Presents a framework for teaching the use of context clues in reading which contains 15 strategies (6 syntactic clues and 9 semantic clues). Notes teaching suggestions. (SR)

The design of instructional and reference materials for French language teaching is discussed, focusing on design principles that facilitate individual, independent learning of vocabulary. (MSE)

Suggests the integration of the methods relating to theories that underlie emergent literacy (such as whole language, literature-based instruction, process-conference writing, cooperative learning, and composition-based instruction) with established spelling practices (such as the direct study of a basic core vocabulary, application of proven…

The four language classroom activities described include work with verbal moods (subjunctive, conditional) by eliciting student suggestions for ways to help third-world countries; ways to practice social meeting/greeting/introduction situations; development of phonetic understanding and vocabulary through letter and sound changes; use of…

Examines acquisition of proprietary vocabulary (a collection of words over which the owner has mastery of understanding in listening and reading and mastery of use in speaking and writing). Describes a thematic approach to vocabulary development, and teachers' use of creative experiences to enhance acquisition of proprietary vocabulary. (RS)

Using the latest newspaper as an authentic text in a language classroom can present the teacher with difficulties in advance preparation and reuse of activities. This article provides suggestions for preparing activities such as group work, information transfer grids, focus on content and language, and relation to other media. (10 references) (LB)

Presents six activities for elementary school students that improve vocabulary, teach poetry, introduce oral rhyming, motivate students, aid substitutes, and tackle the problem of profanity. (PRA)

Contends that there are far more terms associated with war and conflict than terms about peace in the English language. Asserts that this circumstance is both a product of and a contribution to national values. Recommends using more emotional words and speech to talk about peace. (CFR)

Argues that trying to teach students new words outside of any reading context is a nonproductive enterprise. Describes one teacher's innovative approach to teaching students how to learn new vocabulary words embedded in actual texts. (HB)

First-hand experience of artworks and natural and made objects increases young children's aesthetic awareness as well as giving them a vocabulary to describe them. Discussion helps children understand and extend their powers of imagination, reasoning, and problem solving. (SK)

Explores the use of drama as a teaching tool to promote students' interest in literacy and to support every aspect of literacy development. Describes how drama can help develop affect, emergent literacy, decoding knowledge, fluency, vocabulary knowledge, syntactic knowledge, discourse knowledge, and metacognitive knowledge. Discusses also using…

Describes the importance of developing English-as-a-Second-Language (ESL) students' active vocabulary, discussing active versus passive vocabulary, selection of active vocabulary for development, and vocabulary development and the communicative framework. Sample ESL classes illustrating strategies teachers use to develop students' active…

Proposes a four-level descriptive procedure for determining whether second-language word associations are native-like. The new methodology provides an enhanced way of incorporating word associations into future investigations of vocabulary learning and assessment. (Author/VWL)

Describes how two different middle school teachers transformed the study of vocabulary in their classrooms by engaging students' interest in words, moving the study of vocabulary into students' worlds through theatre and through word tickets and a student-created museum. (SR)

Describes how two teachers taught English Sign Language to 29 children (age 3) in a regular education preschool program which included 2 children with hearing impairments. When compared to 25 children who were not taught signing, the children who had been taught signing had significantly higher receptive vocabulary scores and were clearly superior…