Based on cross-linguistic and interdisciplinary research of several decades that bridges learning an additional language with the field of learning differences/disabilities, this article shares research-evidenced practices to effectively address the needs of struggling foreign and second language learners of English in Brazil. These multisensory structured strategies enhance pronunciation, listening, reading and writing skills and strengthen grammar and vocabulary competencies of struggling learners. The selected multisensory structured metacognitive strategies can easily be infused into existing English as a foreign/second language curricula.

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The increasing number of second language learners in classrooms all around the world has required teachers to adapt their teaching methods and materials to the various learners' needs. Second language learners in particular need specific learning strategies, which not only aim at helping them understand the linguistic structure of the language of instruction, but also enable them to remember and comprehend the many different words in this ''foreign'' language. For second language learners, developing reading skills and improving language abilities need to go hand in hand independent of the language. This article presents suggestions for reading lessons emphasizing vocabulary for both first and second language learners of various linguistic backgrounds. These suggestions are especially useful for reading lessons in mainstream second and third grade classrooms. Approaches to vocabulary building are discussed with particular focus on aspects to be considered for vocabulary selection (e.g. linguistic aspects); followed by recommendations on the instruction of the selected vocabulary. All the presented suggestions are based on materials developed in the context of a project in Austria, hence in a German speaking environment. Applicability of these suggestions for other languages is emphasized.

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