This book offers an evidence-based guide to EAL for everyone who works with multilingual learners. It provides a concise, helpful introduction to the latest research underpinning three key areas of EAL practice: (1) How children acquire additional languages? (2) How language works across the curriculum? and (3) How you can establish outstanding…

As with all learners, English learners (ELs) require more than basic reading and writing skills to successfully engage with rigorous academic content, progress through school, and be fully prepared for postsecondary education and careers. ELs must be able to access grade-level content while simultaneously developing proficiency and autonomy in…

The Texas English Language Proficiency Assessment System (TELPAS) fulfills federal requirements for assessing the English language proficiency of English language learners (ELLs) in kindergarten through grade 12 in four language domains: listening, speaking, reading, and writing. TELPAS assesses students in alignment with the Texas English…

In today's culturally diverse classrooms, students possess and use many culturally, ethnically, and regionally diverse English language varieties that may differ from standardized English. This book helps classroom teachers become attuned to these differences and offers practical strategies to support student achievement while fostering positive…

Students continually ask, "Does this count?" "Is this on the test?" They want to know how they'll be evaluated. Discover how to answer these questions in ways that shape student learning and keep teaching focused on what really matters. Written by language expert Paul Sandrock, this superb manual clarifies precisely what…

Current guidelines indicate that therapeutic interactions must be in the client's primary language. This article addresses the ethical dilemmas faced by monolingual clinicians and researchers who must assess the foreign language competence of an interpreter. Guidelines are proposed for assessing language competence of staff in clinical and…

This packet is the fourth of five developed as a set of self-appraisal instruments with which teachers (and others) can systematically examine their instruction methods in communication skills. The packet contains forms for teachers, students, administrators, and parents addressing two levels of specificity: responses to the overall communication…

This document outlines a curriculum design intended for use with Bosnian refugees living in the United States learning English as a Second Language for survival purposes. The first chapter identifies the setting of instruction and background information regarding this refugee group. The second chapter reviews the theoretical issues of adult…

The Cummins model of language proficiency is applied to analyzing communication tasks for hearing-impaired students. The model has been found to facilitate individualization in situations where teachers are required to modify lessons spontaneously. (DB)

Describes the Strategic Interaction Approach, which is built around the use of scenarios, rather than a grammar syllabus, and requires students to work through communication problems. Discusses its usefulness for short term courses aimed toward training professionals to gain working knowledge in specific fields. (EKN)

Argues that holistic scoring requires evaluators to suppress their interpretive judgment and treat students' writing differently than in any other situation, based on an analysis of videotaped reader-training sessions for an English Proficiency Essay Exam. (NH)

This book offers a much needed alternative to the more traditional texts used to teach writing instruction. Grounded in history, the book clarifies changing theoretical and practical approaches to teaching writing, critically assessing each approach in relation to the social and political movements of the day, both within and beyond the…

Discusses the needs of language-minority students and explains the difference between progress in basic interpersonal communication skills (surface fluency) and cognitive/academic language proficiency (conceptual-linguistic knowledge). Strategies are provided for special educators in planning instruction, increasing comprehension during…

This guide is intended to assist individual bilingual vocational training projects improve their approach to program evaluation. The guide presents an overall framework to be used by local project staff and evaluators to establish the scope of evaluation and give direction in meeting local evaluation needs. The guide does not provide a…

Discusses the differences between language-centered teaching and learning-centered teaching methods with reference to recent trends in language program and syllabus design and innovative proposals. Also considers the reasons for the adoption and influence of methods. (SL)