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January 28–30, 2014, Bangkok, Thailand
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Books in Translation
December 2004/January 2005 | Volume 62 | Number 4
Amy M. Azzam
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Deborah Short and Jana Echevarria
What can mainstream teachers do to differentiate instruction for English language learners?
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Yu Ren Dong
By teaching discipline-specific language, subject-matter teachers can further their students' second-language acquisition.
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Sandy Cutshall
From improving international relations to increasing literacy in world literature, the benefits of multilingualism are many.
Donna Christian, Ingrid U. Pufahl and Nancy C. Rhodes
A study looks at how 19 countries build their foreign language programs.
Audrey L. Heining-Boynton
Two program models guide elementary students toward learning a foreign language.
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Christine Rossell
Providing a sheltered environment that teaches English language learners in English is preferable to bilingual instruction, this author believes.
Stephen Krashen
The author disputes the contention that dropping bilingual education promoted higher achievement scores in California.
Jill Wu
No one program guarantees success in all settings, this veteran teacher relates.
Brian Bielenberg and Lily Wong Fillmore
How can we help language learners overcome the disadvantages they can experience when taking high-stakes tests?
Samina Hadi-Tabassum
What is the best way to enhance the ability to speak different languages in different contexts?
Kathryn J. Lindholm-Leary
Two-way bilingual immersion programs foster academic achievement and positive school attitudes.
Jeff Zwiers
Five strategies help students comprehend language needed to read academic texts.
Judy Abrams and Julia Ferguson
Educators at the United Nations International School share insights from working with children from around the world.
Jill Fitzgerald and Michael F. Graves
The complexities of reading in a new language demand complex strategies.
Douglas B. Reeves
Students give gentle advice to their teachers about how to best help them.
Kathleen Fay and Suzanne Whaley
Listen carefully before making assumptions about the abilities of language learners, these authors advise.
Catherine Little
Tracy Gray and Steve Fleischman
W. James Popham
Thomas R. Hoerr
Robert Sylwester
Holly Highsmith Abrams
Diane L. Jackson
Naomi Thiers
For professional development and study groups.
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