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…

The 'Global Student Collective' is a telecollaboration project on the International Foundation Year (IFY) programme at the University of Southampton. IFY students were connected with volunteers in Brazil, India, Hungary, and Italy online in order to find out more about their countries. The project required the students to exercise multiple…

This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…

These handouts, which are meant to accompany the facilitator's guide, are designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. The facilitator's guide uses a five-step process for collaborative…

This volume offers a comprehensive, up-to-date, empirical and methodological view over the new scenarios and environments for language teaching and learning recently emerged (e.g. blended learning, e-learning, ubiquitous learning, social learning, autonomous learning or lifelong learning), and also over some of the new approaches to language…

This report examines the importance and efficacy of oral language, literacy, mathematics, and science preschool curricula and how these curricula can be improved through alignment with research on early childhood development and learning. Detailed, research-driven recommendations are presented for what preschool-aged children should be learning in…

Describes several activities that can be used to fill short periods of class time to give language students extra language practice. Activities include generating word lists, sentences, questions, clue-words, 20 questions, hangman. All require no advance preparation. (BK)

Describes teaching methods using videotape recorder in which students are taped acting out dialogs. Then tapes are shown to, analyzed, and evaluated by the class. Finally, students write an essay on one aspect of the tape. (BK)

Suggests that a neutral conversation involving likes, dislikes, etc. requiring simple patterns is more useful for the first meeting of a multinational class of EFL learners than the usual process whereby each student introduces him or herself to the group. (BK)

Presents methods for conducting second language conversation classes for adult learners which develop both fluency and accuracy. Describes two types of functions such as a monologue that each student will deliver and forms for asking for more information. (BK)

Provides examples of children's use of oral games and suggests that they are excellent material to establish the needed links between experience, speech, and the written word. (HOD)

Describes use of teleprompter to assist foreign language instructor in stimulating coversation in classroom. (BK)

Illustrates use of the vocabulary-in-context and the question-and-answer exercises to enhance reading and understanding of literary texts for advanced high school second language classes. Suggests these exercises prepare students to progress from written exercises to the teacher's oral presentations to classroom discussions. (Author/BK)

Describes the use of oral traditional stories to teach sentence cohesion to students of English as a Foreign Language. Oral stories, when written, resemble the pupils' own work. By turning the former into a cohesive narrative, students can improve on their own stories. Temporal cohesion of the stories facilitates this practice. (PJM)

Defines basic writing as a kind of writing students produce as they learn. Examines techniques for error analysis, arguing for one technique in particular--the study of students' oral reconstructions of texts. (RL)