Language of Instruction: Research Findings and Program and Instructional Implications

The question of language of instruction is at the top of the educational agenda in many countries around the world. Decisions about language of instruction (including what mother tongue languages to teach, in what grades, when to transition to the national language or international language) and efforts to develop materials and instructional strategies to support the language(s) selected are well underway. This article reviews a study of language of instruction conducted in the United States that has a rigorous study design and compelling results. Its outcomes and implications can provide helpful guidance for selecting languages of instruction and for planning programs and instruction in contexts around the world. It also raises interesting questions about the impact of context (including time, place, and participants) on implementation of programs and instruction based on research. It concludes with support for the strong design and findings of the study reviewed and, at the same time, cautions about matters of the context in which instruction takes place and language choice in instruction

Migrantes adultos con poca o ninguna instrucción formal : el aprendizaje de lenguas y alfabetización

Algunos migrantes y refugiados adultos no están alfabetizados en sus lenguas maternas porque no fueron escolarizados en sus países de origen. Hay pocos estudios sobre el desarrollo de la alfabetización de esos adultos y sobre los docentes que trabajan con ellos. Sin embargo, investigaciones recientes y la creación de la organización LESLLA han venido a cambiar esta situación. El artículo revisa las investigaciones sobre el desarrollo de la alfabetización en niños y adultos que aprenden una segunda lengua, y describe tres proyectos enfocados al desarrollo de la alfabetización en los aprendices adultos.Some adult migrants and refugees have no home language literacy, because they have attended little or no school in their home country. There are few studies of the literacy development of these adult learners and limited professional development for teachers who work with them. Recent research, and the formation of the LESLLA organization, are bringing about a shift in research focus, practitioner training, and researcher and practitioner engagement. This article reviews research on literacy development of children and adults learning a second language and describes three projects focused on literacy development for this adult learner population

Literacy Development in Network-Based Classrooms: Innovation and Realizations

Electronic communication networks are in wide use for college-level language and writing instruction and are being adopted for use in elementary and secondary school classes. Teachers use network-based approaches to literacy instruction to support authentic reading and writing, collaboration, student-centered learning, writing across the curriculum, and the creation of classroom writing communities. A case study of network-based college classrooms identified great diversity in the ways these goals were realized. Nevertheless, common factors shaped all of the implementations: institutional goals, practices, and gateposts; theories, personalities, and established practices of teachers; student characteristics and expectations; features of the technology; and available resources. These factors suggest that like any innovation, the introduction of computer technology to promote interaction and learning in educational settings is a complex process that cannot be divorced from the users or the setting. This complexity needs to be understood so that perceptions of and expectations regarding the value of the innovation are neither idealized nor superficial.published or submitted for publicationis peer reviewe

Dialogue journal writing nonnative english speakers: a handbook for teachers

iv, 124 p.; 21 cm

Dialogue journal writing with nonnative English speakers : a handbook for teachers

iv, 124 p. : ill. ; 23 cm

Adult Migrants with Little or no Formal Education : Language and Literacy Learning

Algunos migrantes y refugiados adultos no están alfabetizados en sus lenguas maternas porque no fueron escolarizados en sus países de origen. Hay pocos estudios sobre el desarrollo de la alfabetización de esos adultos y sobre los docentes que trabajan con ellos. Sin embargo, investigaciones recientes y la creación de la organización LESLLA han venido a cambiar esta situación. El artículo revisa las investigaciones sobre el desarrollo dela alfabetización en niños y adultos que aprenden una segunda lengua, y describe tres proyectos enfocados al desarrollo de la alfabetización en los aprendices adultos.Algunos migrantes y refugiados adultos no están alfabetizados en sus lenguas maternas porque no fueron escolarizados en sus países de origen. Hay pocos estudios sobre el desarrollo de la alfabetización de esos adultos y sobre los docentes que trabajan con ellos. Sin embargo, investigaciones recientes y la creación de la organización LESLLA han venido a cambiar esta situación. El artículo revisa las investigaciones sobre el desarrollo dela alfabetización en niños y adultos que aprenden una segunda lengua, y describe tres proyectos enfocados al desarrollo de la alfabetización en los aprendices adultos.Some adult migrants and refugees have no home language literacy, because they have attended little or no school in their home country. There are few studies of the literacy development of these adult learners and limited professional development for teachers who work with them. Recent research, and the formation of the LESLLA organization, are bringing about a shift in research focus, practitioner training, and researcher and practitioner engagement. This article reviews research on literacy development of children and adults learning a second language and describes three projectsfocused on literacy development for this adult learner population

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News on research and instruction in the world of heritage language educatio