This book offers an evidence-based guide to EAL for everyone who works with multilingual learners. It provides a concise, helpful introduction to the latest research underpinning three key areas of EAL practice: (1) How children acquire additional languages? (2) How language works across the curriculum? and (3) How you can establish outstanding…

Describes a language arts project which used students' own first names as the project theme. (DD)

Defines language awareness, examines shifts in meaning which words undergo, and discusses how this topic can be applied in education. (DD)

The Secondary Literacy Inservice Package for High School Science and Mathematics was developed to assist teachers of science and mathematics in helping their students become more literate in these two subject areas. This article examines the meaning of literacy and its relationship to language and learning, and describes the outcomes from trying…

The development of problem-solving skills is well-suited to the cooperative small-group environment. Interaction among children stimulates thinking and insight. How groups function is illustrated and discussed. (MNS)

This book discusses better methods of teaching children with special needs to acquire and use mathematical skills, the prevention of learning difficulties, and the improvement of mathematics teaching for all pupils. What is good teaching for children with special educational needs is good teaching for all children. Chapters are: (1) "Policy and…

An approach is presented for providing students with communication practice by relating course material to the common purposes of language use. A system for classifying communication activities is outlined in order to insure realistic, varied practice. Examples are provided in Spanish. (SW)

Presents a framework to guide teaching and assessment procedures with particular emphasis on the importance of communication in learning mathematics. The Lesh translation model contains five modes of mathematical representation: manipulatives, real-life contexts, written symbols, verbal symbols, and pictures. Describes teaching scenarios. (MKR)

Problems associated with instruction in languages for special purposes, particularly French, are discussed. The central issue is the difficulty of tailoring instruction to the student's actual needs, which may vary widely according to the discipline, situation, and functions desired. Some promising methodological directions are seen. (MSE)

Describes a successful unit on language that involved having students describe a specialized use of language they had personally experienced. (DD)

What is meant by meaningful instruction is discussed in terms of interest and relevance, pseudo-real problems, unconscious reinforcement, stories for symbols, and mathematical mirrors. That mathematics must be talked about with and by children is emphasized. (MNS)

The theory of teaching the language arts is investigated for implications for teaching mathematics. Two major implications are noted and eight examples of activities designed to help teaching by addressing the various roles of the language arts are given. (MP)

Argues that television advertising is now the most powerful language in existence. Provides a "TV advertising test" to prove the point and outlines a unit designed to make students aware of the language of television commercials while improving their writing and thinking skills. (FL)

Fourteen suggestions for improving mathematics instruction for bilingual students are discussed. The role of language in learning mathematics and in solving problems is the focus of a number of suggestions. (MNS)

A discussion of the use of Japanese in the English language classroom in Japan proposes that whatever justification is given for the English-only classroom is based on two flawed arguments: (1) outright rejection of the traditional grammar-translation method; and (2) the false assumption that an English-only requirement is an essential element of…