Introduces a computer lesson for use with elementary ESL students when they first arrive at school to help them feel more comfortable in their new surroundings. Describes how the lesson introduces students to simple vocabulary they can use in everyday situations along with the corresponding written words. (MG)

Reports briefly on three recent summaries dealing with word processing and the teaching of writing. Notes that the first two are bibliographies compiled by the ERIC Clearinghouse on Reading and Communication Skills and the third is a synthesis and review conducted by a graduate student. (MG)

Describes how the use of whole media can cut across the curriculum, age, and cultural differences and provide students with unique opportunities to give meaning to their thoughts and ideas. (MG)

Describes the writing lab at Samuels School, a bilingual school in Denver, CO, where students use computers to improve their writing ability. (MG)

Presents guidelines for introducing, managing, and responding to dialogue journals with English-as-a-Second-Language (ESL) and other students. Suggests that dialogue journals in reading and writing instruction provide a purposeful activity in which students communicate their thoughts and feelings. (MG)

Describes a letter exchange project which links university students with bilingual and English-as-a-Second-Language (ESL) students. Finds that letters are relevant and meaningful communication; provide strong motivation to write; and offer an emotional link with another individual who can serve as a role model of the target language. (MG)