Explores the value of peer-response groups in English-as-a-Second-Language writing classes. Analysis of Asian students' journal entries, peer-response sessions, and draft and final versions of students writing indicated that students tended to be positive about peer response but had some concerns. During the sessions, students engaged in varied…

Reports on the concerns of English-as-a-Second-Language (ESL) teachers in Canada regarding their students' use of pocket bilingual electronic dictionaries (EDs). The article highlights the ED's features, uses, and effectiveness as a tool for learning ESL at the secondary level and ESL students' perceptions of the ED's usefulness. (nine references)…

Reports an ethnographic study of two multicultural seventh grade classes to explore the role and value of graphic representation of knowledge structures in English-as-a-Second-Language student learning, based on a specific definition and categorization of knowledge structures. (28 references) (GLR)

Proposes the use of key visuals as a technique to prepare students to read content text. Based on a specific language and content conceptual framework, the use of clear visuals as a prereading strategy acknowledges the role of schema theory in the reading process. (34 references) (JL)

This paper describes the design and implementation of a curriculum unit for English-as-a-Second-Language (ESL) secondary school students by an ESL teacher and a computer studies teacher that sought to foster reading, writing, and computer skills. The unit is based on Mohan's (1986) Knowledge Framework, a conceptual framework that systematically…