Graphic organizers are widely used in teaching vocabulary and reading in both L1 and L2 classrooms in addition to glossing. It has been indicated by several studies (e.g., Lie, 2016) that students using a mobile-assisted concept-mapping vocabulary learning strategy do better and retain what they have learned longer than students who limit…

This article presents an overview of literacy teaching and learning, based on the author's extensive research and, in particular, the recently revised and extended "Learning to be Literate: Insights from Research for Policy and Practice" (Routledge, 2016). It is set against a background in England in which government policy dictates…

This article builds on the growing research interest in complementary schooling in England and internationally but a field of study less well trodden in Scotland. It takes a socio-cultural view of literacy learning and demonstrates how in a Chinese complementary school in central Scotland, spaces are created for children of primary-school age to…

In this review of research in applied linguistics and language teaching and learning in Singapore, more than one hundred national publications for the period 2000-2007 will be reviewed. Since this period encompasses certain changes that were introduced in Singapore schools at the start of the new millennium, it would be appropriate to take stock…

The use of ICTs to support literacy in a minority Indigenous Australian language is an important domain of pedagogy that is often overlooked by teachers in these contexts. The development of new technological configurations in remote communities can be highly supportive of Indigenous languages spoken by a small number of people. This paper reports…

Examines methods and materials for teaching beginning reading and Mandarin Chinese (the standard dialect the People's Republic of China) to Chinese children of different dialects. Finds value in the integration of language arts with peer tutoring, multimodal approach, and teaching with mnemonics, but reports excessive memorization, little silent…

Compares the phonetically regular orthography of Spanish with the phonetic inconsistencies of English. Reports on the role of phonics in six popular Spanish reading programs. Notes that the regularity of the Spanish language is compatible with the use of systematic phonics for reading instruction. (MM)

In this article we report small, but statistically significant, effects of brief supplemental instruction on English reading by Spanish-speaking kindergartners (N=37) who performed poorly on a bilingual battery of phonological-processing tasks. Intervention design was compatible with the Reading First initiative and with research on use of…

This article looks at the relevance of linguistic and psycholinguistic studies to mother tongue instruction. Particularly, the semantically-oriented research of higher level units of language and speech, is considered. As some Estonian studies imply, there are indications that the application of psycholinguistic research in teaching practices…

Nigeria's new National Policy on Education embodies a specific approach to the Nigerian people's need and and preference for reading in native languages, English, and other languages. This article examines that approach from three perspectives: (1) multilingual, in which the basic education is bilingual (native language and English, with English…

This compilation of resource papers and findings is from a regional workshop on mother-tongue/bilingual literacy programmes for ethnic and linguistic minorities in multilingual settings. It was organized by Asia-Pacific Programme of Education for All (APPEAL), United Nations Educational and Cultural Organization (UNESCO) Bangkok, 6-10 December…

A study assessed an intensive fluency intervention for low-achieving at-risk beginning Spanish readers in grades 1-2. Data from 53 first- and second-graders in bilingual classrooms in southeast Texas indicated that implementing intensive reading fluency interventions in bilingual classrooms is feasible and valuable if conducted with fidelity and…

Project CALA was a special alternative program at the International High School in Queens (New York City). In its first year, the project provided instructional and support services, emphasizing career education, to 171 high school students of limited English proficiency (LEP) who had lived in the United States for less than 4 years. The project…

Two adaptations of Success for All, a comprehensive instructional reform program for elementary schools, have been used with students acquiring English as a second language. One is a Spanish bilingual version called "Exito para Todos," in which students are taught to read in Spanish and then transitioned to English reading, usually in…

Project Bilingual Education Through the Arts (BETA) admitted students who scored at or below the 40th percentile on the Language Assessment Battery and were thus certified as limited English proficient (LEP) students as well as a limited number of English proficient (EP) students. In 1991-92, the fifth year of a 5-year cycle, the program enrolled…