Many students experience that the prepackaged secondary English as a Second Language (ESL) curriculum used in many classrooms does not effectively engage them or further their English acquisition. This article shares the story of creating a curriculum the authors believe other teachers can emulate to successfully teach adolescents who are new to…

This systematic analysis examines effectiveness research on online and blended learning from schools, particularly relevant during the COVID-19 pandemic, and also educational games, computer-supported cooperative learning (CSCL) and computer-assisted instruction (CAI), largely used in schools but with potential for outside school. Eight research…

This article takes a closer look at teaching in classrooms by reviewing a recent article by Carol Booth Olson and Robert Land, literacy researchers and National Writing Project site directors. In "A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School" (EJ776476), Olson and…

Reprints a 1990 article from this journal describing the central role that narrative--story--plays in language learning, using the example of two young men (a Cambodian immigrant and an American) working together. Updates the article with an Afterword commenting on the earlier piece. (SR)

An experiment tested two software packages, Master Max and Yourturn, in a real learning environment and suggested one possible way of integrating the computer into the language classroom. It is argued that for secondary education the computer's "tool function" is most important, giving more practical emphasis to second-language learning.…

Assesses the capabilities and limitations of a collaborative writing software program used in a French foreign language writing course. Discusses the value of collaborative writing in foreign language writing; provides an introduction to collaborative writing software; and offers practical classroom activities. (SR)

Draws on experience with a transdisciplinary literacy project in writing development at the secondary level to address the sub-field of "writing-literacy," writing as a linguist working across an applied versus theoretical frontier. (Author/VWL)

This paper describes audio-feedback as a teaching method for English-as-a-Second-Language (ESL) writing classes. Using this method, writing instructors respond to students' compositions by recording their comments onto an audiocassette, then returning the paper and cassette to the students. The first section describes audio-feedback and explains…

Discusses how 4 teachers handle writing assignments, response, grading, portfolios, time allotted for completion of assignments, and classroom environment for English-as-a-second-language students. (RS)

Focuses on the impact of cooperative writing response groups and self-evaluation on the learners, other faculty, and the institution (a university in Argentina). Argues that cooperative writing response groups and self-evaluation are worth pursuing in constrained educational environments because of how beneficial the approach was perceived to be…

Twenty secondary school foreign language classes in Wisconsin were monitored to determine how foreign language class time is used. The target language was used 79% of the time. Teachers made 61% of the target language utterances, suggesting that insufficient time was being spent on student practice. Two percent of class time was devoted to…

Discusses academic writing as it is learned by Chinese students of English as a second language (ESL), and critiques Kaplan's claim that ESL students writing expository prose in English will show organizational patterns different from those of native speakers. Developmental factors in second language learners' writing are discussed. (SED)

Acknowledging that students learning a second language need opportunities for extended spoken and written interactions with native speakers, this paper describes instructional computer networking that links grade 12 Anglophone students of French in Toronto with native French-speaking peers in Montreal. Focus is on writing skills. (25 references)…

This document presents the proceedings of the 17th Annual Research Forum held June 29, 2012, at Wake Forest University in Winston-Salem, North Carolina. Included herein are the following 25 action research papers: (1) "Reading and Writing": A Study Comparing the Strengths of Peer Review and Visible Author Writing Strategies (Elizabeth Behar); (2)…

To understand the goals and methods of writing instruction in Samoa and Tonga, a study involved (1) a survey of the literature on communication in those countries, (2) an interview of 40 Brigham Young University-Hawaii Campus students from those two island nations, (3) travel to Samoa and Tonga to interview teachers, (4) a survey of instructional…