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Publication DateThe Reading Teacher, ISSN 0034-0561, 11/2017, Volume 71, Issue 3, pp. 327 - 334
Students who are deaf or hard of hearing present unique opportunities and challenges for literacy instruction in mainstream classrooms. By addressing the...
Receptive language < Oral language | 4‐Adolescence | Language learners | English as a second language | Instructional strategies | 3‐Early adolescence | Expressive language < Oral language | Discussion strategies < Strategies, methods, and materials | Struggling learners | Remediation < Struggling learners | English language learners | Achievement gap < Struggling learners | 2‐Childhood | Instructional strategies; methods and materials | English for speakers of other languages < Language learners | Instructional intervention < Struggling learners | teaching strategies < Strategies, methods, and materials | Language development < Oral language | English learners | Second‐language learning < Language learners | Second-language learning < Language learners | 3-Early adolescence | 4-Adolescence | 2-Childhood | methods and materials | methods | Expressive language < Oral language | SPEECH | HARD-OF-HEARING | Receptive language < Oral language | Language development < Oral language | GENERAL-EDUCATION SETTINGS | INTERVENTION | LANGUAGE | Second-language learning < Language learners | Instructional intervention < Struggling learners | English for speakers of other languages < Language learners | CHILDREN | EDUCATION & EDUCATIONAL RESEARCH | and materials | teaching strategies < Strategies | Remediation < Struggling learners | Achievement gap < Struggling learners | DEAF | VOCABULARY | Discussion strategies < Strategies | Deafness | Educational Strategies | Hearing Impairments | Inclusion | Classroom Techniques | Teaching Methods | Educational Principles | Literacy Education | Outcomes of Education | Study and teaching | Social aspects | Educational aspects | Literacy | Disabled students | Hearing disorders
Receptive language < Oral language | 4‐Adolescence | Language learners | English as a second language | Instructional strategies | 3‐Early adolescence | Expressive language < Oral language | Discussion strategies < Strategies, methods, and materials | Struggling learners | Remediation < Struggling learners | English language learners | Achievement gap < Struggling learners | 2‐Childhood | Instructional strategies; methods and materials | English for speakers of other languages < Language learners | Instructional intervention < Struggling learners | teaching strategies < Strategies, methods, and materials | Language development < Oral language | English learners | Second‐language learning < Language learners | Second-language learning < Language learners | 3-Early adolescence | 4-Adolescence | 2-Childhood | methods and materials | methods | Expressive language < Oral language | SPEECH | HARD-OF-HEARING | Receptive language < Oral language | Language development < Oral language | GENERAL-EDUCATION SETTINGS | INTERVENTION | LANGUAGE | Second-language learning < Language learners | Instructional intervention < Struggling learners | English for speakers of other languages < Language learners | CHILDREN | EDUCATION & EDUCATIONAL RESEARCH | and materials | teaching strategies < Strategies | Remediation < Struggling learners | Achievement gap < Struggling learners | DEAF | VOCABULARY | Discussion strategies < Strategies | Deafness | Educational Strategies | Hearing Impairments | Inclusion | Classroom Techniques | Teaching Methods | Educational Principles | Literacy Education | Outcomes of Education | Study and teaching | Social aspects | Educational aspects | Literacy | Disabled students | Hearing disorders
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Loading RightsJournal of Adolescent & Adult Literacy, ISSN 1081-3004, 09/2019, Volume 63, Issue 2, pp. 209 - 212
This department explores critical perspectives on issues at the intersection of policy and practice in order to generate fresh questions about enduring...
Policy | 4‐Adolescence | English as a second language | Multilingualism < Language learners | Language learners | Standards < Policy | English language learners | 2‐Childhood | Dialects < Language learners | English for speakers of other languages < Language learners | Transformative < Theoretical perspectives | Text types, text features < Content literacy | Content literacy | Discourse analysis < Research methodology | Critical literacy < Theoretical perspectives | Code switching < Language learners | Policy study < Policy | Case study < Research methodology | Instructional strategies, teaching strategies < Strategies, methods, and materials | English learners | Second‐language learning < Language learners | Transformative < Theoretical perspectives | methods | Text types | Policy study < Policy | Standards < Policy | Code switching < Language learners | 2-Childhood | Discourse analysis < Research methodology | Instructional strategies | Multilingualism < Language learners | Case study < Research methodology | Second-language learning < Language learners | Critical literacy < Theoretical perspectives | English for speakers of other languages < Language learners | EDUCATION & EDUCATIONAL RESEARCH | Dialects < Language learners | teaching strategies < Strategies | and materials | text features < Content literacy | 4-Adolescence | Curricula | Reading | Education | Analysis | Methods | Second language reading | English as a Second Language--ESL | Literacy
Policy | 4‐Adolescence | English as a second language | Multilingualism < Language learners | Language learners | Standards < Policy | English language learners | 2‐Childhood | Dialects < Language learners | English for speakers of other languages < Language learners | Transformative < Theoretical perspectives | Text types, text features < Content literacy | Content literacy | Discourse analysis < Research methodology | Critical literacy < Theoretical perspectives | Code switching < Language learners | Policy study < Policy | Case study < Research methodology | Instructional strategies, teaching strategies < Strategies, methods, and materials | English learners | Second‐language learning < Language learners | Transformative < Theoretical perspectives | methods | Text types | Policy study < Policy | Standards < Policy | Code switching < Language learners | 2-Childhood | Discourse analysis < Research methodology | Instructional strategies | Multilingualism < Language learners | Case study < Research methodology | Second-language learning < Language learners | Critical literacy < Theoretical perspectives | English for speakers of other languages < Language learners | EDUCATION & EDUCATIONAL RESEARCH | Dialects < Language learners | teaching strategies < Strategies | and materials | text features < Content literacy | 4-Adolescence | Curricula | Reading | Education | Analysis | Methods | Second language reading | English as a Second Language--ESL | Literacy
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Loading RightsThe Reading Teacher, ISSN 0034-0561, 01/2018, Volume 71, Issue 4, pp. 485 - 490
When a newcomer arrives, classroom teachers may wonder what to do. This article provides seven practical tips for getting started with a newcomer, nurturing...
methods and materials | Language learners | English as a second language | Multilingualism < Language learners | Instructional strategies | First, second, etc | 1‐Early childhood | English language learners | 2‐Childhood | English for speakers of other languages < Language learners | Linguistics < Language learners | English learners | Second‐language learning < Language learners | language (L1, L2, etc.) < Language learners | Second-language learning < Language learners | 1-Early childhood | 2-Childhood | INSTRUCTION | Multilingualism < Language learners | Second-language learning < Language learners | English for speakers of other languages < Language learners | second | EDUCATION & EDUCATIONAL RESEARCH | Linguistics < Language learners | etc | First | language (L1 | Educational Strategies | Educational Practices | Teacher Student Relationship | Bilingual Students | Teaching Guides | Classroom Techniques | Teaching Skills | Teaching Methods
methods and materials | Language learners | English as a second language | Multilingualism < Language learners | Instructional strategies | First, second, etc | 1‐Early childhood | English language learners | 2‐Childhood | English for speakers of other languages < Language learners | Linguistics < Language learners | English learners | Second‐language learning < Language learners | language (L1, L2, etc.) < Language learners | Second-language learning < Language learners | 1-Early childhood | 2-Childhood | INSTRUCTION | Multilingualism < Language learners | Second-language learning < Language learners | English for speakers of other languages < Language learners | second | EDUCATION & EDUCATIONAL RESEARCH | Linguistics < Language learners | etc | First | language (L1 | Educational Strategies | Educational Practices | Teacher Student Relationship | Bilingual Students | Teaching Guides | Classroom Techniques | Teaching Skills | Teaching Methods
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Loading RightsThe Reading Teacher, ISSN 0034-0561, 11/2017, Volume 71, Issue 3, pp. 347 - 350
This Teaching Tip describes how one second‐grade teacher used whole‐class repeated reading (WCRR) to promote social interaction and develop reading confidence...
Vocabulary | 4‐Adolescence | Language learners | English as a second language | Oral language | 1‐Early childhood | 3‐Early adolescence | Self‐perception | 2‐Childhood | English learners | Second‐language learning < Language learners | Interest < Motivation/engagement | Struggling learners | Comprehension | professional development | English language learners | Fluency | English for speakers of other languages < Language learners | Motivation/engagement | Home‐school connections < Family literacy | read‐alouds < Fluency | Second‐language reading < Language learners | self‐concept < Struggling learners | Teacher education | Oral reading | engagement | Second-language reading < Language learners | Home-school connections < Family literacy | self-concept < Struggling learners | 3-Early adolescence | Motivation | Interest < Motivation | 2-Childhood | Second-language learning < Language learners | English for speakers of other languages < Language learners | EDUCATION & EDUCATIONAL RESEARCH | Self-perception | TEACHERS | 1-Early childhood | read-alouds < Fluency | 4-Adolescence | Learner Engagement | Inclusion | Reading Instruction | Teaching Methods | Reading Material Selection | English Language Learners | Repetition | Family Involvement | Reading teachers | Confidence | Educational aspects | Methods
Vocabulary | 4‐Adolescence | Language learners | English as a second language | Oral language | 1‐Early childhood | 3‐Early adolescence | Self‐perception | 2‐Childhood | English learners | Second‐language learning < Language learners | Interest < Motivation/engagement | Struggling learners | Comprehension | professional development | English language learners | Fluency | English for speakers of other languages < Language learners | Motivation/engagement | Home‐school connections < Family literacy | read‐alouds < Fluency | Second‐language reading < Language learners | self‐concept < Struggling learners | Teacher education | Oral reading | engagement | Second-language reading < Language learners | Home-school connections < Family literacy | self-concept < Struggling learners | 3-Early adolescence | Motivation | Interest < Motivation | 2-Childhood | Second-language learning < Language learners | English for speakers of other languages < Language learners | EDUCATION & EDUCATIONAL RESEARCH | Self-perception | TEACHERS | 1-Early childhood | read-alouds < Fluency | 4-Adolescence | Learner Engagement | Inclusion | Reading Instruction | Teaching Methods | Reading Material Selection | English Language Learners | Repetition | Family Involvement | Reading teachers | Confidence | Educational aspects | Methods
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Loading RightsJournal of Adolescent & Adult Literacy, ISSN 1081-3004, 07/2018, Volume 62, Issue 1, pp. 101 - 104
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation...
4‐Adolescence | Language learners | English as a second language | Multilingualism < Language learners | Oral language | New literacies < Digital/media literacies | English language learners | Home language practices < Oral language | Dialects < Language learners | Home language < Family literacy | English for speakers of other languages < Language learners | Digital/media literacies | Specific subject areas (math, art, etc.) < Content literacy | Content literacy | Code switching < Language learners | Popular culture < Digital/media literacies | English learners | 4-Adolescence | art | Popular culture < Digital | media literacies | Multilingualism < Language learners | Specific subject areas (math | Digital | English for speakers of other languages < Language learners | STUDENTS | EDUCATION & EDUCATIONAL RESEARCH | Home language < Family literacy | New literacies < Digital | Home language practices < Oral language | Dialects < Language learners | etc | Code switching < Language learners | literacy | language | United States | language interaction | multilingual adolescents | bilingualism | Multilingualism | Conversation | Teachers | Literacy
4‐Adolescence | Language learners | English as a second language | Multilingualism < Language learners | Oral language | New literacies < Digital/media literacies | English language learners | Home language practices < Oral language | Dialects < Language learners | Home language < Family literacy | English for speakers of other languages < Language learners | Digital/media literacies | Specific subject areas (math, art, etc.) < Content literacy | Content literacy | Code switching < Language learners | Popular culture < Digital/media literacies | English learners | 4-Adolescence | art | Popular culture < Digital | media literacies | Multilingualism < Language learners | Specific subject areas (math | Digital | English for speakers of other languages < Language learners | STUDENTS | EDUCATION & EDUCATIONAL RESEARCH | Home language < Family literacy | New literacies < Digital | Home language practices < Oral language | Dialects < Language learners | etc | Code switching < Language learners | literacy | language | United States | language interaction | multilingual adolescents | bilingualism | Multilingualism | Conversation | Teachers | Literacy
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Loading RightsJournal of Adolescent & Adult Literacy, ISSN 1081-3004, 01/2017, Volume 60, Issue 4, pp. 415 - 423
The study examines four adolescent multilinguals’ engagement with religion, as well as outcomes of that engagement, in an out‐of‐school book club. The...
Language learners, English language learners, English learners, English as a second language, English for speakers of other languages | Theoretical perspectives | 4‐Adolescence | Language learners, Literature, Literature‐based instruction | Language learners, Second‐language reading | Research methodology, Discussion strategies | Theoretical perspectives, Transactional | Research methodology, Qualitative | Language learners, First, second, etc., language (L1, L2, etc.) | Strategies, methods, and materials, Reading strategies | Language learners, Second‐language learning | Language learners, First, second, etc., culture (C1, C2, etc.) | Language learners, Multilingualism | Strategies, methods, and materials, Sociocultural | Literature, Adolescent/young adult literature, Multicultural literature, Fiction, Motivation/engagement, Case study | Language learners, Literature, Literature-based instruction | Language learners, Second-language learning | Language learners, Second-language reading | 4-Adolescence | IDENTITY | EDUCATION & EDUCATIONAL RESEARCH | EDUCATION | STUDENTS | pedagogical approach | 1900-2099 | Asian American writers | fiction | multilingual adolescents | reception study | reception | American literature | poetry | Hispanic American writers | religion | Multilingualism | Correlation | Literature | English (Second Language) | Religion | Writing (Composition) | Literacy | Islam | Self Concept | Conflict | Adolescent Attitudes | Qualitative Research | Adolescents | Books | Extracurricular Activities | Interviews | Interpersonal Competence | Discussion | Clubs | English as a second language | Religious aspects | Youth | Study and teaching | Teenagers | Social aspects | Book clubs | Qualitative research | Conversation analysis | Social factors | Hinduism | English language learners
Language learners, English language learners, English learners, English as a second language, English for speakers of other languages | Theoretical perspectives | 4‐Adolescence | Language learners, Literature, Literature‐based instruction | Language learners, Second‐language reading | Research methodology, Discussion strategies | Theoretical perspectives, Transactional | Research methodology, Qualitative | Language learners, First, second, etc., language (L1, L2, etc.) | Strategies, methods, and materials, Reading strategies | Language learners, Second‐language learning | Language learners, First, second, etc., culture (C1, C2, etc.) | Language learners, Multilingualism | Strategies, methods, and materials, Sociocultural | Literature, Adolescent/young adult literature, Multicultural literature, Fiction, Motivation/engagement, Case study | Language learners, Literature, Literature-based instruction | Language learners, Second-language learning | Language learners, Second-language reading | 4-Adolescence | IDENTITY | EDUCATION & EDUCATIONAL RESEARCH | EDUCATION | STUDENTS | pedagogical approach | 1900-2099 | Asian American writers | fiction | multilingual adolescents | reception study | reception | American literature | poetry | Hispanic American writers | religion | Multilingualism | Correlation | Literature | English (Second Language) | Religion | Writing (Composition) | Literacy | Islam | Self Concept | Conflict | Adolescent Attitudes | Qualitative Research | Adolescents | Books | Extracurricular Activities | Interviews | Interpersonal Competence | Discussion | Clubs | English as a second language | Religious aspects | Youth | Study and teaching | Teenagers | Social aspects | Book clubs | Qualitative research | Conversation analysis | Social factors | Hinduism | English language learners
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Loading RightsThe Reading Teacher, ISSN 0034-0561, 03/2019, Volume 72, Issue 5, pp. 611 - 621
Using running records as a lens to facilitate multilingual students’ language and literacy development can help teachers recognize and build on students’...
Language learners | English as a second language | Multilingualism < Language learners | Oral language | To inform instruction | 1‐Early childhood | First, second, etc., language (L1, L2, etc.) < Language learners | Assessment | Ongoing assessment < Assessment | English language learners | Reading strategies < Strategies, methods, and materials | 2‐Childhood | Language acquisition < Oral language | English for speakers of other languages < Language learners | Second‐language reading < Language learners | as inquiry < Assessment | Language development < Oral language | English learners | Second-language reading < Language learners | 1-Early childhood | 2-Childhood | Reading strategies < Strategies | Second-language reading < Language learners | Multilingualism < Language learners | methods | Ongoing assessment < Assessment | English for speakers of other languages < Language learners | second | EDUCATION & EDUCATIONAL RESEARCH | and materials | etc | Language development < Oral language | as inquiry < Assessment | First | Language acquisition < Oral language | language (L1 | Grade 1 | Multilingualism | Student Evaluation | English (Second Language) | Elementary School Students | Spanish Speaking | Nouns | Form Classes (Languages) | Second Language Learning | Literacy | Reading Comprehension | Formative Evaluation | Morphemes | Reading Processes | Language Usage | Error Patterns | Verbs | Reading teachers | Methods | Educational evaluation
Language learners | English as a second language | Multilingualism < Language learners | Oral language | To inform instruction | 1‐Early childhood | First, second, etc., language (L1, L2, etc.) < Language learners | Assessment | Ongoing assessment < Assessment | English language learners | Reading strategies < Strategies, methods, and materials | 2‐Childhood | Language acquisition < Oral language | English for speakers of other languages < Language learners | Second‐language reading < Language learners | as inquiry < Assessment | Language development < Oral language | English learners | Second-language reading < Language learners | 1-Early childhood | 2-Childhood | Reading strategies < Strategies | Second-language reading < Language learners | Multilingualism < Language learners | methods | Ongoing assessment < Assessment | English for speakers of other languages < Language learners | second | EDUCATION & EDUCATIONAL RESEARCH | and materials | etc | Language development < Oral language | as inquiry < Assessment | First | Language acquisition < Oral language | language (L1 | Grade 1 | Multilingualism | Student Evaluation | English (Second Language) | Elementary School Students | Spanish Speaking | Nouns | Form Classes (Languages) | Second Language Learning | Literacy | Reading Comprehension | Formative Evaluation | Morphemes | Reading Processes | Language Usage | Error Patterns | Verbs | Reading teachers | Methods | Educational evaluation
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Loading RightsThe Reading Teacher, ISSN 0034-0561, 07/2018, Volume 72, Issue 1, pp. 31 - 38
Emergent bilingual students draw on their linguistic repertoires, moving fluidly between named languages and varieties to meet communicative ends. However,...
Language learners | English as a second language | Multilingualism < Language learners | Choice | teacher research < Research methodology | 1‐Early childhood | Writer's workshop < Writing | Self‐perception | Home language practices < Oral language | Audience < Writing | 2‐Childhood | Instructional strategies; methods and materials | Sociocultural < Theoretical perspectives | Popular culture < Digital/media literacies | preference < Motivation/engagement | English learners | Second‐language learning < Language learners | Instructional strategies | Writing strategies < Strategies, methods, and materials | English language learners | Home language < Family literacy | Home‐school connections < Family literacy | teaching strategies < Strategies, methods, and materials | Action research | Writing | self‐concept < Struggling learners | Children's literature | English for speakers of other languages < Language learners, First, second, etc | language (L1, L2, etc.) < Language learners | Second-language learning < Language learners | self-concept < Struggling learners | 2-Childhood | Home-school connections < Family literacy | Self-perception | 1-Early childhood | ENGLISH LEARNERS | EDUCATION & EDUCATIONAL RESEARCH | CLASSROOMS | BILITERACY | CHILDREN | bilingual children | reading | language | reading acquisition | psycholinguistics | Grade 2 | Multilingualism | English (Second Language) | Elementary School Students | Second Language Learning | Instructional Design | Recordkeeping | Code Switching (Language) | Classroom Techniques | Handheld Devices | Bilingualism | Teaching Methods | Books | Educational Principles | Language Variation | Electronic Publishing | Reading teachers | Demographic aspects | Learning strategies | Study and teaching | Language skills | Methods
Language learners | English as a second language | Multilingualism < Language learners | Choice | teacher research < Research methodology | 1‐Early childhood | Writer's workshop < Writing | Self‐perception | Home language practices < Oral language | Audience < Writing | 2‐Childhood | Instructional strategies; methods and materials | Sociocultural < Theoretical perspectives | Popular culture < Digital/media literacies | preference < Motivation/engagement | English learners | Second‐language learning < Language learners | Instructional strategies | Writing strategies < Strategies, methods, and materials | English language learners | Home language < Family literacy | Home‐school connections < Family literacy | teaching strategies < Strategies, methods, and materials | Action research | Writing | self‐concept < Struggling learners | Children's literature | English for speakers of other languages < Language learners, First, second, etc | language (L1, L2, etc.) < Language learners | Second-language learning < Language learners | self-concept < Struggling learners | 2-Childhood | Home-school connections < Family literacy | Self-perception | 1-Early childhood | ENGLISH LEARNERS | EDUCATION & EDUCATIONAL RESEARCH | CLASSROOMS | BILITERACY | CHILDREN | bilingual children | reading | language | reading acquisition | psycholinguistics | Grade 2 | Multilingualism | English (Second Language) | Elementary School Students | Second Language Learning | Instructional Design | Recordkeeping | Code Switching (Language) | Classroom Techniques | Handheld Devices | Bilingualism | Teaching Methods | Books | Educational Principles | Language Variation | Electronic Publishing | Reading teachers | Demographic aspects | Learning strategies | Study and teaching | Language skills | Methods
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Loading RightsJournal of Adolescent & Adult Literacy, ISSN 1081-3004, 03/2018, Volume 61, Issue 5, pp. 511 - 521
The United States is the biggest resettlement country of refugees referred by the United Nations High Commissioner for Refugees; however, educational...
4‐Adolescence | Language learners | English as a second language | Multilingualism < Language learners | Qualitative < Research methodology | Interest < Motivation/engagement | New literacies < Digital/media literacies | English language learners | English for speakers of other languages < Language learners | Digital/media literacies | Motivation/engagement | Identity | Case study < Research methodology | English learners | Second‐language learning < Language learners | Second-language learning < Language learners | 4-Adolescence | engagement | media literacies | Multilingualism < Language learners | Case study < Research methodology | Digital | Second-language learning < Language learners | English for speakers of other languages < Language learners | STUDENTS | EDUCATION & EDUCATIONAL RESEARCH | New literacies < Digital | Motivation | Interest < Motivation | Qualitative < Research methodology | refugees | computer-mediated communication | United States | multilingual adolescents | rhetoric and composition | multimodality | discourse studies | identity formation | Student Needs | Student Adjustment | Refugees | Language Usage | Adolescents | English Language Learners | Learning Modalities | Creativity | Adjustment (to Environment) | Identification (Psychology) | Study and teaching | Education | Second languages | Methods | Negotiation | Students | English as a second language instruction | Educational activities | Literacy
4‐Adolescence | Language learners | English as a second language | Multilingualism < Language learners | Qualitative < Research methodology | Interest < Motivation/engagement | New literacies < Digital/media literacies | English language learners | English for speakers of other languages < Language learners | Digital/media literacies | Motivation/engagement | Identity | Case study < Research methodology | English learners | Second‐language learning < Language learners | Second-language learning < Language learners | 4-Adolescence | engagement | media literacies | Multilingualism < Language learners | Case study < Research methodology | Digital | Second-language learning < Language learners | English for speakers of other languages < Language learners | STUDENTS | EDUCATION & EDUCATIONAL RESEARCH | New literacies < Digital | Motivation | Interest < Motivation | Qualitative < Research methodology | refugees | computer-mediated communication | United States | multilingual adolescents | rhetoric and composition | multimodality | discourse studies | identity formation | Student Needs | Student Adjustment | Refugees | Language Usage | Adolescents | English Language Learners | Learning Modalities | Creativity | Adjustment (to Environment) | Identification (Psychology) | Study and teaching | Education | Second languages | Methods | Negotiation | Students | English as a second language instruction | Educational activities | Literacy
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Loading RightsJournal of Adolescent & Adult Literacy, ISSN 1081-3004, 03/2019, Volume 62, Issue 5, pp. 509 - 519
Adolescents who are newcomers in a country and beginning to acquire English as an additional language are often in secondary classrooms with teachers who do...
4‐Adolescence | Language learners | English as a second language | Qualitative < Research methodology | Instructional strategies | 3‐Early adolescence | Interest < Motivation/engagement | New literacies < Digital/media literacies | English language learners | Field work < Research methodology | Motivation/engagement | Digital/media literacies | teaching strategies < Strategies, methods, and materials | Visual literacy < Digital/media literacies | Affective influences < Motivation/engagement | English learners | Second‐language learning < Language learners | English for speakers of other languages < Language learners, First, second, etc | language (L1, L2, etc.) < Language learners | Second-language learning < Language learners | 3-Early adolescence | 4-Adolescence | SCHOOL | engagement | media literacies | methods | Digital | Affective influences < Motivation | second | New literacies < Digital | Motivation | etc | Interest < Motivation | LEARNERS | Qualitative < Research methodology | First | Second-language learning < Language learners | English for speakers of other languages < Language learners | EDUCATION & EDUCATIONAL RESEARCH | teaching strategies < Strategies | and materials | Visual literacy < Digital | Field work < Research methodology | language (L1 | Oral Language | Correlation | English (Second Language) | Technological Literacy | Second Language Learning | Literacy | Intercultural Communication | Caring | Culturally Relevant Education | Communication Problems | Second Language Instruction | Writing Skills | Teacher Student Relationship | Barriers | Summer Programs | High School Students | Spanish | Teaching Methods | Secondary School Teachers | Literacy Education | Cultural Awareness | Native Language | Bilingual education | Education | Teacher-student relationships | Second languages | Language barriers | Educational research | Study and teaching | Research | Methods | Teenage immigrants | Computer literacy | English as a second language instruction | Spanish language | Student teacher relationship | Classroom communication | Adolescents
4‐Adolescence | Language learners | English as a second language | Qualitative < Research methodology | Instructional strategies | 3‐Early adolescence | Interest < Motivation/engagement | New literacies < Digital/media literacies | English language learners | Field work < Research methodology | Motivation/engagement | Digital/media literacies | teaching strategies < Strategies, methods, and materials | Visual literacy < Digital/media literacies | Affective influences < Motivation/engagement | English learners | Second‐language learning < Language learners | English for speakers of other languages < Language learners, First, second, etc | language (L1, L2, etc.) < Language learners | Second-language learning < Language learners | 3-Early adolescence | 4-Adolescence | SCHOOL | engagement | media literacies | methods | Digital | Affective influences < Motivation | second | New literacies < Digital | Motivation | etc | Interest < Motivation | LEARNERS | Qualitative < Research methodology | First | Second-language learning < Language learners | English for speakers of other languages < Language learners | EDUCATION & EDUCATIONAL RESEARCH | teaching strategies < Strategies | and materials | Visual literacy < Digital | Field work < Research methodology | language (L1 | Oral Language | Correlation | English (Second Language) | Technological Literacy | Second Language Learning | Literacy | Intercultural Communication | Caring | Culturally Relevant Education | Communication Problems | Second Language Instruction | Writing Skills | Teacher Student Relationship | Barriers | Summer Programs | High School Students | Spanish | Teaching Methods | Secondary School Teachers | Literacy Education | Cultural Awareness | Native Language | Bilingual education | Education | Teacher-student relationships | Second languages | Language barriers | Educational research | Study and teaching | Research | Methods | Teenage immigrants | Computer literacy | English as a second language instruction | Spanish language | Student teacher relationship | Classroom communication | Adolescents
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Loading Rights2017, ISBN 9789811020483
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The Reading Teacher, ISSN 0034-0561, 09/2018, Volume 72, Issue 2, pp. 159 - 168
Classrooms act as linguistic sieves when they continue to accept only dominant forms of English as the “correct” and “appropriate” language choice for all...
methods and materials | Language learners | English as a second language | Instructional strategies | 1‐Early childhood | 3‐Early adolescence | English language learners | Writing strategies < Strategies | 2‐Childhood | Dialects < Language learners | teaching strategies < Strategies | Home language < Family literacy | English for speakers of other languages < Language learners | Home‐school connections < Family literacy | Writing | Instructional models < Strategies | Code switching < Language learners | Family literacy | English learners | Home-school connections < Family literacy | 3-Early adolescence | 1-Early childhood | 2-Childhood | Home-school connections < Family literacy | PEDAGOGY | English for speakers of other languages < Language learners | Writing strategies < Strategies | EDUCATION & EDUCATIONAL RESEARCH | Home language < Family literacy | Dialects < Language learners | teaching strategies < Strategies | LEARNERS | AFRICAN-AMERICAN LANGUAGE | Instructional models < Strategies | TEACHERS | Code switching < Language learners | Multilingualism | English (Second Language) | Language of Instruction | Second Language Learning | Writing (Composition) | Classroom Communication | English | Teacher Student Relationship | Black Dialects | Code Switching (Language) | Spanish | Language Usage | Teaching Methods | Language Variation | Native Language | Educational aspects | Education | Analysis | Study and teaching | Methods
methods and materials | Language learners | English as a second language | Instructional strategies | 1‐Early childhood | 3‐Early adolescence | English language learners | Writing strategies < Strategies | 2‐Childhood | Dialects < Language learners | teaching strategies < Strategies | Home language < Family literacy | English for speakers of other languages < Language learners | Home‐school connections < Family literacy | Writing | Instructional models < Strategies | Code switching < Language learners | Family literacy | English learners | Home-school connections < Family literacy | 3-Early adolescence | 1-Early childhood | 2-Childhood | Home-school connections < Family literacy | PEDAGOGY | English for speakers of other languages < Language learners | Writing strategies < Strategies | EDUCATION & EDUCATIONAL RESEARCH | Home language < Family literacy | Dialects < Language learners | teaching strategies < Strategies | LEARNERS | AFRICAN-AMERICAN LANGUAGE | Instructional models < Strategies | TEACHERS | Code switching < Language learners | Multilingualism | English (Second Language) | Language of Instruction | Second Language Learning | Writing (Composition) | Classroom Communication | English | Teacher Student Relationship | Black Dialects | Code Switching (Language) | Spanish | Language Usage | Teaching Methods | Language Variation | Native Language | Educational aspects | Education | Analysis | Study and teaching | Methods
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Loading RightsThe Reading Teacher, ISSN 0034-0561, 03/2019, Volume 72, Issue 5, pp. 623 - 630
The authors present a tool that teachers can use to evaluate the rigor of vocabulary apps for their English learners. The tool asks about effective...
Vocabulary | Instructional strategies; methods and materials | General vocabulary < Vocabulary | Language learners | English as a second language | English for speakers of other languages < Language learners, First, second etc | Specialized vocabulary < Vocabulary | English language learners | English learners | Second‐language learning < Language learners | 2‐Childhood | language (L1, L2, etc.) < Language learners | Second-language learning < Language learners | 2-Childhood | methods and materials | INSTRUCTION | second etc | Instructional strategies | Specialized vocabulary < Vocabulary | Second-language learning < Language learners | English for speakers of other languages < Language learners | EDUCATION & EDUCATIONAL RESEARCH | etc | First | General vocabulary < Vocabulary | language (L1 | Translation | Second Language Instruction | Educational Quality | Instructional Effectiveness | English (Second Language) | Vocabulary Development | Computer Software | Academic Standards | Second Language Learning | Educational Benefits | Teaching Methods | Difficulty Level | Study and teaching | Usage | Mobile applications
Vocabulary | Instructional strategies; methods and materials | General vocabulary < Vocabulary | Language learners | English as a second language | English for speakers of other languages < Language learners, First, second etc | Specialized vocabulary < Vocabulary | English language learners | English learners | Second‐language learning < Language learners | 2‐Childhood | language (L1, L2, etc.) < Language learners | Second-language learning < Language learners | 2-Childhood | methods and materials | INSTRUCTION | second etc | Instructional strategies | Specialized vocabulary < Vocabulary | Second-language learning < Language learners | English for speakers of other languages < Language learners | EDUCATION & EDUCATIONAL RESEARCH | etc | First | General vocabulary < Vocabulary | language (L1 | Translation | Second Language Instruction | Educational Quality | Instructional Effectiveness | English (Second Language) | Vocabulary Development | Computer Software | Academic Standards | Second Language Learning | Educational Benefits | Teaching Methods | Difficulty Level | Study and teaching | Usage | Mobile applications
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Loading RightsJournal of Adolescent & Adult Literacy, ISSN 1081-3004, 11/2018, Volume 62, Issue 3, pp. 342 - 345
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and...
Language learners | Multilingualism < Language learners | English as a second language | Teacher education; professional development | Instructional strategies | First, second, etc | Writing strategies < Strategies, methods, and materials | Academic language | Struggling learners | English language learners | Audience < Writing | Purpose < Writing | English for speakers of other languages < Language learners | teaching strategies < Strategies, methods, and materials | 6‐Adult | Writing | Identity | 5‐College/university students | English learners | language (L1, L2, etc.) < Language learners | 5-College/university students | 6-Adult | Purpose < Writing | methods | second | 5-College | university students | etc | First | Audience < Writing | Multilingualism < Language learners | L2 | professional development | English for speakers of other languages < Language learners | STUDENTS | Writing strategies < Strategies | EDUCATION & EDUCATIONAL RESEARCH | teaching strategies < Strategies | and materials | Teacher education | language (L1 | Multilingualism | Higher education | Writing instruction | College students | Professional development | Literacy
Language learners | Multilingualism < Language learners | English as a second language | Teacher education; professional development | Instructional strategies | First, second, etc | Writing strategies < Strategies, methods, and materials | Academic language | Struggling learners | English language learners | Audience < Writing | Purpose < Writing | English for speakers of other languages < Language learners | teaching strategies < Strategies, methods, and materials | 6‐Adult | Writing | Identity | 5‐College/university students | English learners | language (L1, L2, etc.) < Language learners | 5-College/university students | 6-Adult | Purpose < Writing | methods | second | 5-College | university students | etc | First | Audience < Writing | Multilingualism < Language learners | L2 | professional development | English for speakers of other languages < Language learners | STUDENTS | Writing strategies < Strategies | EDUCATION & EDUCATIONAL RESEARCH | teaching strategies < Strategies | and materials | Teacher education | language (L1 | Multilingualism | Higher education | Writing instruction | College students | Professional development | Literacy
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Loading RightsJournal of Adolescent & Adult Literacy, ISSN 1081-3004, 01/2019, Volume 62, Issue 4, pp. 369 - 378
The authors showcase critical, participatory literacy as a motivator for English learners’ literacy development. The urban middle school English learners...
4‐Adolescence | Language learners | English as a second language | Instructional strategies | First, second, etc | Interest < Motivation/engagement | Writing strategies < Strategies, methods, and materials | Struggling learners | English language learners | language (L1, L2 etc.) < Language learners | Intrinsic < Motivation/engagement | Purpose < Writing | Instructional strategies; methods and materials | English for speakers of other languages < Language learners | Instructional intervention < Struggling learners | Motivation/engagement | teaching strategies < Strategies, methods, and materials | Writing process < Writing | Writing | Nonfiction | Grammar < Writing | English learners | Second‐language learning < Language learners | Second-language learning < Language learners | 4-Adolescence | EDUCATION & EDUCATIONAL RESEARCH | PEDAGOGY | Persuasive Discourse | Student Participation | Politics of Education | Middle School Students | Writing (Composition) | English Language Learners | Critical Literacy | Urban Schools | Student Empowerment | Study and teaching | Literacy programs | Second languages | Methods | School superintendents | Language arts | Motivation | School districts | Politics | Literacy | English as a second language learning | Second language writing
4‐Adolescence | Language learners | English as a second language | Instructional strategies | First, second, etc | Interest < Motivation/engagement | Writing strategies < Strategies, methods, and materials | Struggling learners | English language learners | language (L1, L2 etc.) < Language learners | Intrinsic < Motivation/engagement | Purpose < Writing | Instructional strategies; methods and materials | English for speakers of other languages < Language learners | Instructional intervention < Struggling learners | Motivation/engagement | teaching strategies < Strategies, methods, and materials | Writing process < Writing | Writing | Nonfiction | Grammar < Writing | English learners | Second‐language learning < Language learners | Second-language learning < Language learners | 4-Adolescence | EDUCATION & EDUCATIONAL RESEARCH | PEDAGOGY | Persuasive Discourse | Student Participation | Politics of Education | Middle School Students | Writing (Composition) | English Language Learners | Critical Literacy | Urban Schools | Student Empowerment | Study and teaching | Literacy programs | Second languages | Methods | School superintendents | Language arts | Motivation | School districts | Politics | Literacy | English as a second language learning | Second language writing
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