Deanna Nisbet

A Framework for Explicit Vocabulary Instruction with English Language Learners

Abstract Academic vocabulary development is critical to the success of all learners—particularly English language learners (ELLs). This article presents a framework for integrating explicit academic vocabulary instruction for ELLs into middle school classrooms. The framework embodies five research-based principles and serves as a vehicle for structuring meaningful vocabulary interactions on a consistent basis throughout the school year.

Second Language Learners: Wellsprings of Learning for Teachers

Abstract Teacher stories offer a glimpse of the rich educational resources that reside in second language learners, who represent diverse languages, cultures, and backgrounds.

Relationships between Sense of Community and Academic Achievement

This paper reports on a research study measuring the constructs of community and academic achievement and examining the relationship between them. The authors’ research compares sense of community and academic achievement among 11th grade students attending three independent high schools in a southeastern US state. Implications for teachers of high school students are discussed.

Spoken Language in the Academy: A Virtues-Based Model

The nature of spoken language is mysterious and profound. Human speech is inexorably woven into our very being, setting mankind apart from other living organisms. This vitally sustaining, definitive, and intriguing medium is the subject of this article. Specifically, spoken language is examined within the context of the academy, focusing on speech as a conveyer of truth. Additionally, the double-faceted fruit of human speech, life or death, is discussed. Finally, the authors present a virtues-based model related to spoken language within the academy.