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| Introduction | |
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| Acknowledgments | |
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| About the Authors | |
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| Learning: Learning about the Learner, Language Structure, and Second-Language Acquisition | |
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| Learning about the Language Learner English Learners | |
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| Demographic Trends Psychological Factors | |
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| That Influence Instruction | |
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| The Learnerrsquos Background Psychological Factors | |
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| Social-Emotional Psychological Factors | |
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| Cognitive Sociocultural Factors | |
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| That Influence Instruction | |
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| Family Acculturation and Use of the First and Second Languages | |
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| Family Values and School Values | |
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| Institutional Support for the Primary Language and Those Who Speak It Sociocultural Support for L1 in the Classroom Environment LEARNING MORE | |
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| Further Reading Web Search Exploration Experiment | |
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| Learning about Language | |
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| Structure Language | |
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| Universals Language Is Dynamic Language Is Complex | |
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| All Languages Have Structure Phonology | |
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| The Sound Patterns of Language Phonemes Pitch Stress Morphology | |
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| The Words of Language Morphemes Word-Formation Processes Syntax | |
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| The Sentence Patterns of Language Semantics | |
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| The Meanings of Language Pragmatics | |
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| The Influence of Context | |
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| Language Functions | |
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| Appropriate Language | |
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| Conversational Rules | |
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| Nonverbal Communication | |
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| Body Language | |
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| Gestures Facial Expressions Eye Contact | |
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| Communicative Distance Conceptions of Time LEARNING MORE | |
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| Further Reading Web Search Exploration Experiment | |
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| Learning about Second-Language | |
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| Acquisition Historical Theories of Language | |
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| Teaching and Learning Grammar-Translation Methodology | |
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| Structural Linguistics Behaviorism | |
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| Current Theories of Language Development | |
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| Transformational Grammar Krashenrsquos | |
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| Monitor Model Cumminsrsquos | |
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| Theories of Bilingualism and Cognition Communicative Competence | |
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| The Social Context for Language | |
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| Learning Discourse Theory Meaning-Centered v. "Bottom-Up" Approaches to Language | |
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| Acquisition Semiotics Contributions of Research about the Brain LEARNING MORE | |
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| Further Reading Web Search Exploration Experiment | |
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| Instruction: Oracy and Literacy for English-Language Development, Content-Area Instruction, and Bilingual Education | |
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| Oracy and Literacy for English-Language | |
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| Development English-Language | |
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| Development Standards Integrating Language | |
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| Skills Listening Listening to Repeat | |
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| The Audiolingual Legacy Listening to Understand | |
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| The Task Approach Listening for Communication | |
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| The Comprehension Approach Speaking Situations for Spoken | |
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| Discourse Improving Oral Proficiency Reading | |
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| Transferring Literacy from First to Second Languages | |
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| Students without Literacy in First or Second Languages | |
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| Phonics in Literacy Instruction for English Learners Strategies for English Learnersrsquo | |
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| Literacy Instruction Writing | |
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| The Writing Process Written Conventions Error Correction and Grammar in Oracy and Literacy Instruction | |
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| Treatment of Errors | |
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| Treatment of Grammar Oracy, Literacy, and Technology | |
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| Computer-Assisted Language Learning LEARNING MORE | |
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| Further Reading Web Search Exploration Experiment | |
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| Content-Area Instruction | |
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| Principles of Specially Designed | |
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| Academic Instruction in English (SDAIE) | |
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| A Model for SDAIE Teacher Attitude Content Connections Comprehensibility Interaction Content-Area Application | |
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| Cognitive Academic Language Learning Approach (CALLA) | |
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| Social Studies Literature Mathematics Science | |
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| The Visual and Performing Arts Physical Education | |
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| Instructional Needs beyond the Classroom LEARNING MORE | |
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| Further Reading Web Search Exploration Experiment | |
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| Theories and Methods of Bilingual Education Foundations of Bilingual Education Historical Development of Bilingual Educ | |