English learners in EFL contexts where grammar-based instruction is still dominant often lack opportunities to use the target language both within and outside the classroom. In 2010, we initiated a club-based approach to facilitate students' learning beyond the classroom. It focused on meaningful communication, authentic tasks, student agency,…

English learners are faced with the dual challenge of acquiring English while learning academic content through the medium of the new language (Lee et al. in "J Res Sci Teach" 45(6):726-747, 2008; Stoddart et al. in "J Res Sci Teach" 39(8):664-687, 2002) and therefore need specific accommodations to achieve in both English and the content areas.…

A number of reports in the US have highlighted the country's need for improved second language skills for both national security and economic competitiveness. The Language Flagship program, launched in 2002, aims to raise expectations regarding language proficiency levels at the post-secondary level and to address structural gaps in the curricula…

This paper examines the nature of the "additive" experience of a bilingual French-English curriculum at Killarney Heights Public School in New South Wales. Predictably, the well-supported "additive" nature of the languages program model elicited positive reactions regarding educational success. The paper also explores issues…

Introduction: The success of human safety requires the ability of police officers in problem solving within continuing professional development to be considered. Aim of the study: To analyze problem based teaching and learning in tertiary education within continuing professional development. Materials and methods: The search for problem based…

In this article, the authors describe a Southern California school district's application of response to intervention for all students to bring about successful academic outcomes. Chula Vista Elementary School District's strong commitment to addressing all students' needs using response to intervention, with particular attention to English…

As the U.S. population grows more varied, public schools are faced with the challenge of meeting the needs of an increasing population of culturally and linguistically diverse students. Schools in the United States are often the first point of contact for new immigrant students as they work to facilitate their integration and socialization into…

This paper reports on a study of Chinese pre-service teachers' perceived problems in their teaching practicum. Reflective paper-writing was employed to investigate the views of 210 student teachers on an English as a foreign language (EFL) teacher education programme in Central China. The findings highlight six major problems. The paper points out…

This article explores teacher learning in the UK English for speakers of other languages (ESOL) context. We draw on data from a continuing professional development (CPD) initiative to understand how learning is shaped by collaborative discussion with others and by reading from the language classroom research literature. The CPD programme--designed…

This article addresses a program model developed to address the professional development needs of content teachers who work with English language learners (ELLs) and offers recommendations for teachers, administrators, school districts, state agencies, and institutions of higher education, to address job-embedded professional development needs.…

The recent reauthorization and regulations of the Individuals With Disabilities Education Improvement Act (IDEA 2004) encourage the use of school-wide interventions including response to intervention (RTI; Bradley, Danielson, & Doolittle, 2007). RTI refers to a multi-tiered system that addresses the academic needs of all students by using…

This article describes an apprenticeship model that was developed and implemented across several language areas within one department at a large Canadian university. The apprenticeship provides two semesters of training for graduate foreign language teaching assistants before they are put in charge of their own classes. The purpose of this study…

This article discusses the combination of two professional development strategies--lesson study and the Sheltered Instruction Observation Protocol (SIOP)--which gave teachers in Freeport Public Schools, a district on Long Island, New York, new tools for improving instruction for ELLs in mainstream classrooms. The unique combination of the two…

On July 17, 2008 the U.S. Department of Education's Office of Vocational and Adult Education (OVAE) awarded a contract to the American Institutes for Research (AIR) to assist OVAE in conducting a descriptive study of instructional and programmatic practices that support the transition of English language learners (TELL) from English as a second…

The Teaching/Learning Centers (TLC) model is based on the assumption that the best foundation for meaningful, sustained, and transformative professional development is laid when teachers assess the particular needs for their school site, plan and implement professional development background. It is concluded that the TLC model of professional…