Innovative methods and strategies are described for teaching writing to potentially English proficient (PEP) students (also known as "limited English proficient"), who may or may not be literate in their native language, using holistic natural approaches. The approaches are based on the premise that students acquire language (speaking,…

The argument is advanced that many literacy materials, such as basal readers and workbooks, do not allow literacy students to learn to read and write in the daily context in which the skills will be used, and an alternative is described. The limitations of phonics-based materials and the resulting controlled vocabulary of readers and workbooks…

This newsletter issue focuses entirely on classroom instruction in adult basic education (ABE) and English-as-a-Second-Language (ESL) programs. The first article, "Whole Language and Adult Literacy Education" (Kazemek), describes 10 principles of holistic language education and how they may be translated into actual classroom practice.…

Discusses the development and implementation of an instructional unit that applies selected whole language strategies to teach reading and writing in the beginning stages of literacy in French. The unit shows how an authentic folktale can be used for integrating topics from the elementary curriculum to form a second-language curriculum for an…

This booklet provides strategies for implementing whole-language reading and writing in classroom and tutorial settings for at-risk learners, with a focus on migrant students. The whole-language approach integrates reading, writing, listening, and speaking into language arts, social studies, science, and other content areas. Within an environment…

"WATESOL" is an acronym for "Washington Area Teachers of English To Speakers of Other Languages." This document consists of the only three issues of the "WATESOL Journal" published from 1989 through 1994. Fall 1989 includes: (1) "The Visual Voices of Nonverbal Films" (Salvatore J. Parlato); (2)…

This paper explores the whole language approach to teaching English as a Second Language (ESL) in the context of gender issues. More specifically, this study is focused on teaching ESL to university freshman in Taiwan. The whole language approach is used for two reasons: language can best be learned when it kept as a whole--especially with…

A study examined the English literacy development of English-Spanish bilingual students beginning formal transition into English literacy in a whole language classroom. The subjects were 26 Mexican-American third-graders. The curriculum had four components: theme-based literacy activities; teacher reading; free reading; and free writing.…

Five approaches currently used in adult English-as-a-Second-Language (ESL) literacy instruction are described. A group of strategies developed by Paulo Freire are participatory or learner-centered, and revolve around the discussion of issues drawn from learners' real-life experiences. The Whole Language Approach, more than a specific method or…

This curriculum guide was developed for a 150-week worker-centered, holistic course in language skills (reading, writing, listening, and speaking) for workers at the Juno Lighting plant in Chicago, many of whom are immigrants from Mexico, Guatemala, and other Latin American countries. The curriculum is a guide to lesson planning and topic…

An experimental English-as-a-Second-Language (ESL) program at City College (New York) is reported. The federally funded project investigated the effectiveness of an instructional method entitled "Fluency First" and based on whole language theories of learning. It requires large amounts of reading and writing, collaboration with peers,…

A collection of essays for the 25th anniversary of the Teachers of English to Speakers of Other Languages (TESOL) addresses both theory and practice in the field of English-as-a-Second-Language teaching. Articles include: "Internationalism and Our 'Strenuous Family'"; "TESOL at Twenty-Five: What Are the Issues?";…

The 30 papers presented at Wake Forest University's 1997 Annual Research Forum (Winston-Salem, North Carolina) are as follows: "To Sprint or Crawl: The Effect of Classroom Activities on Student Behavior: (R. Allen); "Generating Good Grammar: Traditional and Whole Language Approaches" (D. Alexander); "Effective Teaching…

This English-as-a-Second Language (ESL) journal periodical devotes entire issues to specific issues. The theme of this issue is "Content-Base Instruction." Articles include: "Syllabus Design in Content-Based Instruction" (David E. Eskey); "How Relevant Is Relevance?: An Examination of Student Needs, Interests, and…

This collection of papers on English-as-a-Second-Language (ESL) reading and writing instruction includes: "The Use of the Newspaper in Teaching ESL Students" (Andrea Bittman); "Using a Combination of Life Experience Stories and Other Types of Stories To Teach the Writing Process and Build Self Confidence within the ESL Student" (Kathy Brightman);…