Whether a second language is learned as a child, teenager, or as an adult, second language acquisition research has noted certain patterns that can help ESL/EFL teachers prepare their lessons. This book explains these issues including the three essential components of ESL/EFL students' learning: input, output, and interaction. Learn how material…

The teaching of highly valued scientific writing skills in the first year of university is challenging. This report describes the design, implementation, and evaluation of a novel written assignment, "The Personal Response" and accompanying Peer Review, in the course, Human Biology (BIOL1015) at The University of Queensland. These assignments were…

Hearing-impaired students can be encouraged to write creatively through such novelty book formats as: shape books, accordion-fold books, alphabet books, rebus books, books with page shape variations, diamante poems, play-along books, guessing books, pattern books, and pop-up and cutout books. (DB)

The article discusses several linguistic and nonlinguistic teaching strategies to foster language acquisition and increase spontaneous language in preschool children with language delays. Techniques include having the child complete unfinished sentences and intentionally violating an expected routine to elicit the child's language. (DB)

The nature of word-finding deficits among children with learning disabilities is analyzed; research on the relationship between word-finding ability and reading is reviewed; and classroom implications regarding teacher language, student verbal fluency and flexibility, and student social perception are noted. (CL)

Research in language and communication deficits is briefly cited, and three guidelines for choosing and implementing communication therapies for the learning disabled student are described. (JW)

Explores: (1) expression in talking, particularly as it expands the writing process; (2) spoken traces of culture filtering into writing; and (3) richness and color of expression as writing motivators. Describes four strategies for improving writing instruction that recognize the orality of composition and the duality of language. (SR)

This pamphlet is the ninth in a series of ten stemming from the view that language is central to learning, that teachers can gain insights into their work and into learning by examining the language of the classroom, and that current language theory can be the means to such insights. The pamphlet describes a project that was undertaken to discover…

Raises some questions about the way children write stories and the part teachers play in their writing. (HOD)

The authors describe a developmental approach for teaching expressive writing skills to learning disabled adolescents. General guidelines for remediation are outlined, and activities useful in a developmental writing approach are listed. (SW)

Discusses how the child, the classroom teacher, and the language specialist can work together in the context of the classroom to help children with significant identified expressive language difficulties. Discusses developing metacommunicative awareness in whole-class lessons, small group discussions, and individual conferences. (SR)

Story retelling in which the child retells a story he has read has been used to effectively assess and improve reading comprehension, knowledge of story schema, and communication skills in elementary students with hearing impairments at the Kendall Demonstration Elementary School in Washington, D.C. (DB)

The manual teaches SignFont, a written form of sign language. Following a brief introduction, the first of three major sections describes the SignFont alphabet, structured according to the parts of every sign that is written (handshape, action area, location, movement). The second section discusses in greater detail how the SignFont characters are…

Discusses the use of word games, particularly puns, tongue twisters, and spoonerisms, in the French classroom. (AM)

Notes that a difficulty with the multigenre paper assignment is that educators assume that students are familiar enough with the various genres to write skillfully in the genres they select. Suggests that multigenre assignments can be improved by changing forms and format; changing perspectives; and changing boundaries. Concludes that multigenre…