This paper uses “prolepsis,” a process of reaching into the past to inform present and future practices, understand 12 English-as-a-second language (ESL) teachers’ practices supporting English learners (ELLs) through remote teaching during COVID-19 pandemic from 2020-2021 in British Columbia envision some different current post-pandemic classroom literacies for diverse learners. Accounts these ...

Narrative ability comes before literacy for bilingual students and helps narrow down the gap in text-level literacy between English language learners (ELLs) and native English speakers. Kindergarten ELLs are the best age group to receive intervention to improve their oral narrative skills. Multimedia stories have potential to assist kindergarten ELLs in developing oral narrative skills, but in ...

With an increasing number of English Language Learners (ELLs), the landscape public schools in United States has been rapidly changing. However, ELLs’ academic performance is consistently lower than their native English-speaking peers’ and many in-service teachers feel ill-prepared to teach ELLs a culturally linguistically responsive way. This especially true for mainstream who STEM-related sub...

This paper discusses user study outcomes with teachers who used Language Muse SM a webbased teacher professional development (TPD) application designed to enhance teachers’ linguistic awareness, and support teachers in the development of language-based instructional scaffolding (support) for their English language learners (ELL). System development was grounded in literature that supports the n...

The linguistic relativity hypothesis (LRH; a.k.a., Whorfian hypothesis) is reconsidered with respect to second language (L2) acquisition. With ebbs and flows over time, the notion of LRH went through dismissal and resurgence in linguistics, psychology, and anthropology. Empirical evidence gleaned from the pseudo-linguistic domains, such as color categorization, time perception, spatial cognitio...

In this study we investigated the importance of language in student test performance on mathematics word problems. Students were given released items from the National Assessment of Educational Progress mathematics assessment, along with parallel items that were modified to reduce their linguistic complexity. In interviews, students typically preferred the revised items over the original counte...

This critical literature review provides study details for 36 studies examining the effect of glossing language acquisition among English learners (ELLs). Useful tables include specificity participants, gloss types, target vocabulary items and text information about all studies. An analysis these reveals that is an effective means to enhance reading comprehension ELLs. However, language—whether...

This paper discusses user study outcomes with teachers who used Language Muse SM a webbased teacher professional development (TPD) application designed to enhance teachers’ linguistic awareness, and support teachers in the development of language-based instructional scaffolding (support) for their English language learners (ELL). System development was grounded in literature that supports the n...