Discusses the use of mini-lessons within thematic units as forums for language learning and content development for intermediate grade students with hearing impairments. A project to enhance the language arts curriculum at the Nebraska School for the Deaf uses the whole language mini-lessons to work on skill development, clarify misunderstandings,…

The book, designed for teachers of both beginning-level and transitional students of English as a Second Language (ESL), outlines the Guided Language Experience Process (GLEP) model for planning ESL instructional units using the whole language approach. The first section summarizes research that has influenced this model and its implications for…

This book provides practical implementation strategies for, and a clear outline of, the theory behind the child-centered classroom, a theory which involves an understanding of the concepts of whole language and active learning. It is hoped that teachers will use the ideas in the book to build their own beliefs and understandings, and to develop…

Defines and clarifies the whole-language approach to second-language instruction, discussing the process of shifting to the whole-language approach, use of the approach in secondary schools, and using student interests to shape the curriculum. A chart contrasts elements of the transmission philosophy of the traditional classroom and the…

This resource book, compiled by the Society for Developmental Education (SDE), focuses on the child-centered classroom, providing articles and suggestions for strengthening child-centered education. The seven sections of the book are as follows: (1) "For Discussion," including debates on class size and inclusion; (2) "Readiness/Kindergarten,"…

In an effort to support Spanish and English-as-a-Second-Language (ESL) literacy education and to help preserve the dignity and identity of the Hispanic community in Central Pennsylvania, a literacy program was established and staffed by volunteers and paid employees. Beginning with two students and a volunteer tutor, the class has grown into a…

A study examined the English literacy development of English-Spanish bilingual students beginning formal transition into English literacy in a whole language classroom. The subjects were 26 Mexican-American third-graders. The curriculum had four components: theme-based literacy activities; teacher reading; free reading; and free writing.…

The key to developmentally appropriate practices is to let a child construct his or her own knowledge through interactions with the social and physical environment. Because the child is viewed as intrinsically motivated and self-directed, effective teaching capitalizes on the child's motivation to explore, experiment, and to make sense of his or…

The origins, rationale, and design of a program to prepare refugee children for elementary school experiences in the United States are described. The program, conducted in overseas refugee camps, began in 1987 as a complement to adult transitional programs. All children receive 18 weeks of instruction, with a schedule and activities similar to…

A collection of essays for the 25th anniversary of the Teachers of English to Speakers of Other Languages (TESOL) addresses both theory and practice in the field of English-as-a-Second-Language teaching. Articles include: "Internationalism and Our 'Strenuous Family'"; "TESOL at Twenty-Five: What Are the Issues?";…

This English-as-a-Second Language (ESL) journal periodical devotes entire issues to specific issues. The theme of this issue is "Content-Base Instruction." Articles include: "Syllabus Design in Content-Based Instruction" (David E. Eskey); "How Relevant Is Relevance?: An Examination of Student Needs, Interests, and…