Why should second and foreign language teachers tune into instructed second language acquisition (ISLA)? There are many reasons, several of which have already been addressed in this forum. This paper examines one important benefit of keeping abreast of the field, namely, the opportunity for classroom instructors to extract pedagogical insights…

The Effects of the Language for Learning curriculum (Engelmann & Osborne, 1999) on through-the-air (i.e., signed and/or spoken) English skills for students who are deaf or hard of hearing (DHH) were examined by means of a single-subject, concurrent-multiple-probes-across-participants design. Four 11-year-old participants varied in auditory…

A commentary on Williams's (2012) invited article on the use of adapted vocabulary learning interventions focuses on three areas: (a) Vocabulary interventions with storybook reading originally designed for hearing children can be adapted for deaf children. (b) Teachers are invited to reflect on how the read-aloud process in English differs from…

The following articles are presented in the section of the Northeast Conference Report on less frequently taught languages: (1) "American Sign Language," by M. Conwell and A. Nelson; (2) "Chinese," by D. Gidman; (3) "Japanese," by J. P. Berwald and T. Phipps; (4) "Latin," by M. Cleary; (5) "Portuguese," by R. Pedro Carvalho; and (6) "Russian," by…

The curriculum guide is intended to assist families, school administrators, and teachers providing educational services to hearing impaired (HI) children in regular and special classes in Alberta, Canada. Explained in the introduction are such curriculum aspects as goals and purpose, population to be served, eligibility criteria, three…