ESOL Infusion/Resources for Infusion  

ESOL ARTICLES
page 2

Methods & Curriculum for English Language Learners

Web-Based Resources

Practice

A Curriculum Discourse for Achieving Equity: Implications for Teachers When Engaged with Latina and Latino Students.

Chávez, R. C. (1997). A curriculum discourse for achieving equity: Implications for teachers when engaged with Latina and Latino students. Washington, DC: Hispanic Dropout Project. Retrieved November 25, 2002, from http://www.ncela.gwu.edu/miscpubs/hdp/3/index.htm

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

Print-Based Resources

ED404872

Cloud, N. (1996). Annotated teacher resource bibliography for working effectively with limited English proficient students with interrupted formal education. Westbury, NY: Nassau County Board of Cooperative Educational Services. (ERIC Document Reproduction Service No. ED404872)

Ellis, R. (1993). The structural syllabus and second language acquisition. TESOL Quarterly, 27 (1), 91-113.

Faltis, Christian J. (2001). Joinfostering: Teaching and Learning in Multilingual Classrooms (3 rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.   (Arranging the classroom environment for active participation and social infusion, pp. 73-94).

Fuller, M. L. (2001). Multicultural concerns and classroom management. In C. A. Grant & M. L. Gomez (Eds.), Campus and classroom: Making schooling multicultural (2 nd ed., pp. 109-134). Upper Saddle River, NJ: Merrill/Prentice Hall.

ED422747

Garcia, A., & Morgan, C. (1997). A 50-state survey of requirements for the education of language minority children. Amherst, MA: READ: The Institute for Research in English Acquisition and Development. (ERIC Document Reproduction Service No. ED422747)

Harper, C., & Platt, E. (1998). Full inclusion for secondary school ESOL students: Some concerns from Florida. TESOL Journal, 7 (5), 30-36.

Additional Resources

Web-Based Resources

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. The Bilingual Research Journal, 18 (3/4), 135-159. Available at http://www.ncela.gwu.edu/miscpubs/nabe/brj/v18/18_34_prado.htm

Helping English Learners Increase Achievement Through Inquiry-Based Science Instruction

Amaral, O. M., Garrison, L., & Klentschy, M. (2002). Helping English learners increase achievement through inquiry-based science instruction. The Bilingual Research Journal, 26, 213-239. Retrieved November 21, 2002, from http://brj.asu.edu/content/vol26_no2/pdf/ART2.PDF


Psychological Foundations for English Language Learners

Web-Based Resources

Genesee, F. (2000). Brain research: Implications for second language learning. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved January 27, 2003, from http://www.cal.org/ericcll/digest/0012brain.html

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

Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved January 27, 2003, from http://www.cal.org/ericcll/digest/0110anderson.html

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

Marshall, Brad. (2000). Is there a 'child advantage' in learning foreign languages? Education Week on the Web, 19 (22), 39, 41. Retrieved January 27, 2003, from http://www.edweek.org/ew/ewstory.cfm?slug=22marshall.h19&keywords=brad%20marshall

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

Winston, L. (1997). Language learning and the brain. ERIC/CLL minibib. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved January 27, 2002, from http://www.cal.org/ericcll/minibibs/langbrain.html

Research notes: Language learning and the developing brain. (1996). Learning Languages, 1 (2), 17. Retrieved January 27, 2003, from http://www.cal.org/earlylang/benrsr.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. Retrieved January 27, 2003, from http://www.cal.org/ericcll/digest/earlychild.html

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)

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.

Jasdzewski, G. (1998, March). How useful is connectionism for SLA research? Paper presented at the annual meeting of the Teachers of English to Speakers of Other Languages, Seattle, WA. (ERIC Document Reproduction Service No. ED423704)

Additional Resources

Web-Based Resources

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

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

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

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

Gasser, M. (1990). Connectionism and universals of second language acquisition. Studies in Second Language Acquisition, 12, 179-199. Available at http://www.cs.indiana.edu/pub/gasser/ssla.pdf

Pinker, S., & Prince, A. (n.d.). On language and connectionism: Analysis of a parallel distributed processing model of language acquisition. Available at http://cogprints.ecs.soton.ac.uk/~harnad/Papers/Py104/pinker.conn.html

Hu, J. (1995). A new information processing model of SLA and its implications in teaching ESL to adult learners. Available at http://nlu.nl.edu/ace/Resources/Documents/ESL.html

Print-Based Resources

Hawson, A. (1996). A neuroscientific perspective on second language learning and academic achievement. Bilingual Review/Revista Bilingüe, 21 (2), 101-122.


Reading for English Language Learners

Web-Based Resources

Calderón , M., Hertz-Lazarowitz , R., Ivory , G., & Slavin, R. E. (1997, February). Effects of bilingual cooperative integrated reading and composition on students transitioning from Spanish to English reading (CRESPAR Technical Reports, No. 10). Baltimore: Johns Hopkins University & Howard University. Retrieved November 24, 2002, from http://www.csos.jhu.edu/crespar/Reports/report10entire.html

(Also available at http://www.csos.jhu.edu/crespar/techReports/Report10.pdf )

De la Colina, M. G., Parker, R. I., Hasbrouck, J. E., & Lara-Alecio, R. (2001). Intensive intervention in reading fluency for at-risk beginning Spanish readers. Bilingual Research Journal, 25, 417-452. Retrieved November 24, 2002, from http://brj.asu.edu/v254/pdf/ar6.pdf

Hardin, V. B. (2001). Transfer and variation in cognitive reading strategies of Latino fourth-grade students in a late-exit bilingual program. Bilingual Research Journal, 25, 417-439. Retrieved November 24, 2002, from http://brj.asu.edu/v254/pdf/ar7.pdf

Molina, H., Siegel, D. F., & Hanson, R. A. (1993, September). Early reading instruction, non-English language background, and schooling achievement. 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 December 26, 2002, from http://www.ncela.gwu.edu/ncbepubs/symposia/third/molina.htm

Print-Based Resources

Albus, D., Bielinski, J., Thurlow, M., & Liu, K. (2001). The effect of a simplified English language dictionary on a reading test. LEP projects report 1. Minneapolis, MN: National Center on Educational Outcomes. (ERIC Document Reproduction Service No. ED456655)

Atunez, B. (2002, Spring). Implementing Reading First with English language learners. Directions in Language and Education, No. 15. Washington, DC: National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs.

ED452706

Costantino, M. (1999). Reading and second language learners. Research report. Olympia: Washington Office of the State Superintendent of Public Instruction. (ERIC Document Reproduction Service No. ED452706)

Fielding, L. G., & Pearson, P. D. (1994). Reading comprehension: What works. Educational Leadership, 51 (5), 62-67.

Freeman, Y., & Freeman, D. (1994). Whole language learning and teaching for second language learners. In C. Weaver (Ed.), Reading process and practice: From socio-psycholinguistics to whole language (2 nd ed., pp. 558-629). Portsmouth, NH: Heineman.

Jacobs, G. M. (2000, May). Reading alone together: Enhancing extensive reading via student-student cooperation in second language instruction. Paper presented at the meeting of the Malaysian International Conference on English Language Teaching, Malacca, Malaysia. (ERIC Document Reproduction Service No. ED444377)

http://80-www.edrs.com.proxy.usf.edu/Webstore/download.cfm?ID=469695

Li, D., & Nes, S. L. (2001). Using paired reading to help ESL students become fluent and

accurate readers. Reading Improvement, 38 (2), 50-61. (Available at USF Virtual Library via First Search).

McLaughlin, B., August, D., Snow, C., Carlo, M., Dressler, C., White, C., et al. (2000). Vocabulary improvement and reading in English language learners: An intervention study. (ERIC Document Reproduction Service No. ED442291)

http://80-www.edrs.com.proxy.usf.edu/Webstore/download.cfm?ID=467609

Reid, L. (2001). How does the use of reading recovery techniques and individualized reading strategies affect the reading skills of middle-school, second language learners? Action research project. (ERIC Document Reproduction Service No. ED456646)

http://80-www.edrs.com.proxy.usf.edu/Webstore/download.cfm?ID=678144

ED424748

Singhal, M. (1998). Reading comprehension in the second language classroom: A hands-on approach to teaching and learning reading strategies. (ERIC Document Reproduction Service No. ED424748)

http://80-www.edrs.com.proxy.usf.edu/Webstore/download.cfm?ID=440163

Slavin, R. E., & Madden, N. A. (2000). Effects of bilingual and English as a second language adaptations of Success for All on the reading achievement of students acquiring English. Washington, DC: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED432927)

http://80-www.edrs.com.proxy.usf.edu/Webstore/download.cfm?ID=448342

Strickland, D. S. (1998). What's basic in beginning reading? Finding common ground. Educational Leadership, 55 (6), 6-10.

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

Bilingual Reading Instruction .

Bilingual reading instruction. (1998, January). New York: ERIC Clearinghouse on Urban Education/Columbia Teachers College. Available at http://www.ncela.gwu.edu/pathways/reading/index.htm


Research & Theory for English Language Learners

Web-Based Resources

A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement: Executive Summary

Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence. Retrieved November 23, 2002, from http://www.crede.ucsc.edu/research/llaa/1.1es.html

A Meta-Analysis of the Rossell and Baker Review of Bilingual Education Research .

Greene, J. P. (1997). A meta-analysis of the Rossell and Baker review of bilingual education research. Bilingual Research Journal, 21. Retrieved November 25, 2002, from http://brj.asu.edu/archives/23v21/articles/art1.html

Educational Research and Teacher Training for Successfully Teaching LEP Students

Grant, C. A. (1992). Educational research and teacher training for successfully teaching LEP students. 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 23, 2002, from http://www.ncela.gwu.edu/ncbepubs/symposia/second/vol2/educational.htm

Theoretical and Practical Implications of Assessing Cognitive and Language Development in Bilingual Children with Qualitative Methods

Gonzalez, V., Bauerle, P., & Felix-Holt, M. (1996). Theoretical and practical implications of assessing cognitive and language development in bilingual children with qualitative methods. The Bilingual Research Journal, 20 (1), 93-131. Retrieved November 23, 2002, from http://www.ncela.gwu.edu/miscpubs/nabe/brj/v20/20_1_gonzalez.htm

Print-Based Resources

Long, M. H. (1995). The least a second language acquisition theory needs to explain. In H. D. Brown & S. Gonzo (Eds.), Readings on second language acquisition (pp. 470-489). Upper Saddle River, NJ: Prentice Hall Regents.

Watson-Gegeo, K. A. (1995). Ethnography in ESL: Defining the Essentials. In H. D. Brown & S. Gonzo (Eds.), Readings on second language acquisition (pp. 36-53). Upper Saddle River, NJ: Prentice Hall Regents.

Additional Resources

Web-Based Resources

Educating Language-Minority Children .

August, D., & Hakuta, K. (Eds.). (1998). Educating language minority children. Washington, DC: National Academy Press. Available at http://books.nap.edu/books/0309064147/html/index.html

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

Science for English Language Learners

Web-Based Resources

Practice

Fathman, A. K., Quinn, M. E., & Kessler, C. (1992, Summer). Teaching science to English learners, grades 4-8. NCBE Program Information Guide Series, No. 11. Retrieved November 25, 2002, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig11.htm

Laplante, B. (1997). Teaching science to language minority students in elementary classrooms. NYSABE Journal, 12, 62-83. Retrieved November 19, 2002, from http://www.ncela.gwu.edu/miscpubs/nysabe/vol12/nysabe124.pdf

New Jersey Department of Education. (1998, Fall). The framework: Students with diverse needs. Science instructional adaptations for students with limited English proficiency. In New Jersey science curriculum framework (chap. 9, part b, pp. 350-366). Retrieved November 20, 2002, from http://www.state.nj.us/njded/frameworks/science/chap9b.pdf

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

Science Education as a Sense-Making Practice: Implications for Assessment .  

Warren, B., & Rosebery, A. S. (1992). Science education as a sense-making practice: Implications for assessment. Paper presented at the Second National Research Symposium on Limited English Proficient Student Issues: Focus on Evaluation and Measurement. Washington, DC: Office of Bilingual Education and Minority Language Affairs. Retrieved November 25, 2002, from http://www.ncela.gwu.edu/ncbepubs/symposia/second/vol2/science.htm

What special problems do LEP students face in science? Want can teachers and schools do ?

Kober, N. (n.d.). What special problems do LEP students face in science? Want [ sic ] can teachers and schools do? EDTALK, pp. 32-33. Retrieved November 23, 2002 from

http://www.enc.org/topics/equity/articles/document.shtm?input=ENC-111335-1335

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

Anstrom, K. (with Lynch, S.). (1998, December). Preparing secondary education teachers to work with English language learners: Science (P. DiCerbo, Ed., NCBE Resource Collection Series, No. 11). Washington, DC: Center for the Study of Language and Education, The George Washington University. Retrieved November 21, 2002, from http://www.ncela.gwu.edu/ncbepubs/resource/ells/science.pdf

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

Research

Science for All: A Promise or a Pipe Dream for Bilingual Students?  

Fradd, S., & Lee, O. (1995). Science for all: A promise or a pipe dream for bilingual students? The Bilingual Research Journal, 19, 261-278. Retrieved November 21, 2002, from http://www.ncela.gwu.edu/miscpubs/nabe/brj/v19/19_2_fradd.pdf

Helping English Learners Increase Achievement Through Inquiry-Based Science Instruction

Amaral, O. M., Garrison, L., & Klentschy, M. (2002). Helping English learners increase achievement through inquiry-based science instruction. The Bilingual Research Journal, 26, 213-239. Retrieved November 21, 2002, from http://brj.asu.edu/content/vol26_no2/pdf/ART2.PDF

The Interplay Among Language, Science Knowledge, and Cognitive Strategy Use with Linguistically Diverse Students.  

Lee, O., & Fradd, S. (1996, Fall). The interplay among language, science knowledge, and cognitive strategy use with linguistically diverse students. NYSABE Journal, 11, 26-45. Retrieved November 21, 2002, from http://www.ncela.gwu.edu/miscpubs/nysabe/vol11/nysabe112.pdf

Learning Science and English: How School Reform Advances Scientific Learning for Limited English Proficient Middle School Students

Minicucci, C. (1996). Learning science and English: How school reform advances scientific learning for limited English proficient middle school students. NCRCDSLL Educational Practice Report, No. 17. Retrieved November 23, 2002, from http://www.ncela.gwu.edu/miscpubs/ncrcdsll/epr17.htm

The Effects of Linguistic Simplification of Science Test Items on Performance of Limited English Proficient and Monolingual English-Speaking Students .

Rivera, C., & Stansfield, C. W. (2001, April 12). The effects of linguistic simplification of science test items on performance of limited English proficient and monolingual English-speaking students. Paper presented at the annual meeting of the American Educational Research Association, Seattle, Washington. Retrieved November 21, 2002, from http://www.doe.state.de.us/aab/aera%20linguistin%20simplification.pdf

Aguirre, M. (1996). Effect of open-ended questions on Spanish-dominant LEP students' ability to demonstrate in-depth science concept development and use scientific vocabulary. NYSABE Journal, 11, 46-69. Retrieved November 21, 2002, from http://www.ncela.gwu.edu/miscpubs/nysabe/vol11/nysabe113.pdf

Print-Based Resources

Bernhardt, E., Hirsch, G., Teemant, A., & Rodriguez-Munoz, M. (1996). Language diversity & science: Science for limited English proficiency students. The Science Teacher, 63 (2), 24-27.

Chamot, A. U., & O'Malley, J. M. (1994). The CALLA handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley. (CALLA science, 191-219, 329-330).

Fradd, S. H., & Lee, O. (1999). Teachers' roles in promoting science inquiry with students from diverse language backgrounds. Educational Researcher, 28 (6), 14-20.

Kopriva, R., & Sexton, U. M. (1999). Guide to scoring LEP student responses to open-ended science items. SCASS LEP Consortium Project. Washington, DC: Council of Chief State School Officers. (ERIC Document Reproduction Service No. ED453673) (Also available at http://www.ccsso.org/pdfs/lep.pdf )

Lee, O., & Fradd, S. H. (1998). Science for all, including students from non-English-language backgrounds. Educational Researcher, 27 (4), 12-21.

Lee, O., Fradd, S. H., & Sutman, F. X. (1995). Science knowledge and cognitive strategy use among culturally and linguistically diverse students. Journal of Research in Science Teaching, 32, 797-816.

Simich-Dudgeon, C., & Egbert, J. (2000). Science as a second language. The Science Teacher, 67 (3), 28-32.

Verplaetse, L. S. (1998). How content teachers interact with English language learners. TESOL Journal, 7 (5), 24-28.

Additional Resources

Web-Based Resources

Lee, O. (1998). Science instruction and assessment for language enriched pupils in the state of Florida.   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 20, 2002, from http://www.ncela.gwu.edu/miscpubs/florida/workforce98/lee/science.htm

An agenda for research and public discussion of "diversity," teaching and student learning.   (2001, Winter). Diverse Students Learning Mathematics and Science: Issues and Possibilities. Special Joint Newsletter: National Center for Improving Student Learning & Achievement in Mathematics & Science and Center for Research on Education, Diversity & Excellence, pp. 7-9. Retrieved November 21, 2002, from http://www.cal.org/crede/pubs/tl-12.pdf

Rosebery, A. S., Warren, B., & Conant, F. R. (1992). Appropriating scientific discourse: Findings from language minority classrooms (National Center for Research on Cultural Diversity and Second Language Learning Research Report No. 3). Retrieved November 21, 2002, from http://www.ncela.gwu.edu/miscpubs/ncrcdsll/rr3/index.htm

Print-Based Resources

Fouzder, N. B., & Markwick, A. J. W. (1999). A practical project to help bilingual students to develop their knowledge of science and English language. School Science Review, 80 (292), 65-74.

ED406834

Hough, R. A., et al. (1996). The Academic Language and Literacy Training Project. Mathematics & science for English learners: Curriculum. Atlanta: Georgia State University, Center for the Study of Adult Literacy. (ERIC Document Reproduction Service No. ED406834)

Social Foundations for English Language Learners

Web-Based Resources

Practice

Menkart, D. (1993, Fall). Multicultural education: Strategies for linguistically diverse schools and classrooms (NCBE Program Information Guide Series, No. 16). Retrieved November 25, 2002, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig16.htm

Research

McLeod, B. (1996, February). School reform and student diversity: Exemplary schooling for language minority students (NCBE Resource Collection Series, No. 4). Retrieved November 25, 2002, from http://www.ncela.gwu.edu/ncbepubs/resource/schref.htm

Tong, V. M. (1997). The relationship between first and second languages and culture: Finding a cross-cultural identity. NYSABE Journal, 12, 43-61. Retrieved December 26, 2002 from http://www.ncela.gwu.edu/miscpubs/nysabe/vol12/nysabe123.pdf

Print-Based Resources

Faltis, Christian J. (2001). Joinfostering: Teaching and Learning in Multilingual Classrooms (3 rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.   (Expect language and ethnic diversity, pp. 1-36).

García, Eugene. (2002). Student Cultural Diversity: Understanding and Meeting the Challenge (3 rd ed.). Boston: Houghton Mifflin.   (Effective instruction of linguistically and culturally diverse children, pp. 322-360).

Griego-Jones, T. (2001). Reconstructing bilingual education from a multicultural perspective. In C. A. Grant & M. L. Gomez (Eds.), Campus and classroom: Making schooling multicultural (2 nd ed., pp. 93-108). Upper Saddle River, NJ: Merrill/Prentice Hall.

Additional Resources

Web-Based Resources

Nelson, B. (1996). Learning English: How school reform fosters language acquisition and development for limited English proficient elementary school students. NCRCDSLL Educational Practice Report, No. 16. Available at http://www.ncela.gwu.edu/miscpubs/ncrcdsll/epr16.htm

Social Studies for English Language Learners

Web-Based Resources

Practice

New Jersey Department of Education. (1999, Summer). Instructional adaptations for students with diverse needs. Social studies instructional adaptations for students with limited English proficiency.  In New Jersey social studies curriculum framework (chap. 4, part b, pp. 441-461). Retrieved November 21, 2002, from http://www.state.nj.us/njded/frameworks/socialstudies/chapter4.pdf

Olmedo, I. M. (1993, Summer). Junior historians: Doing oral history with ESL and bilingual students. TESOL Journal. Retrieved November 25, 2002, from http://www.ncela.gwu.edu/miscpubs/tesol/tesoljournal/juniorhi.htm

Print-Based Resources

Carrasquillo, A. L., & Rodriguez, V. (1996). Language minority students in the mainstream classroom . Clevedon, England: Multilingual Matters. (Integrating language and social studies learning, 107-123, 173-183).

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)

Chamot, A. U., & O'Malley, J. M. (1994). The CALLA handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley. (CALLA social studies, 253-279, 332).

Egbert, J., & Simich-Dudgeon, C. (2001). Providing support for non-native learners of English in the social studies classroom: Integrating verbal interactive activities and technology. The Social Studies, 92, 22-25.

Olmedo, I. M. (1993). Junior historians: Doing oral history with ESL and bilingual students. TESOL Journal, 2 (4), 7-10.

Olmedo, I. M. (1994, April). Social studies content teaching in linguistically diverse classrooms. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED427982)

Olmedo, I. M. (1996). Creating contexts for studying history with students learning English. The Social Studies, 87, 39-43.

Short, D. J. (1993). The challenge of social studies for limited English proficient students. Washington, DC: Center for Applied Linguistics. (ERIC Document Reproduction Service No. ED362071)

Tang, G. M. (1992/1993). Teaching content knowledge and ESOL in multicultural classrooms. TESOL Journal, 2 (2), 8-12.

Additional Resources

Web-Based Resources

Practice

Henze, R., & Hauser, M. (1999).   Personalizing culture through anthropological and educational perspectives (Educational Practice Report 4). Santa Cruz, CA, & Washington, DC: The Center for Research on Education, Diversity & Excellence. Retrieved December 2, 2002, from http://www.cal.org/crede/pubs/edpractice/EPR4.htm

Anstrom, K. (with Steeves, K.). (1999, June). Preparing secondary education teachers to work with English language learners: Social studies . In P. DiCerbo (Ed.), NCBE Resource Collection Series , No. 13. Retrieved December 2, 2002, from http://www.ncela.gwu.edu/ncbepubs/resource/ells/social.htm

Short, D. J. ( 1998). Social studies instruction and assessment: Meeting the needs of students learning English.   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 December 2, 2002, from http://www.ncela.gwu.edu/miscpubs/florida/workforce98/short/social.htm

Research

Short, D. J. (1993). Integrating language and culture in middle school American history classes (National Center for Research on Cultural Diversity and Second Language Learning Educational Practice Report No. 8). Retrieved December 2, 2002, from http://www.ncela.gwu.edu/miscpubs/ncrcdsll/epr8.htm

Short, D. J. (1995). Integrating language and culture in social studies. In C. L. Montone (Ed.), Teaching linguistically and culturally diverse learners: Effective programs and practices (pp. 19-21, 42-43). Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning. Retrieved December 2, 2002, from http://www.cal.org/pubs/ncrcpubs/94conf.pdf

National Center for Research on Cultural Diversity and Second Language Learning (1994, February). Integratinglanguage and culture in middle school American history classes. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved December 2, 2002, from http://www.cal.org/ericcll/digest/ncrcds02.html

Special Education for English Language Learners

Web-Based Resources

Practice

Theory and Practice in Bilingual/Cross Cultural Special Education; Major Issues and Implications for Research, Practice and Policy

Baca, L. M. (1990, September). Theory and practice in bilingual/cross cultural special education: Major issues and implications for research, practice, and policy. 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/theory.htm

Five Strategies To Reduce Overrepresentation of Culturally and Linguistically Diverse Students in Special Education  

Warger, C., & Burnette, J. (2000). Five strategies to reduce overrepresentation of culturally and linguistically diverse students in special education. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved November 23, 2002, from http://www.ed.gov/databases/ERIC_Digests/ed447627.html

Root, C. (1994). A guide to learning disabilities for the ESL classroom practitioner. TESL-Electronic Journal, 1 (1). Retrieved January 3, 2003, from http://www.ldonline.org/ld_indepth/bilingual_ld/esl_ld.html

English Language Learners with Special Needs: Effective Instructional Strategies

Ortiz, A. (2001). English language learners with special needs: Effective instructional strategies. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved November 25, 2002, from http://www.cal.org/ericcll/digest/0108ortiz.html

Cummins, J. (1991). Empowering culturally and linguistically diverse students with learning problems. ERIC EC Digest. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. Retrieved January 3, 2003, from http://ericec.org/digests/e500.html

Morrison, S. (n.d.). English language learners with special needs. ERIC/CLL Resource Guides Online. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved November 25, 2002, from http://www.cal.org/ericcll/faqs/rgos/special.html

Assessing LEP Migrant Students for Special Education Services  

Lozano-Rodriguez, J. R., & Castellano, J. A. (1999). Assessing LEP migrant students for special education services. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved November 23, 2002, from http://www.ed.gov/databases/ERIC_Digests/ed425892.html

Bilingual Special Education Teacher Preparation: A Conceptual Framework .

Rodriguez, D., & Carrasquillo, A. (1997). Bilingual special education teacher preparation: A conceptual framework. NYSABE Journal, 12, 98-109. Retrieved November 23, 2002, from http://www.ncela.gwu.edu/miscpubs/nysabe/vol12/nysabe126.pdf

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

Research

Bilingual Special Education: Specific Learning Disabilities in Language and Reading .

Maldonado, J. A. (1994). Bilingual special education: Specific learning disabilities in language and reading. The Journal of Educational Issues of Language Minority Students, 14, 127-148. Retrieved November 25, 2002, from http://www.ncela.gwu.edu/miscpubs/jeilms/vol14/maldonad.htm

Instructional Conversations in Special Education Settings: Issues and Accommodations

Echevarria, J., & McDonough, R. (1993). Instructional conversations in special education settings: Issues and accommodations. NCRCDSLL Educational Practice Report, No. 7. Retrieved November 23, 2002, from http://www.ncela.gwu.edu/miscpubs/ncrcdsll/epr7.htm

Print-Based Resources

Cultural and linguistic diversity and IDEA: An evaluation resource guide (pp. 1-30). (1999). Columbia, MO: Center for Innovations in Special Education. (ERIC Document Reproduction Service No. ED436890)

Curricular and instructional adaptations for ESL in special education. (1997). In STARS for ESL. Strategies, techniques and resources: Meeting higher standards in grades 6-8 (pp. 209-217). New York: New York Board of Education, Brooklyn, NY. Office of Bilingual Education. (ERIC Document Reproduction Service No. ED416697)

Hargett, G. R. (1998). Assessment in ESL & bilingual education: A hot topics paper (pp. 26-30).   Portland, OR: Northwest Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED425645) (Special education, pp. 26-30).

Additional Resources

Web-Based Resources

Burnette, J. (2000). Assessment of culturally and linguistically diverse students for special education eligibility. ERIC EC Digest #604 . Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. Available at http://ericec.org/digests/e604.html

Buckley, S. (1998). Bilingual children with Downs syndrome. Down Syndrome News and Update, 1 (1), 29-30. Available at http://www.altonweb.com/cs/downsyndrome/index.htm?page=bilingualds.html

Print-Based Resources

ED416694

English as a second language professional development manual for special education teachers. Upper elementary level. (1994). Brooklyn: New York City Board of Education. Office of Bilingual Education. (ERIC Document Reproduction Service No. ED416694)

Teacher Training for Working with English Language Learners

Web-Based Resources

Evaluating LEP Teacher Training and In-Service Programs

Dalton, S., & Moir, E. (1992, August). Evaluating limited English proficient teacher training and in-service programs. 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/vol1/evaluating.htm

Chisholm, I. M. (1994). Preparing teachers for multicultural classrooms. The Journal of Educational Issues of Language Minority Students, 14, 43-68. Retrieved November 25, 2002, from http://www.ncela.gwu.edu/miscpubs/jeilms/vol14/chisholm.htm

Gonzalez, J. E., & Darling-Hammond, L. (2000). Programs that prepare teachers to work effectively with students learning English. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved November 25, 2002, from http://www.ed.gov/databases/ERIC_Digests/ed447724.html

What elementary teachers need to know about language

Fillmore, L. W., & Snow, C. E. (2000). What elementary teachers need to know about language. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved November 26, 2002, from http://www.ed.gov/databases/ERIC_Digests/ed447721.html

Clair, N. (2000). Teaching educators about language: Principles, structures, and challenges. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved December 26, 2002, from http://www.ed.gov/databases/ERIC_Digests/ed447723.html

Print-Based Resources

Anderson, P. J. (1997). Professional development schools: A balanced wheel makes it better for everyone. TESOL Journal, 7 (1), 19-24.

LeCompte, K., et al. (1995). Community learning: A field-based education model. (ERIC Document Reproduction Service No. ED399222)

Robbins, V., & Skillings, M. J. (1996). University and public school collaboration: Developing more effective teacher preparation and new teacher support programs. Paper presented at the annual meeting of the Association for Supervision and Curriculum Development, New Orleans, LA. (ERIC Document Reproduction Service No. ED404315)

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.

Testing for English Language Learners

Web-Based Resources

Practice

Badia, A. (1996). LEP assessment and testing. In Language arts through ESOL.   A guide for teachers and administrators. Tallahassee, FL: Florida Department of Education. Retrieved September 26, 2003, from http://www.firn.edu/doe/bin00011/eg6.htm

High-Stakes Testing: Barriers for Prospective Bilingual Education Teachers .

Flores, B. B., & Clark, E. R. (1997). High-stakes testing: Barriers for prospective bilingual education teachers. Bilingual Research Journal, 21 (4), 335-357. Retrieved November 23, 2002, from http://brj.asu.edu/articles/ar1.html

Assessing Language Development in Bilingual Preschool Children .

McLaughlin, B., Blanchard, A. G., & Osanai, Y. (1995, Summer). Assessing language development in bilingual preschool children. NCBE Program Information Guide Series, No. 22. Retrieved November 23, 2002, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig22.htm

Class Placement of Elementary School Emerging Bilingual Students .

Téllez, K. (1998). Class placement of elementary school emerging bilingual students. Bilingual Research Journal, 22 (2, 3, 4), 279-295. Retrieved November 23, 2002, from http://brj.asu.edu/v22234/articles/art10.html

Portfolio Assessment and English Language Learners: An Annotated Bibliography .

Gómez, E. L. (1998). Portfolio assessment and English language learners: An annotated bibliography. Providence, RI: The Northeast and Islands Regional Educational Laboratory at Brown University. Retrieved November 23, 2002, from http://www.lab.brown.edu/public/pubs/bibls/index.shtml

Tannenbaum, J.-E. (1996). Practical ideas on alternative assessment for ESL students. ERIC Digest . Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved November 23, 2002, from http://www.ed.gov/databases/ERIC_Digests/ed395500.html

Research

Differential Impact of Accommodation Strategies on LEP Subgroups .

Abedi, J., Hofestetter, C., & Lord, C. (1998). Differential impact of accommodation strategies on LEP subgroups. Paper presented at the 1998 CRESST Conference, Los Angeles, CA. Retrieved November 23, 2002, from http://www.cse.ucla.edu/CRESST/CONF98/Jamaloh.pdf

The Effects of Linguistic Simplification of Science Test Items on Performance of Limited English Proficient and Monolingual English-Speaking Students .

Rivera, C., & Stansfield, C. W. (2001, April 12). The effects of linguistic simplification of science test items on performance of limited English proficient and monolingual English-speaking students. Paper presented at the annual meeting of the American Educational Research Association, Seattle, Washington. Retrieved November 21, 2002, from http://www.doe.state.de.us/aab/aera%20linguistin%20simplification.pdf

Stansfield, C. W. (2002). Linguistic simplification: A promising test accommodation for LEP students?   Practical Assessment, Research & Evaluation, 8 (7). Retrieved April 8, 2003, from http://ericae.net/pare/getvn.asp?v=8&n=7

Wright, W. E. (2002). The effects of high stakes testing in an inner-city elementary school: The curriculum, the teachers, and the English language learners. Current Issues in Education, 5 (5). Retrieved December 6, 2002, from http://cie.ed.asu.edu/volume5/number5/index

Beaumont, C., de Valenzuela, J. S., & Trumbull, E. (2002). Alternative assessment for transitional readers. Bilingual Research Journal, 26 (2), 213-240. Retrieved November 23, 2002, from http://brj.asu.edu/content/vol26_no2/pdf/ART3.PDF

Gonzalez, V., Bauerle, P., & Felix-Holt, M. (1996). Theoretical and practical implications of assessing cognitive and language development in bilingual children with qualitative methods. Bilingual Research Journal, 20 (1), 93-131. Retrieved November 23, 2002, from http://www.ncela.gwu.edu/miscpubs/nabe/brj/v20/20_1_gonzalez.htm

Print-Based Resources

ED455293

Abedi, J. (2001, April). Validity considerations in the assessment of LEP students using standardized achievement tests. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA. (ERIC Document Reproduction Service No. ED455293)

Brown, J. D., & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly, 32, 653-675.

Fichtner, D., Peitzman, F., & Sasser, L. (1994). What's fair? Assessing subject matter knowledge of LEP students in sheltered classrooms. In F. Peitzman & G. Gadda (Eds.), With different eyes: Insights into teaching language minority students across the disciplines (pp. 114-123). Reading, MA: Addison-Wesley.

ED455299

Hafner, A. L. (2001, April). Evaluating the impact of test accommodations on test scores of LEP students & non-LEP students. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA. (ERIC Document Reproduction Service No. ED455299)
 

Katz, A. (1999). Standards-based assessment for ESOL students. ERIC/CLL News Bulletin, 22 (2), 1-3.

Writing for English Language Learners

Web-Based Resources

Improving ESL learners' writing skills

Bello, T. (1997). Improving ESL learners' writing skills. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved November 24, 2002, from http://www.ed.gov/databases/ERIC_Digests/ed409746.html

The process oriented approach to teaching writing to second language learners

Montague, N. (1995). The process oriented approach to teaching writing to second language learners. New York State Association for Bilingual Education Journal,10, 13-24. Retrieved November 24, 2002, from http://www.ncela.gwu.edu/miscpubs/nysabe/vol10/nysabe103.htm

Peyton, J. K. (1993) Dialogue journals: Interactive writing to develop language and literacy. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved November 25, 2002, from http://www.cal.org/ericcll/digest/peyton01.html

Children's writing in ESL

Hudelson, S. (1988). Children's writing in ESL. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved November 24, 2002, from http://www.ed.gov/databases/ERIC_Digests/ed303046.html

Using Peer Response Groups with Limited English Proficient Writers .

Prater, D. L., & Bermúdez, A. B. (1993). Using peer response groups with limited English proficient writers. Bilingual Research Journal, 17, 99-116. Retrieved November 24, 2002, from http://www.ncela.gwu.edu/miscpubs/nabe/brj/v17/17_12_prater.pdf

Effects of Bilingual Cooperative Integrated Reading and Composition on Students transitioning from Spanish to English Reading

Calderón , M., Hertz-Lazarowitz , R., Ivory , G., & Slavin, R. E. (1997, February). Effects of bilingual cooperative integrated reading and composition on students transitioning from Spanish to English reading (CRESPAR Technical Reports, No. 10). Baltimore: Johns Hopkins University & Howard University. Retrieved November 24, 2002, from http://www.csos.jhu.edu/crespar/Reports/report10entire.html

(Also available at http://www.csos.jhu.edu/crespar/techReports/Report10.pdf )

Print-Based Resources

Helping Secondary ESOL Students To Develop Basic Writing Skills through Process Writing and Publication.

Bhebe, C. L. ( 1996). Helping secondary ESOL students to develop basic writing skills through process writing and publication. Master's thesis, Southeastern University, Florida. (ERIC Document Service Reproduction No. ED409720)

http://80-www.edrs.com.proxy.usf.edu/Webstore/download.cfm?ID=425135

Butler-Pascoe, M. E., & Wiburg, K, M. (2002). Technology and teaching English language learners. Boston: Allyn and Bacon. (Using technology to teach reading and writing, pp. 114-164).

North Carolina State Department of Public Instruction. (1996). First and second language: The reading and writing connection. Raleigh: Author. (ERIC Document Reproduction Service No. ED395294)

http://80-www.edrs.com.proxy.usf.edu/Webstore/download.cfm?ID=410709

Reppen, R. (1994/1995). A genre-based approach to content writing instruction. TESOL Journal, 3 (4), 32-35.

Additional Resources

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)

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