While it is widely accepted that language teachers require knowledge of second language acquisition (SLA) (Richards, 2010), what about content teachers, who are increasingly required to help develop their learners' academic language proficiency? How much do they need to know about SLA theories and how can they acquire such knowledge and expertise?…

This article argues for the possibility and importance of infusing frame semantic insights into task-based lesson planning. "Frame semantics," a cognitive linguistic theory that takes a usage-based view of meaning, ties in with task-based language teaching (TBLT), which emphasizes second or foreign language learning through…

Choosing the right word to express meaning can be a challenge for English language learners (ELLs) in both English as second language and English as a foreign language settings, persisting through all proficiency levels in productive language use for several reasons. In order to make correct word choices, ELLs must master the various aspects of a…

Recent global social unrest that stems from historical racial, ethnic, and socioeconomic inequality and inequity has elevated the need for language educators to challenge traditional understandings of and practices in the language classroom. Such a development warrants an examination of language teacher agency in contemporary society. To this end…

Students designated as English learners and the broader group of multilingual learners continue to face restrictive learning environments in secondary classrooms despite existing research that demonstrates how integrating literacy development with authentic and relevant disciplinary learning benefits multilingual learners and all students. To…

This study aims to examine qualitatively a new approach to teaching English as a foreign language (EFL) writing based on the learner's context model. It investigates the context model-based approach in class and identifies key characteristics of the approach delivered through a four-phase teaching and learning cycle. The model collects research…

This article describes how a course based on the concept of English for specific academic purposes (ESAP) was transformed into content and language integrated learning (CLIL) at a trilingual university where English serves as a lingua franca and medium of instruction, due to the application of a task-based communicative approach. The article…

This article calls for a rethinking of pure process-based approaches in the teaching of second language writers in the middle school classroom. The author provides evidence from a detailed case study of the writing of a Korean middle school student in a U.S. school setting to make a case for rethinking the efficacy of classic process-based…

This article examines the nature of a sustained staff development program for teachers serving English learners in elementary schools. It begins by exploring the need for learners to have optimum language and content development, and indicates that many U.S. grade-level and content area teachers have not been prepared to meet that need. Focusing…

English as a second language (ESL) writing teachers face distinct challenges as they try to help students write in the language that is appropriate and natural to the native-English-speaking audience. It is disheartening when the writings of even advanced-level second language students often contain many awkward sentences and non-English-like…

The practicum as a learning opportunity for prospective teachers of ESL or EFL remains underexplored. Most of the studies that have been documented in the TESOL practicum literature were conducted in either North America or a few Asian contexts with novice teachers. In this study the author used diaries by five Vietnamese EFL student teachers as…

Across the United States, mainstream and English as a second language (ESL) teachers have been sharing their expertise using coteaching and collaboration strategies gleaned from their counterparts in special education inclusion classrooms. These teacher leaders are working together to enhance instruction for their English language learner (ELL)…

Describes two models for providing feedback to students participating in English-as-a-Second-Language courses and offers guidelines for creating instruments to use in these classrooms. (13 references) (GLR)

A model for introducing English-as-a-Second-Language learners to the language laboratory component of a modern "Language Acquisition Resource Center" (LARC) at a metropolitan university is presented. Emphasis is on audio materials, but many of the LARC suggestions are applicable to video and computerized materials as well. (Contains 16…

Describes how to use a language-processing model to develop holistic reading strategies for college-level English-as-a-Second-Language students. The paper explains how to use an English reading processor, develop a supplementary reading program, access students' background knowledge, and find methods that work, noting that this model will nurture…