This article investigates to what extent spaces created in the language introduction programme (LIP) in Upper Secondary School in Sweden close or open up for students' varied linguistic resources, to create an understanding of the implementational spaces of the educational environments that the school represents, and of the ideological…

This study examines how immigrants' enculturation/acculturation, language use, and parenting were linked to their oral and written language proficiencies in multilingual Hong Kong (speak English, speak Cantonese, read and write Chinese). Participants in this study included 655 immigrant parents (from Pakistan, Nepal, India, Philippines, Indonesia,…

For corrective feedback (CF) to contribute to second language (L2) development, some cognitive processes need to be completed. Learners need to notice and comprehend the CF, reflect on and deeply process it, and finally integrate it into their interlanguage (Gass, 1997). Written languaging (WL), which requires learners to explicitly explain to…

Adolescent newcomer students bring a wealth of linguistic and cultural resources to their learning environments--resources that become even more dynamic when combined with those of their peers. While a significant body of research has explored students' deployment of multilingual resources through translanguaging, most of this work does not…

This dissertation uncovered how a group of second language (L2) students, including international and immigrant students, became socialized into American academic discourse through the writing that they did as graduate students in the context of their academic field. In particular, this study focused on Mandarin Chinese-speaking graduate students…

Many adolescent and adult L2 learners in language classrooms, both in the US and other countries, have little or no alphabetic print literacy. Language teachers may turn to SLA research for assistance, yet almost all research on oral SLA has focused on educated, highly-literate learners (Bigelow & Tarone 2004; Tarone, Bigelow & Hansen 2009). The…

Based on a three-year ethnographic study, in such nested contexts involving six Korean-immigrant families, one regular French classroom, one private English institute, and one Korean church in Montreal, Canada, this study explores how the literacy practices and strategies of culturally and linguistically diverse (CLD) learners were influenced and…

Examines the relationship between individual variables and the progress in English as a Second Language (ESL) among Kurdish and Bosnian adult immigrants living in Canada. Findings reveal significant correlations between the dependent variables of oral and written progress and the independent variables of literacy level, years of schooling, and…

Demonstrates the ways in which dialog journal communication can benefit both teachers and students. The trauma of migration and resettlement related in the dialog journal is discussed briefly, the methods of the study are outlined, and the journal communication with one student is analyzed. (22 references) (CK)

The teaching of literacy, primarily to second language learners, in the Vancouver, British Columbia, Municipal Workplace Language Training Program is examined. The program arose out of reports to the city's Equal Employment Opportunity (EEO) program about language difficulties among workers who couldn't pass tests required for promotion or…

The emerging field of literacy education for speakers of English as a Second Language (ESL) is examined. First, four general goals of ESL literacy education are outlined: practical reading/writing skills; reading skills for building further learning; second language training when needed; and orientation to print as a source of meaning. Four kinds…