This program profile describes how teachers and administrators have collaborated in the design and implementation of a number of linguistic, cultural, and transmodal pedagogical and curricular initiatives. Strategies that writing teachers can implement to best meet the needs of multilingual students across a range of institutional contexts are…

Recently, Cosmopolitan English and Transliteracy won the 2018 Research Impact Award from the Conference on College Composition and Communication (CCCC), the largest international organization that specializes in the teaching and studies of composition. This recognition seems to signal a turn to transliteracy education, i.e., English writing…

In this article, I report on the first stage of a whole school literacy project," Embedding Literacies in the KLAs" (ELK), which aims to support multilingual learners to access the literacies they need for high stakes curriculum learning. As it is "quality teaching" that has been found to have the greatest impact on student…

To effectively address the needs of second language (L2) learners in college writing courses, many postsecondary institutions, especially those located in cities with high concentrations of immigrants, offer college-level courses for L2 students. Such courses include noncredit English language courses in an intensive English program, developmental…

While the use of computers in college classrooms and writing labs has benefited some students of writing, these benefits have not been as pronounced for basic or English-as-a-Second-Language (ESL) writing students. Operating computers requires motor and mnemonic skills that complicate the task of writing, especially for basic or ESL students, and…

Argues that the writing program serving second-language writers requires the following: a program and courses that provide and use social context for writing and language development; teachers who know about both writing and language; and assessment that takes into account principles of language acquisition and literacy development. (JK)

Preparing Refugees for Elementary Programs (PREP) is a federal program to prepare young refugee children for further learning in the United States. Findings from current research on how children learn to speak, read, and write were used to design the curriculum. All children receive 18 weeks of full-time instruction, during which their parents…

A metaphor sometimes used in teaching discipline-based academic writing is that the experience of learning to write in various academic contexts is like learning a new language (L2). This approach is critically examined here, and its implications for "writing across the curriculum" (WAC) programs at the college level are discussed. It is argued…

An experimental English-as-a-Second-Language (ESL) program at City College (New York) is reported. The federally funded project investigated the effectiveness of an instructional method entitled "Fluency First" and based on whole language theories of learning. It requires large amounts of reading and writing, collaboration with peers,…

This English-as-a-Second-Language (ESL) journal periodically devotes entire issues to specific issues. The theme of this issue is "Incorporating Context in Teaching." Articles include: "Learning Beyond the Classroom: Developing the Community Connection" (Tim Beard); "Smiling through the Turbulence: The Flight Attendant Syndrome and Other Issues of…

This document consists of the six issues of this newsletter published during the two-year period summer 1994 to summer 1996. Intended for teachers of intensive English-as-a-Second-Language programs (IEPs), the issue contains the following articles: "The Inviolable Core of Intensive English Programs" (Fredricka L. Stoller); "Report…