Although English as a second language (ESL) programs are common in the United States, there is surprisingly little research documenting the existing structures and mentoring strategies they use. This lack of research could be partly due to ESL programs' widely varying internal structures (Larson, 1990) and the fact that they are often marginalized…

Describes a project that a middle school ESOL teacher and a university professor designed to challenge middle school ESOL students--immigrants from Bosnia and Mexico--to enhance their academic literacy through social interaction by sharing their own expertise as ESOL learners with a group of future ESOL teachers enrolled in a TESL literacy methods…

Describes how the University of the Free State (South Africa) remedied educational disparities created by the apartheid system, through an academic bridge program that helps scholastically disadvantaged students succeed at tertiary institutions. (Author/VWL)

Two university professors discuss the benefits of shared expertise and e-feedback in the design of an English-as-a-Second-Language (ESL) writing course. (Author/VWL)

Explains how a key academic support service--the university writing center, can assist Generation 1.5 students (long-term U.S. residents and English language learners fluent in spoken English) as they develop their writing skills. (Author/VWL)

Focuses on incorporation of service learning into English-as-a-Second-Language learning. Discusses the effects of service learning, service learning and ESOL, recent uses of service learning in ESOL contexts, a pilot ESOL service learning course at a university, community service activities, and adaptations for ESOL programs in…

Provides a summary of a discussion of the implications of these perspectives for the theory and practice of teaching English for academic purposes at the university level. Presents an example of a critical thinking discussion activity. (Author/VWL)

Describes an initiative that enabled applied linguistics' students to collaborate on academic writing assignments outside the classroom using a network of wireless laptops to facilitate flexible meeting times and locations. (Author/VWL)

Describes how the Internet was used for online interaction in a 10-week English-as-a-Second-Language course. Students were highly motivated and seeking eventual admittance to undergraduate programs through successful completion of International English language Testing System (IELTS) examinations. (Author/VWL)

Provides an overview of the English Language Fellows program at the University of Rhode island, which was created in response to increasing enrollments of English-as-a-Second-Language (ESL) students, a shortage of ESL resources to meet their individual needs, and a tendency toward segregation between ethnic groups on campus. (Author/VWL)

Describes an instructional model that promotes students' mastery of academic subject matter and language skills and develops respectful camaraderie between English-as-a-Second-Language (ESL) and non-ESL instructors. (Author/VWL)

Proposes the use of usability testing to systematically evaluate instructor-developed materials. Discusses the application of this methods in the field of computer-assisted language learning using a multimedia CD-Rom project that was designed to improve the skills of international graduate students at Ohio University (Author/VWL)

Suggests that TESOL teacher educators can achieve learner-centered and context-sensitive training in their courses and beyond their classrooms by taking the following steps: (1) being an advocate for their university students and for diversity in the profession; and (2) learning about the cultures of the educational systems in which their students…

Describes an English-as-a-Second-Language (ESL) freshman composition course in which students read a mystery novel, "The Alienist," and researched and wrote about its historical setting. Reactions to the course are described by the students, who were experiencing content-based instruction for the first time. Activities applicable to teaching…

Discusses how the MATESOL program at Oklahoma State University has overcome the drawbacks of a single-site program by implementing a multiple-site practicum where students choose a primary site according to their particular area of interest or intended teaching job. Illustrates the feasibility of a multiple-site practicum and highlights its…