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This study, examines two well-known writing pedagogies from the fields of Composition and Rhetoric, and Second Language Acquisition (SLA) for teaching literacy, or reading and writing skills in order to identify intersections for the English Language Learner (ELL) in an EFL learning environment. In addition, I present both quantitative and qualitative data in order to identify the learning strategies that are most effective from the Native Speaker (NS), English as a Second Language (ESL), and the English as a Foreign Language (EFL) learning environments. The data is as follows: 1) a survey of the perceptions of both ELL and NS students to analyze their assessment of current instructional methods and learning strategies; 2) an observation of and interview with an ELL student examining the strategy and process for producing effective writing; and 3) analysis of several writing samples from ELL students in EFL writing courses here in Thailand. The purpose of this examination is to identify where the two pedagogies intersect and identify the best learning strategies for the EFL learning environment in order to improve the acquisition of English writing skills.

The chapters in this book were written by teachers to share strategies they have found effective in the mathematics classroom. Most describe a teaching idea or activity in sufficient detail for other teachers in elementary, middle, and secondary schools to be able to use it. The chapters concern: manipulative materials, developing a mathematics program, problem solving, fraction games, word problems (for kids by kids), teaching students to think in mathematics to make conjectures, using a computer language (Logo), statistics (real-world applications of probability and statistics for middle grades), geometry (using the computer program, Geometric Supposer, and strategies for junior high), remedial mathematics, diagram drawing (to explain concepts), mathematics laboratories, applied mathematics for vocational education students, puzzles, computer software, drill (DARES--Daily Assorted Review Exercise Set--in Oklahoma Public Schools), calculus, questioning, and underprepared students. (MNS)

The chapters in this book were written by teachers to share strategies they have found effective in the mathematics classroom. Most describe a teaching idea or activity in sufficient detail for other teachers in elementary, middle, and secondary schools to be able to use it. The chapters concern: manipulative materials, developing a mathematics program, problem solving, fraction games, word problems (for kids by kids), teaching students to think in mathematics to make conjectures, using a computer language (Logo), statistics (real-world applications of probability and statistics for middle grades), geometry (using the computer program, Geometric Supposer, and strategies for junior high), remedial mathematics, diagram drawing (to explain concepts), mathematics laboratories, applied mathematics for vocational education students, puzzles, computer software, drill (DARES--Daily Assorted Review Exercise Set--in Oklahoma Public Schools), calculus, questioning, and underprepared students. (MNS)