Given the great influence gender identity issues have in educational settings, it is critical to understand how students, especially in the K-12 context, are affected and how this contributes to their academic success. This article deals with the potential that lies in teaching topics of gender identity in the additional language classroom.…

In British Columbia's K-12 schools, five years of funded English Language Learning support is frequently not enough to help English language learners fully develop their English language proficiency. This critical analysis examines the literature on metacognition and language learning to find practical metacognitive instructional features to equip…

Given the large number of students from immigrant and refugee backgrounds in Canadian schools, our study investigates to what extent an open access multilingual digital platform, Storybooks Canada (https://www.storybookscanada.ca/), might serve the interests of elementary school English language learners. Our study drew on insights from 13…

The key underlying developmental concepts and skills requisite for early literacy learning appear to be easily achieved among most young English language learners (ELLs). These strengths, however, may merely mask the need for enhanced vocabulary development, the key variable in successful transitioning from early to academic literacy development…

Using Beck, McKeown and Kucan's (2002) three-tiered model as a general framework for vocabulary, this article sheds light on the construct of academic vocabulary and how it might be measured. Using illustrative writing samples of student work of different genres and drawing on corpus based studies, I highlight the distinction between general, high…