competences in the English as a foreign language (EFL) classroom. It is argued that traditional class tests put a too narrow focus on those aspects of literary competences that are more readily…

This study explores the validity of the Culturally Responsive Instruction Observation Protocol (CRIOP) an instrument that measures the implementation of culturally responsive instruction (CRI) in K-8 classrooms with multilingual students. The validity study uses a Rasch measurement approach. With strong findings from analyses, including…

Quality partnerships are imperative for successful project implementation. The partnership between project personnel and independent evaluators is often overlooked. In effective partnerships, both the evaluators and the education project management team collectively ensure that educational initiatives are well-planned, executed, and assessed. This…

Critical practices for promoting English language learners' global and multicultural perspectives become more important in this global and interconnected world operating under systems of power, ideology, and hegemony. Grounded in the theoretical framework of critical global literacies and its explicit connection to pedagogy, the purposes of this…

English language learners with special needs require specific cognitive, linguistic, social, emotional, and cultural considerations to be successful in inclusive environments. Educators who teach within the confines of English-only laws have an additional hurdle to overcome when educating culturally and linguistically diverse exceptional (CLDE)…

In this article, the researchers employ a linguistically informed approach to close reading that teaches a moral dilemma through an autobiographical short story. The approach, based on systemic functional linguistics, uses genre analysis that can draw students' attention to the structure, vocabulary, and grammar within literary texts, helping them…

This study investigated how a literacy buddy approach may influence the English learning and creative writing of adolescent learners in a rural Taiwanese school. A group of seventh-grade and eighth-grade students took part in a winter camp, wherein they read and wrote picture books collaboratively. Based on the students' feedback, this approach…

This article offers an account from a preservice teacher of a 5-year double bachelor's degree programme seeking certification for teaching English as a second language (ESL) in Hong Kong. Crystal charts her capstone experience of conducting classroom-based writing research into one of the family of story genres--narrative--under the guidance of…

This study looks at how three middle school teachers of English as a second language (ESL) use technology in the classroom. Technology use in the ESL classroom has the potential of supporting the English and content learning of English language learners, but the availability of technology does not necessarily lead to technology integration that…

In this article we report on a three-staged teacher education model, designed to support the development of culturally responsive teaching practice in teacher candidates who are preparing to work with multilingual learners. The creative focus of this model is most pronounced in our effort to enable teacher candidates to "get out of…

This article describes a curricular program for use in middle school social studies classrooms that supports the development of emergent bilinguals' language, literacy skills, and acquisition of content knowledge. The program leverages four supports found to be impactful for emergent bilinguals: 1) foregrounding content to increase students'…

This case study draws on Gee's (1989) "D/discourse theory" to investigate English learners' (ELs') perspectives regarding Accountable Talk (AT)--a structured, discourse-intensive instructional approach--after a yearlong implementation in three content-based (mathematics) middle school classrooms. Interviews with 21 ELs (3 Advanced…

Textual memorisation is a widely used yet underexplored language practice in foreign language teaching and learning in China. The research addresses the need for a comprehensive and in-depth understanding of the practices and beliefs of Chinese learners regarding the use of textual memorisation in foreign language learning. This article reports on…