In language teaching, context is everything. English for Speakers of Other Languages (ESOL) teachers must learn about the worlds in which the students they teach use English. The teachers often inhabit worlds that are very different from the ones students know, because of the ways in which class, race, gender, ethnicity, education, and legal…

Discusses how to provide effective instruction for an increasingly diverse student population. Suggests teachers must consider the distinct differences among English language learners' academic backgrounds and academic language proficiencies. (Author/VWL)

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…

Focuses on individual reading practices both inside and outside the classroom. Aimed to reflect trends in the field of new literacy studies that draw on ethnographic accounts of the literacy practices of different groups. Investigated student perceptions of learning experiences in adult migrant English program classrooms. (Author/VWL)

Suggests that constructing lessons and materials that are rich in students' known literacies helps teachers provide students with a powerful support for learning a new literacy--second language writing. (Author/VWL)

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)

Stresses the importance of developing media literacy in the English-as-a-Second/Foreign-Language classroom, not only as a way to incorporate mass media as a source of linguistic input, but also as a tool for learning to interpret multiple layers of messages and to separate mediated images of people, places, things, ideas, and values from those of…

Using a cooperative and situated learning approach, two vocational English-as-a-Second-Language instructors created a linguistic community of practice among nonnative speaking immigrant restaurant employees and their native speaking coworkers. (Author/VWL)

Three tips for the classroom include the use of literature circles, integrating reading and writing through literature response; and teaching critical challenges via dramatic arts. (Author/VWL)

Examines issues related to teaching in culturally diverse classrooms. Provides proactive strategies teachers and administrators can use that begin the process of sharing cultural differences and working toward creating mutually agreeable solutions. (Author/VWL)

Discusses how increasing access to storybooks and involving teachers and parents in home-school reading and writing partnerships has proved an effective strategy for promoting English literacy in Ghana. (Author/VWL)

Two language teachers offer guidance to help other English-as-a-Second-/Foreign-Language educators incorporate pronunciation activities into oral communication courses as well as other instructional settings. (Author/VWL)

By closely examining how different parts of language function to shape meaning in historical texts, English as a Second or other Language students not only develop strategies to improve their reading and other linguistic skills but also achieve grade-level standards in the content area. (Author/VWL)

Suggests that cultural scenarios combining Intensive English program students and native English speaking students benefit both groups when linguistic and nonlinguistic information is exchanged. Discusses activities for combining English as a Second or Other Language and business communication students. (Author/VWL)

The tips discussed here center around favor asking and English as a Second Language, a collaborative writing activity, e-mail assignments nd online correction, and facilitating full-time employment in TESOL (Author/VWL)