The authors provide novice teachers with a step-by-step introduction to linguistic analysis, a tool to identify gaps between English learners' proficiency levels and the language demands of their coursework in the content areas.

This study investigated the perceived English-language academic writing challenges encountered by Thai EFL undergraduate engineering students and the strategies they employed to overcome these challenges. The data were collected from third-year Thai EFL undergraduate engineering students through a questionnaire and a semi-structured interview…

This study examines utterances--either words, phrases, or sentences--that instructors initiate and students later appropriate for their own purposes and interests in different sequential contexts. We name these utterances "shared codes" because they occur repeatedly in classroom interactions and gradually take on meanings unique to class…

A still-widespread perspective on "academic language" is that the most important dimension of language used for academic purposes is the extent to which its linguistic features contrast with "everyday language" used outside of school. But focusing on the unique linguistic features of written academic texts ignores the important…

This study investigated the effectiveness of an intervention designed to support sixth-grade Spanish-speaking English as Additional Language (EAL) learners and their English proficient classmates in acquiring pre-algebra knowledge and skills and associated academic vocabulary. The sample consisted of 88 EAL learners and their 139 English…

With the increased rigor of academic standards, high expectations of academic writing skills have been imposed on students in U.S. K-12 schools. For English learner (EL) students who cope with the dual challenges of learning rigorous subject matters and developing their English language proficiency simultaneously, extra support and effective…

In the authors' 2017 book "Mastering Formative Assessment Moves" (ASCD), they outlined seven high-leverage formative assessment strategies that promote ambitious teaching and deeper learning. Since then, they've worked with pre- and in-service teachers who are implementing the new English Language Development Standards (2014) in…

The percentage of multilingual learners in U.S. public schools is steadily increasing, and by 2025, an estimated 1 in 4 children nationally will be multilingual learners (National Education Association, 2020). Simultaneously, there has been a significant shift toward linguistic diversity in two and four-year colleges. Yet, there is little research…

With the internationalization of higher education, more Chinese students are pursuing their postgraduate study in English-medium instruction (EMI) institutions abroad. Related studies have mostly investigated EMI policies and implementation and students' attitudes; however, they have not examined how Chinese students cope in…

This study intended to explore the different types of phraseological units in IELTS academic writing task 2 and probe into the IELTS candidates' perceptions of phraseological competence. To this end, a corpus entailing 100 essays (26,423 words) written for IELTS writing task 2 was scrutinized, through which phraseological units were extracted and…

In this position paper, we draw from previous research and theoretical developments in the field to propose a set of affordances of engineering with English learners (ELs). Students learning both the language of instruction (e.g., English) and academic subject matter (e.g., engineering, mathematics, science) face the challenge of making sense of…

This study at a Canadian university grew out of the need to know whether students acquired academic vocabulary incidentally through text exposure (extensive reading) in class. The ability to explicitly teach all the words on the academic word list is an unreasonable expectation for a one-semester course. This study, therefore, investigated whether…

Eliciting student thinking during mathematics instruction allows teachers to choose tasks with high cognitive demand while also engaging students to use productive struggle to solve mathematical problems, thus increasing their conceptual understanding. Often, students who require intensive intervention in mathematics, in particular, students who…

Background: The number of students identified as English learners (ELs) in the U.S. has risen in the last two decades. Approximately 10% of the K-12 student population is identified as ELs. These students are not a monolithic group. They come from diverse ethnic groups, home languages, socioeconomic statuses, backgrounds, and experiences.…

Meeting the needs of English learners (ELs) effectively must be an individualized, purposeful, and data-driven process. Progress monitoring can help practitioners to target their EL students' most significant academic and linguistic needs and, subsequently, develop and deliver instructional programming that may help students develop to their…