Vocabulary and Reading Comprehension Activities for Language Minority Students
Greetings. The following materials are intended to provide an introduction to resources for teaching vocabulary and improving reading skills of language minority learners. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Sibel Tatar
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
ESL Skill Areas: Vocabulary, Reading, and Cloze
ESL Partyland
Resources for English language and culture
ESL Vocabulary
Dave's ESL Cafe
Eslflow's ESL vocabulary guide for communicative activities
Self-Study Quizzes for ESL Students
Citations from the ERIC Database
AN: EJ626246
AU: Morra-de-de-la-Pena,-Ana-Maria; Soler,-Lidia-Rosa
TI: Cognitive Strategies for Academic Reading and Listening in EFL.
PY: 2001
SO: Journal-of-College-Reading-and-Learning; v31 n2 p217-32 Spr 2001.
DEM: *Academic-Discourse; *English-Second-Language; *Learning-Strategies; *Listening-Comprehension; *Reading-Comprehension; *Second-Language-Learning
DER: Higher-Education; Lecture-Method; Rhetoric-; Text-Structure
AB: Investigates effectiveness of three training programs for English as a Foreign Language university students in reading and listening comprehension. Finds that: students who learned rhetorical patterns of written expository texts and text mapping strategies demonstrated better comprehension of lectures than students who performed other activities; and overt teaching of phonological features signaling macro-units of discourse had a facilitating effect on comprehension. (SR)
AN: EJ619934
AU: Yagi,-Sane-M.
TI: Language Labs and Translation Booths: Simultaneous Interpretation as a Learner Task.
PY: 2000
SO: Language,-Culture-and-Curriculum; v13 n2 p154-73 2000
NT: Special issue: The Arab World: Language and Cultural Issues.
DEM: *Arabic-; *Cultural-Differences; *English-Second-Language; *Language-Laboratories; *Oral-Language; *Translation-
DER: Cultural-Influences; Foreign-Countries; Grammar-; Second-Language-Instruction; Second-Language-Learning; Teaching-Methods; Uncommonly-Taught-Languages; Vocabulary-Development
AB: Reports successful outcomes for a Teaching English as a Foreign Language module based on simultaneous oral translation from Arabic into English. Learners worked individually in a traditional language laboratory. Results show that simultaneous interpretation significantly improves learner performance and is an excellent tool for diagnosing learner competence in grammar and vocabulary. (Author/VWL)
AN: EJ618111
AU: Boers,-Frank
TI: Metaphor Awareness and Vocabulary Retention.
PY: 2000
SO: Applied-Linguistics; v21 n4 p553-71 Dec 2000
DEM: *Class-Activities; *English-Second-Language; *Metaphors-; *Retention-Psychology; *Vocabulary-Development
DER: Second-Language-Instruction; Second-Language-Learning
AB: Reports three English-as-a-foreign-language experiments that indicate that a lexical organization along metaphoric themes or source domains can facilitate retention of unfamiliar figurative expressions. Proposes classroom activities aimed at enhancing language learners' metaphor awareness and at turning this into an additional channel for vocabulary acquisition. (Author/VWL)
AN: ED445873
AU: Reyhner,-Jon
TI: Teaching English to American Indians.
PY: 2000
AV: Full text at Web site: http://jan.ucc.nau.edu/~jar/LIB/LIB10.html.
NT: In: Learn in Beauty: Indigenous Education for a New Century; see RC 022 648.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED445873
DEM: *American-Indian-Education; *Bilingual-Education; *Educational-History; *Educational-Practices; *English-Second-Language; *Teaching-Methods
DER: American-Indian-Languages; Elementary-Secondary-Education; Federal-Indian-Relationship; Immersion-Programs; Second-Language-Learning; Teacher-Education
AB: Many practices in Bureau of Indian Affairs (BIA) schools were negative, but this paper emphasizes the positive efforts that were made throughout their history, especially in regard to teaching English. The Carlisle Indian School, which opened in 1879, encouraged the use of English through an English language student newspaper and frequently praised and rewarded students for speaking English. At the end of the nineteenth century, the "object method," which used objects and realia to help provide comprehensible input, was adapted for use in BIA schools. During the 1930s-40s elements of progressive education, which placed emphasis on the child rather than the subject matter, were used in BIA schools. Local material and daily experiences were used in teaching, early primary reading was based on words that children were already familiar with, and games and activities were used to teach vocabulary and engage students. English-as-a-Second-Language (ESL) programs were initiated in Navajo-area BIA schools in the 1960s, and their success was bolstered by the addition of bilingual programs and bilingual teacher training programs. The problem with the all-English immersion teaching methods used in Indian schools was that they were used to replace the children's Native languages rather than to give them an additional language. Indigenous language activists strongly support immersion language programs for indigenous language revitalization, and most of the techniques the BIA adapted or developed to teach English are adaptable to teaching Indian languages as second languages today. (Contains 65 references.) (TD)
AN: ED445550
AU: Hippner-Page,-Tina
TI: Semantic Clustering Versus Thematic Clustering of English Vocabulary Words for Second Language Instruction: Which Method Is More Effective?
PY: 2000
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED445550
DEM: *English-Second-Language; *Reading-Comprehension; *Semantics-; *Teaching-Methods; *Thematic-Approach; *Vocabulary-Development
DER: Elementary-Education; Grade-3; Grade-4; Grade-5; Grammar-; Instructional-Effectiveness; Interviews-; Literacy-; Participant-Observation; Questionnaires-; Reading-Instruction; Reading-Strategies; Second-Language-Instruction; Second-Language-Learning; Syntax-
AB: There is a multitude of research on vocabulary methods or strategies, how many relate to second language learners and the importance of vocabulary knowledge to reading comprehension. Researchers have explored the possibility that grouping words in a manner other than the traditional list of nouns, all fitting under a common theme, might be more beneficial for students. This suggests that it might be helpful to give a list of words that are not semantically related. However, there is a deficit in the research on teaching vocabulary by using different word clusters for elementary students and for students learning a second language. The study presented here attempted to answer the question "Will grouping vocabulary words thematically result in more words learned by second language students than semantic grouping?" In addition, this research produced data on the retention of new vocabulary data over 3 weeks and the students' opinions about the two types of word clusters. Participants were third, fourth, and fifth grade students receiving the same level of English-as-a-Second-Language (ESL) instruction. Results showed both word groupings were beneficial, suggesting teachers might consider using both semantic and thematic groupings to help second language elementary students learn new vocabulary words. Twenty-three appendices (containing sample worksheets, questionnaires, letters, lists, and other items associated with the research) and 22 references are included. (Author/KFT)
AN: EJ622015
AU: Ulanoff,-Sharon-H.; Pucci,-Sandra-L.
TI: Learning Words from Books: The Effects of Read-Aloud on Second Language Vocabulary Acquisition.
PY: 1999
SO: Bilingual-Research-Journal; v23 n4 p409-22 Fall 1999
AV: Online at http://brj.asu.edu/v234/indexg.html.
DEM: *Bilingual-Education; *Reading-Aloud-to-Others; *Scaffolding-Teaching-Technique; *Second-Language-Learning; *Teaching-Methods; *Vocabulary-Development
DER: Elementary-Education; English-Second-Language; Grade-3; Second-Language-Instruction
AB: Sixty third-grade English learners received one of three treatments: listening to a story in English with no intervention or explanation, listening to the story with concurrent Spanish translation, or listening to the story with preview of background and review of important points in Spanish. Vocabulary development scores were highest among the last group. (Contains 29 references.) (Author/SV)
AN: ED450616
AU: Weiss,-Renee; Adelson-Goldstein,-Jayme; Shapiro,-Norma
TI: Classic Classroom Activities: The Oxford Picture Dictionary Program.
PY: 1999
AV: Order Department, Oxford University Press, 2001 Evans Road, Cary, NC 27513 ($9.95). Tel: 800-451-7556 (Toll Free); Web site: http://www.picturedictionary.org/.
PR: Document Not Available from EDRS.
DEM: *English-Second-Language; *Worksheets-
DER: Charts-; Class-Activities; Elementary-Secondary-Education; Illustrations-; Instructional-Materials; Literacy-; Picture-Books; Reference-Materials; Second-Language-Instruction; Second-Language-Learning
AB: This teacher resource book offers over 100 reproducible communicative practice activities and 768 picture cards based on the vocabulary of the Oxford Picture Dictionary. Teacher's notes and instructions, including adaptations for multilevel classes, are provided. The activities book has up-to-date art and graphics, explaining over 3700 words. The book is divided into chapters covering various aspects of everyday life. Chapter topics include the following: everyday language, people, food, housing, clothing, health, community, transportation, areas of study, plants and animals, work, and recreation. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)
AN: ED450615
AU: Fuchs,-Marjorie
TI: The Oxford Picture Dictionary. Beginning Workbook.
PY: 1999
AV: Order Department, Oxford University Press, 2001 Evans Road, Cary, NC 27513 ($9.95). Tel: 800-451-7556 (Toll Free); Web site: http://www.picture dictionary.org/.
PR: Document Not Available from EDRS.
DEM: *English-Second-Language; *Vocabulary-; *Workbooks-
DER: Charts-; Class-Activities; Elementary-Secondary-Education; Illustrations-; Instructional-Materials; Literacy-; Picture-Books; Reference-Materials; Second-Language-Instruction; Second-Language-Learning; Worksheets-
AB: The beginning workbook of the Oxford Picture Dictionary is in full color and offers vocabulary reinforcement activities that correspond page for page with the dictionary. Clear and simple instructions with examples make it suitable for independent use in the classroom or at home. The workbook has up-to-date art and graphics, explaining over 3700 words. The book is divided into chapters covering various aspects of everyday life. Chapter topics include the following: everyday language, people, food, housing, clothing, health, community, transportation, areas of study, plants and animals, work, and recreation. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)
AN: ED450589
AU: Holden,-William-R.
TI: Learning To Learn: 15 Vocabulary Acquisition Activities. Tips and Hints.
PY: 1999
SO: Modern-English-Teacher; v8 n2 1999 p42-47
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED450589
DEM: *Learning-Strategies; *Mnemonics-
DER: Cognitive-Style; Drills-Practice; Elementary-Secondary-Education; English-Second-Language; Memorization-; Personal-Autonomy; Recall-Psychology; Second-Language-Instruction; Second-Language-Learning; Student-Role; Teaching-Methods; Visualization-
AB: This article describes a variety of ways learners can help themselves remember new words, choosing the ones that best suit their learning styles. It is asserted that repeated exposure to new lexical items using a variety of means is the most consistent predictor of retention. The use of verbal, visual, tactile, textual, kinesthetic, and sonic memory aids can and should be introduced to learners as a viable means of improving their ability to recall words. Because each student has his or her own individual learning style, it is important that learners be presented with a variety of strategies from which to choose. In addition to increasing the range, depth, and recall of vocabulary, these techniques also offer learners the opportunity to become more aware of their individual learning styles, an important step on the path to becoming more confident and autonomous learners. The methods offered include the following: association/elaboration method; finger method; grouping method; imagery method; keyword method; loci method; narrative method; peg method; physical response method; pictorial method; word chain method; semantic mapping method; visual method; spatial grouping method; and the sound representation method. (KFT)
AN: EJ601620
AU: Bricout,-Shirley
TI: Coping with New Words When Reading.
PY: 1999
SO: Forum-; v37 n4 Oct-Dec 1999
AV: http://e.usia.gov/forum
DEM: *English-Second-Language; *Reading-Comprehension; *Vocabulary-Development
DER: Foreign-Countries; Inferences-; Second-Language-Instruction; Second-Language-Learning; Self-Esteem; Teaching-Methods
AB: Describes an activity for teaching English that helps students deal with new words in context, grasp meaning of a text before going into detail, and infer the meaning of new words. The activity focuses on three main goals: building an understanding of the text in spite of new vocabulary; coping with new words, and building confidence. (Author/VWL)
AN: ED437855
AU: Chi,-Feng-ming
TI: Reading as Transaction in EFL: A Thematic Analysis.
PY: 1999
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED437855
DEM: *English-Second-Language; *Reading-Comprehension; *Short-Stories; *Teaching-Methods
DER: Advanced-Students; College-Students; Context-Effect; Foreign-Countries; Higher-Education; Instructional-Innovation; Interviews-; Learning-Strategies; Oral-Language; Reading-Processes; Reading-Writing-Relationship; Second-Language-Instruction; Second-Language-Learning; Self-Evaluation-Individuals
AB: The purpose of this study is to investigate how ten advanced Taiwanese English as a Foreign Language college students comprehend and interpret two English short stories--"The Discus Thrower" and "A Passage to India." Two types of data were gathered for this study: verbal self-reporting and post-reading responses. Oral interviews were used to analyze, interpret, generate themes, and to generally debrief the participants. Based on this analysis, four themes on reading emerged (sense-making, communication, reflexivity, and recontextualization) and are discussed in depth. Sense-making deals with how the participants made sense of the texts by searching for meaning flexibly and inflexibly. Communication deals with how they handled reading dissatisfaction and suspense. Reflexivity deals with situations where participants reflected upon themselves as in their roles as readers, thinkers, and learners. During recontextualization, participants changed their interpretations, previous understandings, and reading stances while they re-read the texts. Conclusions are fourfold: teachers should respect students' meaning-making of the texts and try not to impart their own interpretations; the reader response approach should include ungraded journals and free-writing as well as oral reflection; students should be encouraged to embrace difficulty, ambiguity, confusion, and divergence and not shun them; the level of reader flexibility is itself rather flexible, varying with the readers' orientations, assumptions, and beliefs from one text to the next. Two appendices containing the two English short stories, are included. (Contains 28 references.) (Author/KFT)
AN: ED433501
AU: Mosher,-Deborah-J.
TI: Improving Vocabulary Knowledge and Reading Attitudes in 4th Grade Students Through Direct Vocabulary Instruction.
PY: 1999
NT: Master's Action Research Project, Saint Xavier University and IRI/Skylight.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED433501
DEM: *Instructional-Effectiveness; *Limited-English-Speaking; *Reading-Attitudes; *Student-Attitudes; *Vocabulary-; *Vocabulary-Development
DER: Action-Research; English-Second-Language; Grade-4; Intermediate-Grades; Reading-Aloud-to-Others; Silent-Reading; Vocabulary-Skills
AB: A program was designed and implemented to improve vocabulary knowledge and attitudes toward reading by focusing on direct vocabulary instruction. The targeted population consisted of 23 fourth grade students in a middle-class suburb north of Chicago. The community is very multicultural, so many of the students speak English as a second language. The problems of poor reading comprehension and lack of vocabulary knowledge were documented through data collected from standardized tests, IGAP scores, and teacher assessment of student performance. Results of analysis of probable cause data indicated that students lack exposure and knowledge of vocabulary and also lack strategies to learn new words. In addition, students did not have sufficient time to free read during the day and to participate in read-aloud sessions with the teacher. Reviews of instructional strategies indicated an overemphasis on definitions as a method of teaching new vocabulary. A review of solution strategies suggested by literature and an analysis of the problem setting resulted in the selection of the following intervention strategies. Teacher directed vocabulary instruction activities will take place on a daily basis, and students will be responsible for individual vocabulary activities. There will also be an increase in time spent each day on silent reading and teacher read-aloud activities. Post intervention data indicated a steady growth in vocabulary by the students. The majority of the students scored in the fifth stanine or above on the final vocabulary test. Providing more silent reading time on a daily basis and providing read aloud time by the teacher also resulted in students' attitudes improving. Contains 26 references and 9 figures of data. Appendixes contain a reading attitudes survey, sample word lists, a sample sheet for vocabulary cards, and a vocabulary worksheet. (Author/SR)
AN: ED425664
AU: Brod,-Shirley
TI: ABC's for Tutors: 26 Teaching Tips.
CS: Spring Inst. for International Studies, Wheat Ridge, CO.
PY: 1998
AV: Spring Institute for International Studies, 1610 Emerson Street, Denver, CO 80218; Web site: http://www.springinstitute.com
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED425664
DEM: *Audiovisual-Aids; *English-Second-Language; *Instructional-Materials; *Student-Participation; *Vocabulary-Development
DER: Adult-Education; Class-Activities; Classroom-Communication; Classroom-Techniques; Feedback-; Games-; Individual-Instruction; Job-Skills; Language-Teachers; Listening-Comprehension; Prior-Learning; Reading-Comprehension; Second-Language-Instruction; Small-Group-Instruction; Student-Developed-Materials; Student-Evaluation; Teacher-Role; Teaching-Guides; Tutors-
AB: Twenty-six specific classroom activities or procedures are suggested for teaching English as a Second Language (ESL) to individual adults or small groups. These activities include notes on use of visual aids, games and other group activities, out-of-class activities, oral and written language exercises, integration of language skills (listening, speaking, reading, writing) in each lesson, grammar instruction, accommodating students' need for clarification, vocabulary development, focusing on comprehension, needs assessment, feedback, use of realia, need for review, use of student-generated material, use of Total Physical Response techniques, using students' prior learning, integration of work- related information into lessons, letting the student be the teacher, and keeping students interested. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
AN: EJ561216
AU: Bamford,-Julian; Day,-Richard-R.
TI: Teaching Reading.
PY: 1998
SO: Annual-Review-of-Applied-Linguistics; v18 p124-41 1998
NT: Theme issue: Foundations of Second Language Teaching.
DEM: *Grammar-Translation-Method; *Language-Processing; *Reading-Instruction; *Reading-Strategies; *Second-Language-Instruction
DER: Attitudes-; Classroom-Techniques; Educational-Strategies; Language-Research; Reading-Comprehension; Reading-Skills; Recreational-Reading; Second-Language-Learning; Sociocultural-Patterns; Teaching-Methods; Vocabulary-Development; Word-Recognition
AB: Four approaches to the teaching of second language (L2) reading are described (grammar-translation, comprehension questions/exercises, skills and strategies, and extensive reading) and their status in the reading classroom is examined, and important issues in L2 reading are then discussed, including word recognition, affective and sociocultural factors influencing reading, vocabulary development, general language learning, and reading outside the classroom. (MSE)
AN: ED438733
AU: Vivaldo-Lima,-Javier
TI: Cognitive Style and Reading Comprehension in L1 and L2.
PY: 1997
NT: Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (31st, Orlando, FL, March 11-15, 1997).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED438733
DEM: *Cognitive-Style; *English-Second-Language; *Field-Dependence-Independence; *Reading-Comprehension; *Reading-Strategies; *Spanish-
DER: Foreign-Countries; Higher-Education; Language-Processing; Learning-Strategies; Second-Language-Instruction; Second-Language-Learning; Sex-Differences; Undergraduate-Students
AB: This paper presents the results of a research study carried out with Mexican college students to analyze the relationship between readers' cognitive styles (field dependent/independent) and their performance at different levels of written discourse processing in Spanish (L1) and English (L2). The sample for the study included 452 undergraduate volunteers from the Universidad Automa Metropolitana in Mexico City. Results show significant differences in reading comprehension both in L1 and L2 between field dependent and independent students, as well as significant differences in cognitive styles between groups defined by gender, field of study, and academic level. There are three main findings: a highly significant correlation was found between reading Spanish as a first language and reading English as a Second Language, which suggests an extrapolation of reading strategies from L1 to L2; there is a positive and highly significant correlation between the field dependent and field independent cognitive style and reading comprehension in both L1 and L2, lending weight to the idea that cognitive style is an important source of individual variation and very important to reading comprehension; significant differences in cognitive style were found when considering variables such as gender and the field of students, thus emphasizing the importance of taking these factors into consideration when designing curricula and instructional strategies, particularly for teaching reading comprehension. Extensive statistical analysis with numerous charts, tables, and mathematical formulas, and five references are included. (KFT)
AN: ED416688
AU: Maxwell,-Christina
TI: Role Play and Foreign Language Learning.
PY: 1997
NT: Paper presented at the Annual Meeting of the Japan Association of Language Teachers (23rd, Hamamatsu Japan, October 9-12, 1997).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED416688
DEM: *English-Second-Language; *Listening-Comprehension; *Nonverbal-Communication; *Reading-Comprehension; *Role-Playing; *Second-Language-Learning
DER: Classroom-Techniques; Communicative-Competence-Languages; Dialogs-Language; Foreign-Countries; Second-Language-Instruction; Teaching-Methods; Videotape-Recordings
AB: Classroom use of role-playing in English-as-a-Second-Language (ESL) instruction in Japan is described. The purpose is to improve students' verbal and nonverbal communication skills and to link and use previously built schema, in both structured and improvised situations. Units designed around a short listening passage, a short reading passage, and viewing of an authentic videotaped segment are explained. For the listening passage, students hear a 45-second dialogue between three people, which includes introducing an individual and some small talk. After listening, the class discusses the interaction, students practice the dialogue and nonverbal behavior in small groups, then personalize it or improvise a similar situation. The reading role play begins with assignment of a 10-12 page section of a novel, then proceeds to discussion, re-creation of scenes, vocabulary practice, role plays, and finally, a question-and-answer session with observers. Brief videotape recordings of real situations, such as a job interview, are used in a similar way as the basis for structured class and small-group activities. For most students, moving from less to more structured role-playing allows students to proceed at their own pace while building confidence. (MSE)
AN: ED404881
AU: Coady,-James, ed.; Huckin,-Thomas, ed.
TI: Second Language Vocabulary Acquisition. The Cambridge Applied Linguistics Series.
PY: 1997
AV: Cambridge University Press, 40 West 20th Street, New York, NY 10011-4211 (hardback: ISBN-0-521-56132-9; paperback: ISBN-0-521-56764-5).
PR: Document Not Available from EDRS.
DEM: *Language-Processing; *Second-Languages; *Vocabulary-Development
DER: Case-Studies; Class-Activities; Classroom-Techniques; Difficulty-Level; Educational-History; Educational-Trends; Language-Proficiency; Language-Research; Learning-Processes; Linguistic-Theory; Mnemonics-; Reading-Comprehension; Reading-Processes; Second-Language-Instruction; Second-Language-Learning; Spelling-
AB: A collection of essays on second language vocabulary learning includes: "Historical Trends in Second Language Vocabulary Instruction" (Cheryl Boyd Zimmerman); "The Lexical Plight in Second Language Reading: Words You Don't Know, Words You Think You Know, and Words You Can't Guess" (Batia Laufer); "Orthographic Knowledge in L2 Lexical Processing: A Cross-Linguistic Perspective" (Keiko Koda); "Vocabulary and Comprehension: Two Portraits" (Kate Parry); "Oral Production of Vocabulary: A Case Study" (Roann Altman); "Reading and Vocabulary Development in a Second Language: A Case Study" (William Grabe, Fredricka L. Stoller); "Tracking the Acquisition of L2 Vocabulary: The Keki Language Experiment" (Lynne Yang); "Rare Words, Complex Lexical Units and the Advanced Learner" (Pierre J. L. Arnaud, Sandra J. Savignon); "Vocabulary Enhancement Activities and Reading for Meaning in Second Language Vocabulary Acquisition" (T. Sima Paribakht, Marjorie Wesche); "Mnemonic Methods in Foreign Language Vocabulary Learning: Theoretical Considerations and Pedagogical Implications" (Jan Hulstijn); "L2 Vocabulary Acquisition Through Extensive Reading" (James Coady); "Teaching Vocabulary" (Paul Nation, Jonathan Newton); "Pedagogical Implications of the Lexical Approach" (Michael Lewis); and "L2 Vocabulary Acquisition: A Synthesis of the Research" (James Coady). (MSE)
 Building A Strong Vocabulary: A Twelve Week Plan For Students |
Other Resources (available either for sale or via interlibrary loan)
Title: Easy & engaging ESL activities and mini-books for every classroom
Author(s): Einhorn, Kami.
Year: 2001
Publisher: Scholastic Professional Books,
ISBN: 0439153913
Title: ESL vocabulary and word usage:games, puzzles, and inventive exercises /
Author(s): Forte, Imogene. ; Pangle, Mary Ann.
Year: 2001
Publisher: Incentive Publications,
ISBN: 0865304890
Title: ESL: workshop 1: English as a second language for teachers and students
Author(s): Wecsu, Josette.
Year: 2001
Publisher: LanguageWise,
ISBN: 2922680134
Title: Phonics companion
Author(s): Uretsky, Arnie.
Edition: Macintosh/Windows version 1.0. Year: 2000
Publisher: Visions Technology in Education.
ISBN: 1573697427
Title: Incorporating interactive learning activities for the ESL classroom
Author(s): Jones, Greg S.
Year: 1999
Dissertation: Thesis (M. Ed.)--University of Toledo
Title: Presenting ESL units to new immigrant students: sample lesson plans and activities
Author(s): Nguyen, Trung Hieu.
Year: 1999
Publisher: Nghia Sinh International,
ISBN: 0966270827 (pbk.)
Title: Vocabulary in use: intermediate reference and practice for students of North American English
Author(s): Redman, Stuart. ; Shaw, Ellen.
Year: 1999
Publisher: Cambridge University Press,
ISBN: 0521634784
Title: ESL renegades. Level C
Corp Author(s): Gamco Industries. ; Merit Audio Visual (Firm)
Year: 1999
Publisher: Gamco Industries ;; [S.l.]:; Siboney Learning Group
Title: ESL/EFL teaching: principles for success
Author: Yvonne S. Freeman, David E. Freeman.
Year: 1998
Publisher: Heinemann.
Title: When they don't all speak English : integrating the ESL student into the regular classroom
Editors: Pat Rigg, Virginia G. Allen.
Year: 1989
Publisher: National Council of Teachers of English
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