Abstract:This study investigated text-centered talk in an "Introduction to Hispanic Literature" universitylevel classroom. The study was framed within sociocultural theory (Vygotsky, 1978;Wertsch, , 1991

The present investigation explores and presents a theoretical model of instruction—applied literacy in second language education (ALL2E)—and suggests a contemporary view of the roles of grammar and formal evaluation within literature‐based second language (L2) classrooms. Essentially, this article addresses the question “How can instruction and discourse in this setting he framed in order to provide opportunities for language learning and cognitive development for its participants?” Research in the area of literature‐based L2 classrooms is reviewed before explaining and clarifying the elements involved during traditional text‐based talk. ALL2E is clearly defined and differentiated from current approaches within literature‐based L2 classrooms.

english as a second language (esl) students present challenges to counselors who are unaccustomed to working with students who speak limited english. a field experience prepared school counselors-in-training to develop cultural sensitivity while working with esl teachers and students. the counselors suggested that early experiential learning fostered multicultural sensitivity and refined counseling skills. los estudiantes de inglés como segunda lengua (esl) presentan desafíos para aquellos consejeros que no están acostrumbrados a trabajar con estudiantes con un nivel de inglés limitado. una experiencia práctica de campo preparó a los consejeros escolares en formación para que desarrollaran una sensibilidad cultural mientras trabajaban con profesores y alumnos de esl. los consejeros indicaron que el aprendizaje experiencial en fase temprana fomentó su sensibilidad multicultural y perfeccionó sus habilidades en consejería.T his exploratory project examined the potential benefits of a school counselor-in-training experiential exercise that combined classroom learning with early field experience. This project also examined the extent to which counseling students found that early field experience fostered multicultural sensitivity and awareness when working with English as a second language (ESL) students and teachers.Three practices in school counseling training models informed this experiential project: the use of collaboration, multicultural awareness and sensitivity, and working with ESL students. Because the use of collaboration has lagged behind other techniques as an important component in school counseling (Sink, 2005) and because creating "collaborative environments" is still misunderstood (Goh, Wahl, McDonald, Brissett, & Yoon, 2007;Kim, 2005;Sink, 2005), the school counseling training approach offers a means to practice collaboration with an underserved and rapidly increasing population of ESL students who oftentimes have limited interactions with school counselors (Clemente & Collison

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