ESOL Infusion/Resources for Infusion  

ESOL ARTICLES

Art for English Language Learners

Web-Based Resources

Practice

New Jersey Department of Education. (1999, Winter). Instructional adaptations for students with diverse needs. Instructional adaptations for students with limited English proficiency. In New Jersey visual and performing arts curriculum framework: A document in support of the core curriculum content standards in the visual and performing arts (chap. 5, pp. 167-174). Retrieved December 2, 2002, from http://www.state.nj.us/njded/frameworks/arts/chap5.pdf

Moore, C. R., Koller, J. A., & Arago, M. K. (1994). The role of art in language learning. Journal of the Imagination in Language Learning and Teaching, 2. Retrieved December 3, 2002, from http://www.njcu.edu/cill/vol2/moore.html

Rucinski-Hatch, C. J. (1996). Grandma Moses meets ESL: Art for speaking and writing activities. Journal of the Imagination in Language Learning and Teaching, 3. Retrieved December 2, 2002, from http://www.njcu.edu/cill/vol3/rucinski-hatch.html

Preece, R. (1997). Modelling language instruction on collaborative design projects. Journal of the Imagination in Language Learning and Teaching, 4. Retrieved November 25, 2002, from http://www.njcu.edu/CILL/vol4/preece.html

Print-Based Resources

Augustin, M. (1992). Bilingual Education Through the Arts (Project BETA) (Community School District 7. 1991-92 Final Evaluation Profile. OERA Report). Brooklyn, NY: New York City Board of Education. Office of Research, Evaluation, and Assessment.   (ERIC Document Reproduction Service No. ED357123)

Ching, J. P. (1993). Using art as a means of language development and of finding one's voice: One case study of an ESL learner. (ERIC Document Reproduction Service No. ED373351)

Preece, R., & Tomlinson, G. (1996). Philadelphia Museum of Art ESL Activity. (ERIC Document Reproduction Service No. ED394339)

Richardson, A. S. (1990). Reaction: Integrating the arts in the foreign/second language curriculum: Fusing the affective and the cognitive. Foreign Language Annals, 23, 317-318, 323-324.

Shier, J. H. (1990). Integrating the arts in the foreign/second language curriculum: Fusing the affective and the cognitive. Foreign Language Annals, 23, 301-313.

Shoemaker, M. K. (1998). "Art is a wonderful place to be": ESL students as museum learners. Art Education, 51 (2), 40-45.

Teaching ESL through art. (1997). In STARS for ESL. Strategies, techniques and resources: Meeting higher standards in grades 6-8 (pp. 178-179). New York: New York Board of Education, Brooklyn, NY. Office of Bilingual Education. (ERIC Document Reproduction Service No. ED416697)

Music for English Language Learners

Web-Based Resources

Practice

Adkins, S. (1997). Connecting the powers of music to the learning of languages. The Journal of the Imagination in Language Learning and Teaching, 4. Retrieved December 3, 2002, from http://www.njcu.edu/cill/vol4/adkins.html

Sjolie, D. (1997). Beyond passive listening: The ESL class becomes a band. Journal of the Imagination in Language Learning and Teaching, 4. Retrieved December 3, 2002, from http://www.njcu.edu/cill/vol4/sjolie.html

Medina, S. L. (2000, Fall). Songs + techniques = enhanced language acquisition. MEXTESOL Journal, 24 (2). Retrieved November 23, 2002, from http://www.geocities.com/ESLmusic/articles/print/article03.html

Medina, S. L. (2000). Acquiring vocabulary through story-songs. Retrieved November 23, 2002, from http://www.geocities.com/ESLmusic/articles/print/article05.html

Research

Medina, S. L. (2000). The effects of music upon second language vocabulary acquisition. Retrieved November 23, 2002, from http://www.geocities.com/ESLmusic/articles/print/article02.html

Print-Based Resources

Anton, R. J. (1990). Combining singing and psychology. Hispania, 73, 1166-1170.

Baez, R. (1993). Reinforcing E.S.L. with Los Cumbancheros Choral Performance Group (Los Cumbancheros) (Final evaluation report, 1992-93. OERA report). Brooklyn, NY: New York City Board of Education. Office of Research, Evaluation, and Assessment. (ERIC Document Reproduction Service No. ED371610)

Katchen, J. E. (1995). Tell it with music. TESOL Journal, 4 (3), 28.

Lems, K. (1996, March). For a song: Music across the ESL curriculum. Paper presented at the annual meeting of Teachers of English to Speakers of Other Languages, Chicago, IL. (ERIC Document Reproduction Service No. ED396542)

Murphy, T. (1992). The discourse of pop songs. TESOL Quarterly, 26, 770-774.

Teaching ESL through music. (1997). In STARS for ESL. Strategies, techniques and resources: Meeting higher standards in grades 6-8 (pp. 175-177). New York: New York Board of Education, Brooklyn, NY. Office of Bilingual Education. (ERIC Document Reproduction Service No. ED416697)

Physical Education for English Language Learners

Web-Based Resources

Practice
New Jersey Department of Education. (1999, Summer). Instructional Adaptations for Students with Diverse Needs. In Curriculum Framework: New Jersey Comprehensive Health Education and Physical Education Curriculum
Framework
 (chap. 9, part 2, pp. 547-558). Retrieved November 20, 2002, from http://www.state.nj.us/njded/frameworks/chpe/chapter9.pdf

Print-Based Resources

Gil, G. L., & Gil, R. S. (1989). LEP students and PE: Overcoming the language barrier. Journal of Physical Education, Recreation & Dance, 60 (6), 10.

Glakas, B. A. (1993). Teaching secondary physical education to ESL students. Journal of Physical Education, Recreation & Dance, 64 (7), 20-24.

Swisher, K., & Swisher, C. (1986). A multicultural physical education approach: An attitude. Journal of Physical Education, Recreation & Dance, 57 (7), 35-39.

Torbert, M., & Schnieder, L. B. (1986). Positive multicultural interaction: Using low organized games. Journal of Physical Education, Recreation & Dance, 57 (7), 40-44.

Content Area Reading for English Language Learners

Web-Based Resources

The Sheltered Instruction Observation Protocol: A Tool for Teacher-Researcher Collaboration and Professional Development

Short, D. J., & Echevarria, J. (1999). The Sheltered Instruction Observation Protocol: A tool for teacher-researcher collaboration and professional development. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved November 25, 2002, from http://www.cal.org/ericcll/digest/sheltered.html

Enhancing Content Areas Through a Cognitive Academic Language Learning Based Collaborative in South Texas

Montes, F. (2002). Enhancing content areas through a Cognitive Academic Language Learning based collaborative in South Texas. Bilingual Research Journal, 26, 697-716. Retrieved December 26, 2002, from http://brj.asu.edu/content/vol26_no3/pdf/art12.pdf

Print-Based Resources

Casbarro, S. N. (1996). Content Area Reading Strategies for English Speakers of Other Languages (CARS for ESOL). Master's thesis, Nova Southeastern University, Ft. Lauderdale, Florida. (ERIC Document Service Reproduction No. ED400689)

Crane, B. E. (1999). Using the Internet in content-based language instruction. Information Searcher, 11 (2), 25-32.

Crane, B. E. (1999). Taking the Internet to the second language classroom. Information Searcher, 11 (1), 10-15.

Olson, M. W., & Gee, T. C. (1991). Content reading instruction in the primary grades: Perceptions and strategies. The Reading Teacher, 45, 298-307.

ED452705

Papai, N. D. (2000). Literacy development through content based instruction: A case study. Working Papers in Educational Linguistics, 16 (2), 81-95. (ERIC Document Reproduction Service No. ED452705)


Additional Resources

ED383216

Rivera, E. B. (1995, February). Fusing cross-content areas into literature pieces using a whole language approach for the elementary LEP student. Paper presented at the annual meeting of the National Association for Bilingual Education, Phoenix, AZ. (ERIC Document Reproduction Service No. ED383216)

Early Childhood Education for English Language Learners

Web-Based Resources

Acquiring a Second Language for School .

Collier, V. P. (1995). Acquiring a second language for school. Directions in Language & Education, 1. Retrieved November 25, 2002, from http://www.ncela.gwu.edu/ncbepubs/directions/04.htm

Cognitive Development in Bilingual Children: A Case for Bilingual Instruction in Early Childhood Education .

Lee, P. (1996). Cognitive development in bilingual children: A case for bilingual instruction in early childhood education. The Bilingual Research Journal, 20, 499-522. Retrieved November 25, 2002, from http://www.ncela.gwu.edu/miscpubs/nabe/brj/v20/20_34_lee.htm

Children's Sociopsychogenesis of Literacy and Biliteracy .

Flores, B. M. (1990, September). Children's sociopsychogenesis of literacy and biliteracy. In Proceedings of the First Research Symposium on Limited English Proficient Student Issues. Washington, DC: United States Department of Education, Office of Bilingual Education and Minority Languages Affairs. Retrieved November 25, 2002, from http://www.ncela.gwu.edu/ncbepubs/symposia/first/children.htm

Bilingualism and Processing of Elementary Cognitive Tasks by Chicano Adolescents .

Náñez, J. E., Sr., & Padilla, R. V. (1995). Bilingualism and processing of elementary cognitive tasks by Chicano adolescents. The Bilingual Research Journal, 19, 249-260. Retrieved November 25, 2002, from http://www.ncela.gwu.edu/miscpubs/nabe/brj/v19/19_2_nanez.htm

Print-Based Resources

Begley, S. (1996). Your child's brain. Newsweek, 127 (8), 54.

Craig, D. V. (2001). Building a "working" theory of second language acquisition: For classroom and ESL teachers. (ERIC Document Reproduction Service No. ED454701)

Dumas, L. S. (1999, February). Learning a second language. Child, 72-77.

Foster-Cohen, S. (2001). First language acquisition . . . second language acquisition: 'What's Hecuba to him or he to Hecuba?'. Second Language Research, 17, 329-344.

Golinkoff, R. M., & Hirsh-Pasek, K. (1999). Look who's talking: Developing language in infants. Retrieved August 24, 1999, from http://www.msnbc.com/news/277804.asp

Johnson, J. S., & Newport, E. L. (1995). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. In H. D. Brown & S. Gonzo (Eds.), Readings on second language acquisition (pp. 75-115). Upper Saddle River, NJ: Prentice Hall Regents.

Meadows, B. (1999). Small talk. People Weekly, 51 (20), 121-122.

Nelson, J., et al. (1997, March). Evaluating elementary school LEP language skills: A comprehensive model. Paper presented at the annual meeting of the Teachers of English to Speakers of Other Languages, Orlando, FL. (ERIC Document Reproduction Service No. ED409727)

Spada, N., & Lightbown, P. M. (1999). Instruction, first language influence, and developmental readiness in second language acquisition. The Modern Language Journal, 83, 1-22.

Additional Resources

Web-Based Resources

Wong Fillmore, L., & Snow, C. E. (2000). What teachers need to know about language. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Available at http://www.cal.org/ericcll/teachers/teachers.pdf

Wong Fillmore, L., & Snow, C. E. (2000). What elementary teachers need to know about language. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Available at http://www.cal.org/ericcll/digest/0006fillmore.html

Bredekamp, S. (n.d.).             A Commentary on What teachers need to know about language. Available at http://www.cal.org/ericcll/teachers/Commentary.pdf

Bredekamp, S. (2000). What early childhood teachers need to know about language. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Available at http://www.cal.org/ericcll/digest/0007bredekamp.html

Krashen, S. D. (1981). Second language acquisition and second language learning. New York: Pergamon Press. Available at http://skrashen.com/

Nissani, H. (1993). Early childhood programs for language minority students. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Available at http://www.cal.org/ericcll/digest/nissan01.html

Genesee, F. (2000). Brain research: Implications for second language learning. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Available at http://www.cal.org/ericcll/digest/0012brain.html

Marcos, K. (2001). Why, how, and when should my child learn a second language? Rockville, MD: ACCESS ERIC. Available at http://www.eric.ed.gov/resources/parent/language.html

McLaughlin, B. (1995). Fostering second language development in young children. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Available at http://www.cal.org/ericcll/digest/ncrcds04.html

Zehler, A. (1994, Summer). Working with English language learners: Strategies for elementary and middle school teachers (NCBE Program Information Guide Series, No. 19). Retrieved November 25, 2002, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig19.htm

Walqui, A. (2000). Contextual factors in second language acquisition. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Available at http://www.cal.org/ericcll/digest/0005contextual.html

Genesee, F. (1995). Integrating language and content: Lessons from immersion. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Available at http://www.cal.org/ericcll/digest/ncrcds05.html

Marshall, Brad. (2000). Is there a 'child advantage' in learning foreign languages? Education Week on the Web, 19 (22), 39, 41. http://www.edweek.org/ew/ewstory.cfm?slug=22marshall.h19&keywords=brad%20marshall

Research notes: Language learning and the developing brain. (1996). Learning Languages, 1 (2), 17. Available at http://www.cal.org/earlylang/benrsr.htm

The impact statement on practice and knowledge-- Educating all our students: Improving education for children from culturally and linguis tically different backgrounds

McLaughlin, B., & McLeod, B. (1996). Educating all our students: Improving education for children from culturally and linguistically different backgrounds. Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning. Available at http://www.ncela.gwu.edu/miscpubs/ncrcdsll/edall.htm

De Houwer, A. (1999). Two or more languages in early childhood: Some general points and practical recommendations. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Available at http://www.cal.org/ericcll/digest/earlychild.html

Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Available at http://www.cal.org/ericcll/digest/0110anderson.html

Print-Based Resources

Tabors, P. O. (1998). What early childhood educators need to know: Developing effective programs for linguistically and culturally diverse children and families. Young Children, 53 (6), 20-26.


Language Arts for English Language Learners

Web-Based Resources

Making English language arts comprehensible to the English language learner .

Making English language arts comprehensible to the English language learner. (2001). In The help! kit: A resource guide for secondary teachers of migrant English language learners (chap. 4, pp. 81-96). Oneonta, NY: ESCORT. Retrieved November 24, 2002, from http://www.escort.org/products/HSc4.pdf

Preparing Secondary Education Teachers to Work with English Language Learners: English Language Arts .

Anstrom, K. (with Mauro, L.). (1998, August). Preparing secondary education teachers to work with English language learners: English language arts (P. DiCerbo, Ed. NCBE Resource Collection Series, No. 14). Washington, DC: Center for the Study of Language and Education, The George Washington University. Retrieved November 23, 2002, from http://www.ncela.gwu.edu/ncbepubs/resource/ells/language.pdf

New Jersey Language Arts Literacy Curriculum Framework

New Jersey Department of Education. (1998, Fall). Adaptations for students. Adaptations for students with limited English proficiency. In New Jersey Language Arts Literacy Curriculum Framework.  (chap. 7, pp. 365-386). Retrieved November 24, 2002, from http://www.state.nj.us/njded/frameworks/lal/chapt7.pdf

The Teaching of Language Arts to Limited English Proficient / English Language Learners: A Resource Guide for All Teachers .

NY State Department of Education (2000). The teaching of language arts to limited English proficient/English language learners: A resource guide for all teachers. Albany: The University of the State of New York, The State Education Department, Office of Bilingual Education. Retrieved November 23, 2002, from http://www.ncela.gwu.edu/library/curriculum/index.htm

Language Arts Through ESOL.   A Guide for Teachers and Administrators: A Companion to the Florida Curriculum Frameworks for Language Arts

Florida Department of Education. (1999). Language arts through ESOL.   A guide for teachers and administrators: A companion to the Florida curriculum frameworks for language arts (Rev. ed.). Tallahassee, FL: Author. (1996 edition available at http://www.myfloridaeducation.com/omsle/egtoc.htm )

Exploring Structure and Interaction in Small Groups: An Ethnographic Study of Cooperative Group Life in a Bilingual Elementary Classroom

Prado-Olmos, P. L. (1994). Exploring structure and interaction in small groups: An ethnographic study of cooperative group life in a bilingual elementary classroom. Bilingual Research Journal, 18, 135-159. Retrieved November 23, 2002, from http://www.ncela.gwu.edu/miscpubs/nabe/brj/v18/18_34_prado.htm

Print-Based Resources

Fránquiz, M. E., & Reyes, M. de la Luz. (1998). Creating inclusive learning communities through English language arts: From chanclas to canicas . Language Arts, 75, 211-220.

Kachru, B. B. World Englishes: Approaches, issues, and resources. In H. D. Brown & S. Gonzo (Eds.), Readings on second language acquisition (pp. 229-261). Upper Saddle River, NJ: Prentice Hall Regents.

Literacy Development of English Language Learners

Web-Based Resources

Using cognitive strategies to develop English language and literacy

Crandall, J., Jaramillo, A., Olsen, L., & Peyton, J. K. (2002). Using cognitive strategies to develop English language and literacy. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved November 24, 2002, from http://www.cal.org/ericcll/digest/0205crandall.html

Promoting Literacy

Promoting literacy (by any means necessary). (1998). In Help! They don't speak English starter kit for primary teachers: A resource guide for educators of limited English proficient migrant students, grades pre-K - 6 (3rd ed., chap. 3, pp. 37-57). Arlington, VA: Eastern Stream Center on Resources and Training (ESCORT), Region IV Comprehensive Center at AEL, Region XIV Comprehensive Center, Center for Applied Linguistics. Retrieved November 24, 2002, from http://www.escort.org/products/chapter3.pdf

English Literacy Development: Approaches and Strategies that Work with Limited English Proficient Children and Adults

Simich-Dudgeon, C. (1989, Summer). English literacy development: Approaches and strategies that work with limited English proficient children and adults. Occasional Papers in Bilingual Education, No. 12. Retrieved December 26, 2002, from http://www.ncela.gwu.edu/ncbepubs/classics/focus/12eld.htm

Developing Language Proficiency and Connecting to Students' Lives: Two Standards for Effective Teaching.

Center for Research on Education, Diversity & Excellence. (1998). Developing language proficiency and connecting school to students' lives: Two standards for effective teaching. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved November 25, 2002, from http://www.cal.org/ericcll/digest/daltoneric.html

Cross-age tutoring in the literacy club. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics

Urzúa, C. (1995). Cross-age tutoring in the literacy club. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved November 25, 2002, from http://www.cal.org/ericcll/digest/urzua001.html

Transferring Literacy Skills from L1 to L2: From Theory to Practice

Roberts, C. A. (1994). Transferring literacy skills from L1 to L2: From theory to practice. The Journal of Educational Issues of Language Minority Students, 13, 209-221. Retrieved December 26, 2002, from http://www.ncela.gwu.edu/miscpubs/jeilms/vol13/transf13.htm

The Expected and Unexpected Literacy Outcomes of Bilingual Students .

Hernández, A. C. (2001). The expected and unexpected literacy outcomes of bilingual students. Bilingual Research Journal, 25, 301-326. Retrieved November 24, 2002, from http://brj.asu.edu/v253/articles/art4.html

No habla inglés: Exploring a bilingual child's literacy learning opportunities in a predominantly English-speaking classroom

Brock, C. H., McVee, M. B.,   Shojgreen-Downer, A. M., & Dueñas, L. F. (1998). No habla inglés: Exploring a bilingual child's literacy learning opportunities in a predominantly English-speaking classroom. Bilingual Research Journal, 22, 175-200. Retrieved November 25, 2002, from http://brj.asu.edu/v22234/articles/art5.html

Soto, L. D. (2002). Young bilingual children's perceptions of bilingualism and biliteracy: Altruistic possibilities. Bilingual Research Journal, 26, 599-610. Retrieved February 19, 2003, from http://brj.asu.edu/content/vol26_no3/pdf/art7.pdf

English Immigrant Language Learners: Cultural Accommodation and Family Literacy

Durán, R. (1996, January). English immigrant language learners: Cultural accommodation and family literacy. In L. A. Benjamin & J. Lord (Eds.), Family literacy: Directions in research and implications for practice. Summary and papers of a national symposium. Washington, DC: U.S. Government Printing Office. Retrieved November 25, 2002 from http://www.ed.gov/pubs/FamLit/english.html

Print-Based Resources

Bialystok, E. (2002). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 52 (1), 159-199.

Boyle, O. & Peregoy, S.   Literacy scaffolds: Strategies for first- and second-language readers and writers, The Reading Teacher, 44 (3), 194-200.

Carrasquillo, A. L., & Rodriguez, V. (1996). Language minority students in the mainstream classroom . Clevedon, England: Multilingual Matters. (The integrated development of oral and written language, 75-89).

Carrasquillo, A. L., & Rodriguez, V. (1996). Language minority students in the mainstream classroom . Clevedon, England: Multilingual Matters. (Instructional strategies for LEP students' oral and written English language development, 90-106).

Levine, L. N. (2000/2001). Young English language learners: "Making it" in a literate world. Sunshine State TESOL Journal, 1-10.

ED452705

Papai, N. D. (2000). Literacy development through content based instruction: A case study. Working Papers in Educational Linguistics, 16 (2), 81-95. (ERIC Document Reproduction Service No. ED452705)

Additional Resources

Web-Based Resources

English Literacy and Language Minorities in the United States .

Greenberg, E., Macías, R. F., Rhodes, D., & Chan, T. (2001, August). English literacy and language minorities in the United States (NCES Publication No. 2001-464). Washington, DC: National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Department of Education. Available at http://nces.ed.gov/pubs2001/2001464.pdf

Reading in the Bilingual Classroom: Literacy and Biliteracy

Goodman, K., Goodman, Y., & Flores, B. (1979). Reading in the bilingual classroom: Literacy and biliteracy. Rosslyn, VA: National Clearinghouse for Bilingual Education. Retrieved December 26, 2002, from http://www.ncela.gwu.edu/ncbepubs/classics/reading/

Print-Based Resources

Hamayan, E., & Pfleger, M. (1987). Developing literacy in English as a second language: Guidelines for teachers of young children from non-literate backgrounds. Teacher resource guide. Washington, DC: Center for Applied Linguistics. (ERIC Document Reproduction Service No. ED290343)

Literature for English Language Learners

Web-Based Resources

Using children's literature to promote the language development of minority students

Coonrod, D., & Hughes, S. (1994). Using children's literature to promote the language development of minority students. The Journal of Educational Issues of Language Minority Students, 14, 319-332. Retrieved November 25, 2002, from http://www.ncela.gwu.edu/miscpubs/jeilms/vol14/coonrod.htm

Teaching ideas

Ellis, G. (n.d.). Teaching ideas. Literature Matters, 31. Retrieved November 25, 2002, from http://www.britishcouncil.org/arts/literature/literature_matters_31/teachingideas.htm

Crossing borders: Multicultural literature in the classroom

Dietrich, D., & Ralph, K. S. (1995). Crossing borders: Multicultural literature in the classroom. The Journal of Educational Issues of Language Minority Students, 15 .   Retrieved November 25, 2002, from http://www.ncela.gwu.edu/miscpubs/jeilms/vol15/crossing.htm

Creating drama with poetry: Teaching English as a second language through dramatization and improvisation

Gasparro, M., & Falletta, B. (1994). Creating drama with poetry: Teaching English as a second language through dramatization and improvisation. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved November 24, 2002, from http://www.cal.org/ericcll/digest/gaspar01.html

Successful Transition Into Mainstream English: Effective Strategies for Studying Literature

Saunders, W., O'Brien, G., Lennon, D., & McLean, J. (1999). Successful transition into mainstream English: Effective strategies for studying literature (Educational Practice Report No. 2). Santa Cruz, CA: Center for Research on Education, Diversity & Excellence. Retrieved January 8, 2003, from http://www.cal.org/crede/pubs/edpractice/EPR2.pdf

Print-Based Resources

Chamot, A. U., & O'Malley, J. M. (1994). The CALLA handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley. (CALLA literature and composition, 281-314, 332-333).

Eeds, M., & Hudelson, S. (1995). Literature as foundation for personal and classroom life. Primary Voices K-6, 3 (2), 2-7.

Hough, R. A., Nurss, J. R., & Enright, D. S. (1986). Story reading with limited English speaking children in the regular classroom. The Reading Teacher, 39, 510-514.

Oscarsson, K. L. (1992). Haitian folktales as a literacy strategy for elementary Haitian ESOL students. (ERIC Document Reproduction Service No. ED355821) Strong, G. (1996). Using literature for language teaching in ESOL. Thought Currents in English Literature, 69, 291-305. (ERIC Document Reproduction Service No. ED407860)

Teaching ESL through multicultural literature. (1997). In STARS for ESL. Strategies, techniques and resources: Meeting higher standards in grades 6-8 (pp. 180-186). New York: New York Board of Education, Brooklyn, NY. Office of Bilingual Education. (ERIC Document Reproduction Service No. ED416697)

Math for English Language Learners

Web-Based Resources

Preparing Secondary Education Teachers to Work with English Language Learners: MATHEMATICS

Anstrom, K. (1999, December). Preparing secondary education teachers to work with English language learners: MATHEMATICS (P. DiCerbo, Ed., NCBE Resource Collection Series, No. 14). Washington, DC: Center for the Study of Language and Education, Graduate School of Education & Human Development, The George Washington University. Retrieved November 23, 2002, from http://www.ncela.gwu.edu/ncbepubs/resource/ells/math.pdf

(Also available at http://www.ncela.gwu.edu/ncbepubs/resource/ells/math.htm )

Innovative strategies for teaching mathematics to limited English proficient students

Secada, W. G., & Carey, D. A. (with Schucher, R.). (1989, Summer). Innovative strategies for teaching mathematics to limited English proficient students. NCBE Program Information Guide Series, No. 10. Retrieved November 23, 2002, from http://www.ncela.gwu.edu/ncbepubs/classics/pig/10math.htm

Jarrett, D. (1999). The inclusive classroom: Teaching mathematics and science to English-language learners. It's just good teaching. Portland, OR: Northwest Regional Educational Laboratory. Retrieved February 13, 2003, from http://www.nwrel.org/msec/images/resources/justgood/11.99.pdf

Integrating language and content instruction for language minority students

Crandall, J., Spanos, G., Christian, D., Simich-Dudgeon, C., & Willetts, K. (1987, September). Integrating language and content instruction for language minority students. NCBE Teacher Resource Guide Series, No. 4. Retrieved November 23, 2002, from http://www.ncela.gwu.edu/ncbepubs/classics/trg/04integrating.htm

Reforming mathematics instruction for ESL literacy students

Buchanan, K., & Helman, M. (1993, Fall). Reforming mathematics instruction for ESL literacy students. NCBE Program Information Guide Series, No. 15. Retrieved November 23, 2002, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig15.htm

Mathematics for Students with Learning Disabilities from Language-Minority Backgrounds: Recommendations for Teaching.

Raborn, D. T. (1995). Mathematics for students with learning disabilities from language-minority backgrounds: Recommendations for teaching. New York State Association for Bilingual Education Journal, 10, 25-33. Retrieved November 23, 2002, from http://www.ncela.gwu.edu/miscpubs/nysabe/vol10/nysabe104.htm

What special problems do children whose native language is not English face in learning math?

Kober, N. (1991, June). What special problems do children whose native language is not English face in learning math? EDTALK: What We Know About Mathematics Teaching and Learning, 26-27. Retrieved November 23, 2002, from http://www.enc.org/topics/equity/articles/document.shtm?input=ACQ-111329-1329

Improving Mathematics and Science Instruction for LEP Middle and High School Students Through Language Activities .

Reyhner, J., & Davison, D. M. (1993, September). Improving mathematics and science instruction for LEP middle and high school students through language activities. In Proceedings of the Third National Research Symposium on Limited English Proficient Student Issues: Focus on Middle and High School Issues. Washington, DC: United States Department of Education, Office of Bilingual Education and Minority Languages Affairs. Retrieved November 23, 2002, from http://www.ncela.gwu.edu/ncbepubs/symposia/third/reyhner.htm

Limited English Proficiency Students and Mathematics An Annotated Bibliography .

Lockwood, K. (1994-2002). Limited English proficiency students and mathematics: An annotated bibliography. Retrieved November 23, 2002, from http://mathforum.org/~sarah/Discussion.Sessions/biblio.bilingual.html

Integrating Mathematics and ESL Instruction . (ERIC Minibib)

Lewelling, V. (1997). Integrating mathematics and ESL instruction. ERIC/CLL minibib. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved November 23, 2002, from http://www.cal.org/ericcll/Minibibs/IntMath.htm

Mathematics and Middle School Students of Mexican Descent: The Effects of Thematically Integrated Instruction

Henderson, R. W., & Landesman, E. M. (1992). Mathematics and middle school students of Mexican descent: The effects of thematically integrated instruction. NCRCDSLL Research Report, No. 5. Retrieved November 23, 2002, from http://www.ncela.gwu.edu/miscpubs/ncrcdsll/rr5.htm

School Mathematics for Language Enriched Pupils .

Secada, W. G. (1998). School mathematics for language enriched pupils. In S. H. Fradd & O. Lee (Eds.), Creating Florida's multilingual global work force: Policies and practices in assessing and instructing students learning English as a new language. Tallahassee, FL: Florida Department of Education. Retrieved November 23, 2002, from http://www.ncela.gwu.edu/miscpubs/florida/workforce98/secada/mathematics.htm

Teaching limited English proficient students to understand and use mathematics

Schwartz, W. (1991). Teaching limited English proficient students to understand and use mathematics. ERIC/CUE Digest, No. 70, 1-5. Retrieved November 23, 2002, from http://www.enc.org/topics/equity/articles/document.shtm?input=ACQ-111333-1333

Evaluating Mathematics Education of LEP Students in a Time of Educational Change .

Secada, W. (1992, August). Evaluating mathematics education of LEP students in a time of educational change. In Proceedings of the Second National Research Symposium on Limited English Proficient Student Issues: Focus on Evaluation and Measurement.   Washington, DC: United States Department of Education, Office of Bilingual Education and Minority Languages Affairs. Retrieved November 25, 2002, from http://www.ncela.gwu.edu/ncbepubs/symposia/second/vol2/evaluate.htm

The Effects of the Presence of Extraneous Information In Mathematical Word Problems on the Performance of Hispanic Learning Disabled Students.

Leon, R. E. (1994). The effects of the presence of extraneous information in mathematical word problems on the performance of Hispanic learning disabled students. New York State Association for Bilingual Education Journal, 9, 15-26. Retrieved November 25, 2002, from http://www.ncela.gwu.edu/miscpubs/nysabe/vol9/mathprob.htm

Developing target second language skills through problem-solving activities in mathematics

Radford, L., Netten, J., & Duquette, G. (1997). Developing target second language skills through problem-solving activities in mathematics. NYSABE Journal, 12, 84-97. Retrieved November 23, 2002, from http://www.ncela.gwu.edu/miscpubs/nysabe/vol12/nysabe125.pdf

Print-Based Resources

Chamot, A. U., & O'Malley, J. M. (1994). The CALLA handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley. (CALLA mathematics, 221-252, 330-332).

Cocking, R. R., & Chipman, S. (1988). Conceptual issues related to mathematics achievement of language minority children. In R. R. Cocking & J. P. Mestre (Eds.), Linguistic and cultural influences on learning mathematics (pp. 17-46). Hillsdale, NJ: Erlbaum.

Hatfield, M. M., Edwards, N. T., Bitter, G. G., & Morrow, J. (2000). Mathematics methods for elementary and middle school teachers (4 th ed.). New York: John Wiley & Sons.   (The role of language in problem solving and critical thinking, pp. 36-38).

Kiplinger, V. L., Haug, C. A., & Abedi, J. (2000, April). Measuring math - not reading - on a math assessment: A language accommodations study of English language learners and otherspecial populations. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED441813)

Kopriva, R., & Saez, S. (1997). Guide to scoring LEP student responses to open-ended mathematics items. Washington, DC: Council of Chief State School Officers. (ERIC Document Reproduction Service No. ED454704)
Rhine, S. (1995, April). Students' language proficiency effects upon teachers' assessment of students' mathematical understanding. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. (ERIC Document Reproduction Service No. ED392600)

Spanos, G., Rhodes, N. C., Dale, T. C., & Crandall, J. (1988). Linguistic features of mathematical problem solving: Insights and applications. In R. R. Cocking & J. P. Mestre (Eds.), Linguistic and cultural influences on learning mathematics (pp. 221-240). Hillsdale, NJ: Erlbaum.

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