Evaluated the WLPAN method of intensive language teaching by studying 7 students at Cardiff University's Centre for Teaching Welsh to Adults. Using questionnaires and interviews, factors affecting students' ultimate ability to speak Welsh were examined. Factors included students' motivation, background in Welsh or other foreign languages, and…

This article reports on a study using Piagetian clinical methodology to examine the early writing development of 56, urban, Spanish-speaking preschoolers in a metropolitan area of the United States. In addition, the article draws upon findings by the Expert Study (Flippo, 1998) to underscore the types of instructional environments that have proven…

The number of international faculty members in the United States is steadily increasing. However, few of these instructors have formal training in pedagogy and many experience at least some communication difficulties. To address the needs of nonnative-speaking instructors at an urban college in New York, an international faculty program was…

While an abundance of classroom and teacher education research has been dedicated towards understanding young elementary children's use of primary sources, not nearly enough exemplars have been examined that demonstrate the teaching of historical reasoning within linguistically and culturally diverse settings. The complexity of teaching social…

In spite of the growing linguistic diversity in U.S. classrooms, many teachers are not being adequately prepared to work with English language learners (ELLs). One area of particular concern for teachers is how to manage today's linguistically diverse classrooms. This article suggests ways educators can reflect on English language learners' needs…

This article addresses Spanish for native speakers (SNS) instruction from the perspective of critical pedagogy, including the critical examination of dominant educational paradigms as well as the proposal of alternative models. Emphasizing the inherently political nature of education and the role of language in the production of knowledge,…

This article focuses on a qualitative teacher research project with a fourth-semester university Spanish class that emphasized inquiry-based learning. One of the primary objectives of the class was to increase learner autonomy through self-selected inquiries, self-directed learning activities, and curricular negotiation. Multiple data sources were…

Research in the field of adult ESOL internationally is both spasmodic and fragmentary. The papers in this special issue therefore constitute a major contribution to the field by providing new insights into ESOL research from the perspective of current pedagogical practices in the British context. In this paper, I provide a response to this…

This article shares the research-based instructional techniques used in a reading program (Reading Acceleration Program, or RAP) in a school in which the majority of the students were English-language learners and came from low-income families. In this model, special education and general education teachers collaborated in order to intervene on…

This paper describes a two-week cross-cultural immersion experience in the United States for preservice teachers attending a small liberal arts college in the Southeast. This immersion occurs early in their teacher training and is designed to positively affect preservice teachers' attitudes toward Latino students who do not speak English well. As…

This article brings theory into practice and demonstrates clearly how to apply commonly accepted language acquisition theories to science lesson plans designed for native speakers of English. In the first section of the article, readers will learn not only how to apply theory to science lessons, but also, and more important, why to apply certain…

In Wales the national curriculum programmes of study for key stages 1 to 4 are broadly similar to those of England, as is the current statutory assessment system, although pupils at key stage 1 no longer take national tests in science. At key stage 1, pupils' work is assessed by their teachers to provide an end-of-key-stage level. The statutory…

Teachers and students agree that despite the time-consuming nature of providing written commentary and revising using this commentary, teacher feedback is both desirable and helpful. Nonetheless, teachers express concerns about how to provide commentary in ways that their students can effectively use to revise their texts and to learn for future…

The development of pragmatic and sociolinguistic rules of language use is important for language learners. It is necessary to understand and create language that is appropriate to the situations in which one is functioning, because failure to do so may cause users to miss key points that are being communicated or to have their messages…

Within '"communicative language teaching," "natural" language has had a privileged position, and a focus on form has been seen as something inauthentic or as something that is inconsequential for learning (for a critique, see Kramsch and Sullivan 1996; Cook 1997). Yet in the present study of an immersion classroom, it was found that children with…