Supporting infusion of ESOL into teacher education programs is the purpose of this Resources page presented by experts in the field of teaching English to Speakers of Other Languages.

  • Teacher Educator
  • Pre-Service Teacher

Art for English Learners

Web-Based Resources

Berho, D.L. & Defferding, V. (2008). Communication, culture, and curiosity: Using target-culture and student-generated art in the second language classroom. Foreign Language Annals, 38(2), 271-276. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1944-9720.2005.tb02491.x/pdf

Craig, D. & Paraiso, J. (2008). Dual diaspora and barrio art: Art as an avenue for learning English. Journal for Learning through the Arts, 2(1). Retrieved from http://escholarship.org/uc/item/7r0983p5;jsessionid = ED1294A7BFDBAED331638FBCB7167258

Music for English Learners

Web-Based Resources

Medina, S. L. (2000). Songs + techniques = enhanced language acquisition. MEXTESOL Journal, 24(2). Retrieved from http://www.forefrontpublishers.com/eslmusic/articles/03.htm

Medina, S. L. (2000). Acquiring vocabulary through story-songs. Retrieved from http://www.forefrontpublishers.com/eslmusic/articles/05.htm

Medina, S. L. (2000). The effects of music upon second language vocabulary acquisition. Retrieved from http://www.forefrontpublishers.com/eslmusic/articles/01.htm

Print-Based Resources

Paquette, K.R. & Rieg, S.A. (2008). Using music to support the literacy development of young English language learners. Early Childhood Education Journal, 36(3), 227-232.

Physical Education for English Learners

Web-Based Resources

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 from http://www.state.nj.us/njded/frameworks/chpe/chapter9.pdf

Print-Based Resources

Bell, N. & Lorenzi, D. (2004). Facilitating second language acquisition in elementary and secondary physical education classes. Journal of Physical Education, Recreation & Dance, 75(6), 46-52.

Clancy, M. & Hruska, B. (2005). Developing objectives for English language learners in physical education lessons. Journal of Physical Education, Recreation & Dance, 76(4), 30-35.

Gil, G. & Gil, R. (1993). LEP students and PE: Overcoming the language barrier. Journal of Physical Education, Recreation & Dance, 60(6), 10.

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

Content Area Reading for English Learners

Web-Based Resources

Folse, K. (2009). What K-12 content teachers should know about ESL grammar. Essential Teacher, 6(3-4). Retrieved from http://www.tesol.org/s_tesol/secet.asp?CID=2037&DID=12753

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

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 from http://www.cal.org/resources/digest/sheltered.html

Troncale, N. (2001). Content-based instruction, cooperative learning, and CALP instruction: Addressing the whole education of 7-12 ESL students. Columbia University Working Papers, 2(3). Retrieved from http://journals.tc-library.org/index.php/tesol/article/viewArticle/19/23

Print-Based Resources

Carrison, C. & Ernst-Slavit, G. (2005). From silence to a whisper to active participation: Using literature circles with ELL students Reading Horizons, 46(2), 93-113.

Holmes, K. P., Rutledge, S., & Gauthier, L. R. (2009). Understanding the cultural- linguistic divide in american classrooms: Language learning strategies for a diverse student population Reading Horizons, 49(4), 285-300.

Montes, F. (2002). Enhancing content areas through a Cognitive Academic Language Learning based collaborative in South Texas. Bilingual Research Journal, 26, 697-716.

Watkins, N. & Lindahl, K. (2010). Targeting content-area literacy instruction to meet the needs of adolescent English language learners. Middle School Journal, 41(3), 23-32.

Welsh, L. C., & Newman, K. L. (2010). Becoming a content-ESL teacher: A dialogic journey of a science teacher and teacher educator. Theory into Practice, 49(2), 137-144.

Couseling for English Learners

Print-Based Resources

Burkard, A.W., Martinez, M.J., & Holtz, C.A. (2009). Closing the achievement gap: School counselors' social justice Imperative. In Ponterotto (Ed.). Handbook of Multicultural Counseling.

Burnham, J. J., Mantero, M., & Hooper, L. M. (2009). Experiential training: Connecting school counselors-in-training, English as a second language (ESL) teachers and ESL students. Journal of Multicultural Counseling and Development, 37(1), 2-14.

Goh, M., Wahl, K. H., McDonald, J. K., Brissett, A. A., & Yoon, E. (2007). Working with immigrant students in schools: The role of school counselors in building cross-cultural bridges. Journal of Multicultural Counseling and Development, 35, 66-79.

Hagan, M. (2004). Acculturation and an ESL program: A service-learning project. Journal of Multicultural Counseling and Development, 32, 443-448.

Holcomb-McCoy, C. (2004). Assessing the multicultural competence of school counselors: A checklist. Professional School Counseling, 7(3), 178-186.

Malott, K. M., Paone, T. R., Humphreys, K., & Martinez, T. (2010). Use of group counseling to address ethnic identity development: Application of adolescents of Mexican descent. Professional School Counseling, 13, 257-267.

McCall-Perez, Z. (2000). The counselor as advocate for English language learners: An action research approach. Professional School Counseling, 4(1), 13-23.

Park-Taylor, J., Walsh, M., & Ventura, A. B. (2007). Creating healthy acculturation pathways: Integrating theory and research to inform counselors’ work with immigrant children. Professional School Counseling, 11(1), 25-34.

Roysircar, G., Gard, G., Hubbell, R., & Ortega, M. (2005). Development of counseling trainees’ multicultural awareness through mentoring English as a second language students. Journal of Multicultural Counseling and Development, 33, 17-36.

Santos de Barona, M., & Barona, A. (2006). School counselors and school psychologists collaborating to ensure minority students receive appropriate consideration for special education programs. Professional School Counseling, 10, 3-13.

Shi, Q., & Steen, S. (2010). Group work with English as Second Language (ESL) students: Integrating academic and behavior considerations. Journal of School Counseling, 8(41).

Spomer, M. L., & Cowen, E. L. (2001). A comparison of the school mental health referrals profile of young ESL and English speaking children. Journal of Community Psychology, 29(1), 69-82.

Williams, F. C., & Butler, S. K. (2003). Concerns of newly arrived immigrant students: Implications for school counselors. Professional School Counseling, 7(1), 9-14.

Early Childhood Education for English Learners

Web-Based Resources

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 http://www.cal.org/resources/digest/0110anderson.html

Arias, M.B. & Morillo-Campbell, M. (2008). Promoting ELL parental involvement: Challenges in contested times. Education Policy Research Unit, 1-22. Retrieved from http://vnweb.hwwilsonweb.com/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.44

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

Cho, E.K., Chen, D.W., & Shin, S. (2010). Supporting transnational families. Young Children, 65(1), 30-37. Retrieved from http://www.naeyc.org/files/yc/file/201007/ChoOnline.pdf

Coltrane, B. (2003), Working With Young English Language Learners: Some Considerations. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved from http://www.cal.org/resources/digest/0301coltrane.html

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 from http://www.cal.org/resources/digest/0012brain.html

Kaufman, E., Perry, A., & Prentiss, D. (2001). Reasons for and solutions to lack of parent involvement in parents of second language learners. ERIC: ED458956. Retrieved from http://www.eric.ed.gov/PDFS/ED458956.pdf

Krashen, S. D. (1981). Second language acquisition and second language learning. New York: Pergamon Press. Retrieved from http://www.sdkrashen.com/SL_Acquisition_and_Learning/index.html

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

Panferov,S. (2010). Increasing ELL parental involvement in our schools: Learning from parents. Theory into Practice, 49(1), 106-112. Retrieved from http://pdfserve.informaworld.com/110882_751316920_921337783.pdf

Pecoraro, D. & Magnuson, E. (2001). LEP parent involvement project: A guide for connecting immigrant parents and schools. ERIC: ED458831. Retrieved from http://www.eric.ed.gov/PDFS/ED458831.pdf

Stagg-Peterson, S. & Ladky, M. (2007). A survey of teacher' and principals practices and challenges in fostering new immigrant parent involvement. Canadian Journal of Education, 30(2), 881-910. Retrieved from http://www.eric.ed.gov/PDFS/EJ780822.pdf

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

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. Retrieved from http://www.ericdigests.org/2001-3/need.htm

Print-Based Resources

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.

Harper, S. N., & Pelletier, J. (2010). Parent involvement in early childhood: A comparison of English language learners and English first language families. International Journal of Early Years Education, 18(2), 123-141.

Nitsiou, C. (2006). Tracking the status of language development in language-minority kindergartners. Early Child Development and Care, 176(8), 817-833.

Ordonez-Jasis, R. & Ortiz, R. W. (2006). Reading their worlds: Working with diverse families to enhance children’s early literacy development. Young Children, 42-48.

Thao, M. (2009). Parent involvement in school: Engaging immigrant parents. Snapshot, Wilder Research, 20-26.

Language Arts for English Learners

Web-Based Resources

Blachowicz, C. (2005) Integrated vocabulary instruction: Meeting the needs of diverse learners in grades K-5. Naperville, Ill.: Learning Point Associates, 2005. Retrieved from http://www2.learningpt.org/catalog/item.asp?SessionID=758179091&productID=207

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 (Ch. 4, pp. 81-96). Oneonta, NY: ESCORT. Retrieved from http://escort.org/files/active/0/Chap4.pdf

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 from http://www.ncela.gwu.edu/pubs/nysed/languagearts/

Print-Based Resources

Ranker, J. (2009). Learning nonfiction in an ESL class: The interaction of situated practice and teacher scaffolding in a genre study. The Reading Teacher, 62(7), 580-589.

Literacy Development of English Learners

Web-Based Resources

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 from http://www.cal.org/resources/digest/0205crandall.html

Folse, K. (2009). What K-12 content teachers should know about ESL grammar. Essential Teacher, 6(3-4). Retrieved from http://www.tesol.org/s_tesol/secet.asp?CID=2037&DID=12753

Greenberg, E., Macías, R. F., Rhodes, D., & Chan, T. (2001). 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. Retrieved from http://nces.ed.gov/pubs2001/2001464.pdf

Hernández, A. C. (2001). The expected and unexpected literacy outcomes of bilingual students. Bilingual Research Journal, 25, 301-326. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.126.5435&rep=rep1&type=pdf

Koelsch, N. (2006). Improving literacy outcomes for English language learners in high school: Considerations for states and districts in developing a coherent policy framework. National High School Center. Retrieved from http://www.betterhighschools.org/docs/NHSC_AdolescentS_110806.pdf

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

Print-Based Resources

Avalos, M., Piasencia, A., Chavez, C., & Rascon, J. (2007). Modified guided reading: Gateway to English as a second language and literacy learning. Reading Teacher, 61(4), 318-329.

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

Folse, K. (2006). The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly, 40(2), 273-293.

Haneda, M. (2006). Becoming literate in a second language: Connecting home, community, and school literacy practices. Theory Into Practice, 45, 337-345.

Huerta, M. & Jackson, J. (2010). Connecting literacy and science to increase achievement for English language learners. Early Childhood Education Journal, 38(3), 205-211.

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

Li, D., & Nes, S. L. (2001). Using paired reading to help ESL students become fluent and accurate readers. Reading Improvement, 38(2), 50-61.

Mays, L. (2008). The cultural divide of discourse: Understanding how English language learners' primary discourse influences acquisition of literacy. Reading Teacher, 61(5), 415-418.

Ordonez-Jasis, R. & Ortiz, R. W. (2006). Reading their worlds: Working with diverse families to enhance children’s early literacy development. Young Children, 42-48.

Rivera, M. O., Moughamian, A. C., Lesaux, N. K., & Francis, D. J. (2008). Language and reading interventions for English language learners and English language learners with disabilities. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Short, D., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners--A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

Solari, E. (2007). Improving reading comprehension of English learners through listening comprehension instruction. University of California Linguistic Minority Research Institute: Santa Barbara, California.

Soto, L. D. (2002). Young bilingual children's perceptions of bilingualism and biliteracy: Altruistic possibilities. Bilingual Research Journal, 26, 599-610.

Watkins, N. & Lindahl, K. (2010). Targeting content-area literacy instruction to meet the needs of adolescent English language learners. Middle School Journal, 41(3), 23-32.

Literature for English Learners

Web-Based Resources

Horowitz, D. (2001). Fiction and nonfiction in the ESL/EFL classroom: Does the difference make a difference? In Landmark Essays on ESL Writing (Silva, T. & Matsuda, P. Eds.). Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved from http://books.google.com/books?hl=en&lr=&id=TiC6mPAinmgC&oi=fnd&pg=PA109&dq=art+%22esl%22&ots=YaWDtlM-ix&sig=tOH1zhJK8JLmu_DjConXDlKYnNk#v=onepage&q=art%20%22esl%22&f=false

Nathenson-Mejia, S. & Escamilla K. (2003). Connecting with Latino children: Bridging cultural gaps with children's literature. Bilingual Research Journal, 27 (1), 101-116. Retrieved, from http:// http://www.eagle.tamut.edu/faculty/lrincon/pdf/Connecting with Latino children literature.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).

Beliavsky, N. (2007). Discover the unknown Chekhov in your ESL classroom. Journal of Aesthetic Education, 41(4), 101-109.

Ranker, J.(2009). Learning nonfiction in an esl class: The interaction of situated practice and teacher scaffolding in a genre study. The Reading Teacher, 62(7), 580-589.

Math for English Learners

Web-Based Resources

Freeman, B. & Crawford, L. (2008). Creating a middle school mathematics curriculum for English language learners. Remedial and Special Education, 29(1). Retrieved from http://rse.sagepub.com/content/29/1/9.short

Irujo, S. (2007). So just what is the academic language of mathematics. The ELL Outlook. Retrieved from http://www.camsp.net/documents/IrujoMayJune2007.pdf

Robertson, K. (2009). Math instruction for English language learning. Colorin Colorado. Retrieved from http://www.colorincolorado.org/article/30570/

Wiest, L. (2003). Comprehension of mathematical text. Philosophy of Mathematics Education Journal, 17. Retrieved from http://www.ex.ac.uk/~PErnest/pome17/lwiest.htmhttp://www.centeroninstruction.org/files/Instructional%20Models%20for%20ELLs%2Epdf

Print-Based Resources

Abedi, J. & Lord, C. (2010). The language factor in mathematics tests. Applied Measurement in Education, 14(3), 219-234.

Borgioli, G. (2008). Equity for English language learners in mathematics classrooms. Teaching Children Mathematics, 15(3), 185-191.

Bresser, R. (2003) Helping English language learners develop computational fluency. Teaching Children Mathematics 9(6), 294-299.

Cady, J. A., Hodges, T. E., & Brown, C. L. (2010). Supporting language learners. Teaching Children Mathematics, 16(8), 476-483.

Demski, J. (2009). Learning to speak math. T. H. E. Journal, 36(8), 18-22. Retrieved from ERIC database.

DiGisi, L. & Fleming, D. (2005). Literacy specialists in math class! Closing the achievement gap on state math assessments. Voices from the Middle, 13(1), 48-52.

Garrison, L., Ponce, G.A., & Amaral, O.M. (2007). Ninety percent of the game is half mental. Teaching Children Mathematics, 12-17.

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

Martinello, M. (2008). Language and the performance of English-language learners in math word problems. Harvard Educational Review, 78(2), 333-368.

Murrey, D. (2008). Differentiating instruction in mathematics for the English language learner. Mathematics Teaching in the Middle School, 14(3), 146-153.

Winsor, M.S. (2007). Bridging the language barrier in mathematics. Mathematics Teacher, 101(5), 372-378.

Methods & Curriculum for English Learners

Web-Based Resources

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 from http://scienceforall.com/whyteachscience/Klentchsy_newer_article.pdf

Moughamian, A.C., Rivera, M.O., & Francis, D.J. (2009). Instructional models and strategies for teaching English language learners. Center on Instruction. Retrieved from http://www.centeroninstruction.org/files/Instructional%20Models%20for%20ELLs%2Epdf

Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not say. American Educator, 32(2), 8-44. Retrieved from http://archive.aft.org/pubs-reports/american_educator/issues/summer08/goldenberg.pdf

Olsen, L. (2006). Ensuring academic success for English learners. University of California: Linguistic Minority Research Institute. Retrieved from http://www.madison.k12.in.us/MCSWeb/CSSU/ELL%20Resources/Brief%20reports/Ensuring%20Academic%20Success%20for%20English%20Learners.pdf

Rivera, M.O. & Moughamian, A.C. (2010). WebEx: Instructional models and strategies for teaching English language learners. Paper presented online at Center on Instruction Webinar. Powerpoint retrieved from a href="http://centeroninstruction.org/files/Instructional%20Models%20for%20ELLs%20webinar%20July%202010%2Eppt">http://centeroninstruction.org/files/Instructional%20Models%20for%20ELLs%20webinar%20July%202010%2Eppt">http://centeroninstruction.org/files/Instructional%20Models%20for%20ELLs%20webinar%20July%202010%2Eppt">http://centeroninstruction.org/files/Instructional%20Models%20for%20ELLs%20webinar%20July%202010%2Eppt

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

Print-Based Resources

DelliCarpini, M. (2008). Success with ELLs: Modifying lessons for English language learners. English Journal, 98(2), 98-101.

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

Psychological Foundations for English Learners

Web-Based Resources

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 from http://www.cal.org/resources/digest/0110anderson.html

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 from http://www.cal.org/resources/digest/0205crandall.html

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

Lombardi, J. (2004). Practical ways brain-based research applies to ESL learners. The Internet TESL Journal, 10(8). Retrieved from http://iteslj.org/Articles/Lombardi-BrainResearch.html

Marcos, K. (2001). Why, how, and when should my child learn a second language? Rockville, MD: ACCESS ERIC. Retrieved from http://www.cal.org/resources/pubs/whyhowwhen_brochure.pdf

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

Print-Based Resources

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

Gutiérrez, K. & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25.

Reading for English Learners

Web-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). 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. Retrieved from http://www.state.nj.us/education/njpep/pd/iel/worddocs/ELLConsiderations.doc

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 from http://brj.asu.edu/v254/pdf/ar6.pdf

Francis, D.J., Rivera, M., Lesaux, N. & Rivera, H. (2006). Research-based recommendations for instruction and academic interventions. Practical Guidelines for the Education of English Language Learners. Retrieved from a href="http://www.centeroninstruction.org/files/ELL1-Interventions.pdf">http://www.centeroninstruction.org/files/ELL1-Interventions.pdf">http://www.centeroninstruction.org/files/ELL1-Interventions.pdf">http://www.centeroninstruction.org/files/ELL1-Interventions.pdf

Greenberg, E., Macías, R. F., Rhodes, D., & Chan, T. (2001). 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. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2001464

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 from http://brj.asu.edu/v254/pdf/ar7.pdf

Jacobs, G. M. (2000). 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)

Koelsch, N. (2006). Improving literacy outcomes for English language learners in high school: Considerations for states and districts in developing a coherent policy Framework. National High School Center. Retrieved from http://www.betterhighschools.org/docs/NHSC_AdolescentS_110806.pdf

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)

NCTE ELL Task Force. (2006). NCTE Position Paper on the Role of English Teachers in Educating English Language Learners. National Council of Teachers of English: Urbana, IL. Retrieved from http://www.ncte.org/positions/statements/teacherseducatingell

Olson, C.B. & Land, R. (2007). A cognitive strategies approach to reading and writing instruction for English language learners in secondary school. Research in the Teaching of English, 41(3). Retrieved from http://www.ncte.org/pubs/journals/rte/articles/126617.htm

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)

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)

Print-Based Resources

Avalos, M., Piasencia, A., Chavez, C., & Rascon, J. (2007). Modified guided reading: Gateway to English as a second language and literacy learning. Reading Teacher, 61(4), 318-329.

Folse, Keith S. (2006). The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly, 40(2), 273-293.

Li, D., & Nes, S. L. (2001). Using paired reading to help ESL students become fluent and accurate readers. Reading Improvement, 38(2), 50-61.

Ordonez-Jasis, R. & Ortiz, R. W. (2006). Reading their worlds: Working with diverse families to enhance children’s early literacy development. Young Children, 42-48.

Rivera, M. O., Moughamian, A. C., Lesaux, N. K., & Francis, D. J. (2008). Language and reading interventions for English language learners and English language learners with disabilities. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Short, D., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners--A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

Solari, E. (2007). Improving Reading Comprehension of English Learners through Listening Comprehension Instruction. University of California Linguistic Minority Research Institute: Santa Barbara, California.

Watkins, N. & Lindahl, K. (2010). Targeting content-area literacy instruction to meet the needs of adolescent English language learners. Middle School Journal, 41(3), 23-32.

Research & Theory for English Learners

Web-Based Resources

Clark, K. (2009). The case for structured English immersion. Educational Leadership, 66(7), 42-46. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200904_clark.pdf

Folse, K. (2009). What K-12 content teachers should know about ESL grammar. Essential Teacher, 6(3-4). Retrieved from http://www.tesol.org/s_tesol/secet.asp?CID=2037&DID=12753

Grabe, W. (2004) Research on teaching reading. Annual Review of Applied Linguistics, 24, 44-69. doi: 10.1017/S0267190504000030

Harper, C. & de Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy, 48(2), 152-162. doi: 10.1598/JAAL.48.2.6

López Estrada, V., Gómez, L., & Ruiz-Escalante, J.A. (2009). Let’s make dual language the norm. Educational Leadership, 66(7), 54-58. Retrieved from http://www.ascd.org/publications/educational-leadership/apr09/vol66/num07/Let's-Make-Dual-Language-the-Norm.aspx

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 from http://crede.berkeley.edu/research/llaa/1.1_final.html

Print-Based Resources

Goldenberg, C. (2008). Teaching English language learners. American Educator, 8-44.

Mays, L. (2008). The cultural divide of discourse: Understanding how English-language learners' primary discourse influences acquisition of literacy. Reading Teacher, 61(5), 415-418. Retrieved from ERIC database.

Nixon, S., McCardle, P., & Leos, K. (2007). Implications of research on English Language Learners for classroom and clinical practice. Language, Speech and Hearing Services in Schools, 38, 272-277.

Rodriguez, D., Manner, J., & Darcy, S. (2010). Evolution of teacher perceptions regarding effective instruction for English language learners. Journal of Hispanic Higher Education, 9(2), 130-144.

Science for English Learners

Web-Based Resources

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 from http://scienceforall.com/whyteachscience/Klentchsy_newer_article.pdf

August, D., Artzi, L. & Mazrum, J. (2010, August). Improving science and vocabulary learning of English language learners. Retrieved from http://www.cal.org/create/resources/pubs/academic-language.html

Himmel, J. & Short, D.J. (2009). Using the SIOP model to improve middle school science instruction. Center for Research on the Educational Achievement and Teaching of English Language Learners. Retrieved from http://www.cal.org/create/resources/pubs/siopscience.html

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 from http://www.2lti.com/Docs/PDF/Linguistic%20Simplification.pdf

Welsh, L. C., & Newman, K. L. (2010). Becoming a content-ESL teacher: A dialogic journey of a science teacher and teacher educator. Theory into Practice, 49(2), 137-144. Retrieved from Education Full Text Database.

Print-Based Resources

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, 7-9.

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.

Carrier, K. (2005). Supporting science learning through science literacy objectives for English language learners. Science Activities: Classroom Projects and Curriculum Ideas, 42(2), 5-12.

Gibbons, B. (2008). Elementary preservice teachers' utilization of English language development instructional strategies in the teaching of science to English Learners. Multicultural Education, 15(3), 50-3.

Huerta, M., & Jackson, J. (2010). Connecting literacy and science to increase achievement for English language learners. Early Childhood Education Journal, 38(3), 205-211.

Sandefur, S. J., Watson, S. W., & Johnston, L. B. (2007). Literacy development, science curriculum, and the adolescent English language learner: Modifying instruction for the English-only classroom. Multicultural Education, 14(3), 41-50.

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

Social Foundations for English Learners

Web-Based Resources

Adams, M., Kellie M., & Jones, K. (2005, Winter). Unmasking the myths of structured English immersion: Why we still need bilingual educators, native language instruction, and incorporation of home culture. Radical Teacher. Retrieved from http://findarticles.com/p/articles/mi_m0JVP/is_75/ai_n16439994/

Clark, K. (2009). The case for structured English immersion. Educational Leadership, 66(7), 42-46. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200904_clark.pdf

López Estrada, V., Gómez, L., & Ruiz-Escalante, J.A. (2009). Let’s make dual language the norm. Educational Leadership, 66(7), 54-58. Retrieved from http://www.ascd.org/publications/educational-leadership/apr09/vol66/num07/Let's-Make-Dual-Language-the-Norm.aspx

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

Menkart, D. (1993, Fall). Multicultural education: Strategies for linguistically diverse schools and classrooms (NCBE Program Information Guide Series, No. 16). Retrieved from http://www.ncela.gwu.edu/files/rcd/BE019274/Multicultural_Education_Strategies.pdf

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

Print-Based Resources

Faltis, C.J. (2001). Expect language and ethnic diversity. In Faltis, C.J. (Ed.),Joinfostering: Teaching and learning in multilingual classrooms (3rd ed., pp. 1-36). Upper Saddle River, NJ: Merrill/Prentice Hall.

García, E. (2002). Effective instruction of linguistically and culturally diverse children. In Student cultural diversity: Understanding and meeting the challenge (3 rd ed., pp. 322-360). Boston: Houghton Mifflin.

 

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.

Social Studies for English Learners

Web-Based Resources

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

Reutebuch, C.K. (2010). Effective social studies instruction to promote knowledge acquisition and vocabulary learning of English language learners in the middle grades. Retrieved from http://www.cal.org/create/resources/pubs/effective-social-studies-instruction.html

Print-Based Resources

Brown, C.L. (2007). Strategies for making social studies texts more comprehensible for English-language learners.  The Social Studies, 98(5), 185-188.

Chamot, A. U., & O'Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley.

Cho, S. & Reich, G.A. (2008, November). New immigrants, new challenges: High school social studies teachers and English language learners. The Social Studies, 235-242.

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.

Salinas, C., Fraquiz, M.E., & Guberman, S. (2006). Introducing historical thinking to second language learners: Exploring what students know and what they want to know. The Social Studies. 97(5), 203-207.

Szpara, M. Y., & Ahmad, I. (2007). Supporting english-language learners in social studies class: Results from a study of high school teachers. The Social Studies, 98(5), 189-196.

Weisman, E., & Hansen, L. E. (2007). Strategies for teaching social studies to English-language learners at the elementary level. The Social Studies, 98(5), 180-184.

Special Education for English Learners

Web-Based Resources

Brown, C.L. (2004). Reducing the over-referral of culturally and linguistically diverse students (CLD) for language disabilities. NABE Journal of Research and Practice, 2(1), 225-243. Retrieved from http://njrp.tamu.edu/2004/PDFs/Brown.pdf

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. Retrieved from http://www.ericdigests.org/2001-4/assessment.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 from http://www.ericdigests.org/pre-9220/problems.htm

Echevarria, J. & Hasbrouck, J. (2009). Response to intervention and English learners. Center for Research on the Educational Achievement and Teaching of English Language Learners. Retrieved from http://www.cal.org/create/resources/pubs/responsetointerv.html

Keller-Allen, C. (2006). English language learners with disabilities: Identification and other state policies and issues. Project Forum, National Association of State Directors of Special Education: Alexandria, VA. Retrieved from http://www.projectforum.org/docs/EnglishLanguageLearnerswithDisabilities-IdentificationandOtherStatePoliciesandIssues.pdf

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

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 from http://www.ericdigests.org/2001-3/five.htm

Print-Based Resources

Brown, J. E., & Doolittle, J. (2008). A cultural, linguistic, and ecological framework for response to intervention with English language learners. Teaching Exceptional Children, 40(5), 66.

De Ramírez, R. D., & Shapiro, E. S. (2006). Curriculum-based measurement and the evaluation of reading skills of Spanish-speaking English language learners in bilingual education classrooms. School Psychology Review, 35(3), 356-369.

Figueroa, R.A. & Newsome, P. (2006). The diagnosis of LD in English learners: is it nondiscriminatory?. Journal of Learning Disabilities, 39(3), 206-214.

Garcia, S. B., & Tyler, B. (2010). Meeting the needs of English language learners with learning disabilities in the general curriculum. Theory into Practice, 49(2), 113-120. doi:10.1080/00405841003626585

Haager, D., Calhoon, B., & Linan-Thompson, S. (2007). English language learners and response to intervention: Introduction to special issue. Learning Disability Quarterly, 30(3), 151-152.

Nutta, J. & Stoddard, K. (2005). Preparing special education teacher candidates to teach English language learners: An integrative approach. Florida Journal of Teacher Education, 8, 43-54.

Rinaldi, C., & Samson, J. (2008). English language learners and response to intervention: Referral considerations. Teaching Exceptional Children, 40(5), 9.

Rivera, M. O., Moughamian, A. C., Lesaux, N. K., & Francis, D. J. (2008). Language and reading interventions for English language learners and English language learners with disabilities. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Sandberg, K. L., & Reschly, A. L. (2010). English learners: Challenges in assessment and the promise of curriculum-based measurement. Remedial and Special Education. doi:10.1177/0741932510361260

Vanderwood, M. L., Linklater, D., & Healy, K. (2008). SPECIAL TOPIC: Predictive accuracy of nonsense word fluency for English language learners. School Psychology Review, 37(1), 5-17.

Wilkinson, C.Y., Ortiz, A.A., Robertsib, P.M., & Kushner, M.I. (2006). English language learners with reading-related LD: Linking data from multiple sources to make eligibility determinations. Journal of Learning Disabilities, 29(2), 129-141.

Teacher Training for Working with English Learners

Web-Based Resources

Adams, M., Kellie M., & Jones, K. (2005, Winter). Unmasking the myths of structured English immersion: Why we still need bilingual educators, native language instruction, and incorporation of home culture. Radical Teacher. Retrieved from http://findarticles.com/p/articles/mi_m0JVP/is_75/ai_n16439994/

Clair, N. (2000). Teaching educators about language: Principles, structures, and challenges. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved from http://www.cal.org/resources/digest/0008teaching.html

Clark, K. (2009). The case for structured English immersion. Educational Leadership, 66(7), 42-46. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200904_clark.pdf

DeJong, E. & Harper, C. (2005). Preparing mainstream teachers for English-language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32(2), 101-124. Retrieved from http://www.teqjournal.org/backvols/2005/32_2/13dejong%26harper.pdf

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 from http://www.ericdigests.org/2001-3/need.htm

Francis, D.J., Rivera, M., Lesaux, N. & Rivera, H. (2006). Research-based recommendations for instruction and academic interventions. Practical Guidelines for the Education of English Language Learners. Retrieved from http://www.centeroninstruction.org/files/ELL1-Interventions.pdf

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 from http://www.cal.org/resources/Digest/0009programs.html

Harper, C. & de Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy, 48(2), 152-162. doi: 10.1598/JAAL.48.2.6

Lazarin, M. (2008). A race against the clock. Washington, D.C. Center for American Progress. Retrieved from http://www.americanprogress.org/issues/2008/12/ell_report.html

López Estrada, V., Gómez, L., & Ruiz-Escalante, J.A. (2009). Let’s make dual language the norm. Educational Leadership, 66(7), 54-58. Retrieved from http://www.ascd.org/publications/educational-leadership/apr09/vol66/num07/Let's-Make-Dual-Language-the-Norm.aspx

NCTE ELL Task Force. (2006). NCTE Position paper on the role of English teachers in educating English language learners. National Council of Teachers of English: Urbana, IL. Retrieved from http://www.ncte.org/positions/statements/teacherseducatingell

Short, D. & Echevarria, J. (2004). Teacher skills to support English language learners. Educational Leadership, 62, 8-13. Retrieved from http://www.kckps.org/teach_learn/pdf/group2/t_l9_teacher.pdf

Print-Based Resources

Decapua, A., & Marshall, H. (2010, September). Reaching ELLs at risk: Instruction for students with limited or interrupted formal education. Preventing School Failure, 55(1), 35-41.

Mora, J.K. (2009). From the ballot box to the classroom. Educational Leadership, 66(7), 14-19.

Olson, Carol B. & Land, Robert (2007). A cognitive strategies approach to reading and writing instruction for English language learners in secondary school. Research in the Teaching of English, 41(3), 269-303.

Ortiz, S. O., Flanagan, D. P., & Dynda, A. M. (2008). Best practices in working with culturally diverse children and families. Best Practices in School Psychology 5(1), 1721–1738.

Testing for English Learners

Web-Based Resources

Abedi, J. (2001). 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)

Abedi, J., Courtney, M., Mirocha, J., Leon, S., & Goldberg, J. (2005). Language accommodations for English language learners in large-scale assessments. National Center for Research on Education, Standards, and Student Testing: Los Angeles, CA. Retrieved from http://www.cse.ucla.edu/products/reports/r666.pdf

Assessment and Evaluation: How can we be fair and demanding. (2001). In The help! kit: A resource guide for secondary teachers of migrant English language learners (Ch. 8, pp. 143-172). Oneonta, NY: ESCORT. Retrieved from < http://escort.org/files/active/0/Chap8.pdf">http://escort.org/files/active/0/Chap8.pdf

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

Bielenberg, B., & Fillmore, L. W. (2005). The English they need for the test. Educational Leadership, 62(4), 45-49. Retrieved from http://www.makassed.org.lb/Article/the%20english%20all.pdf

Francis, D.J., Rivera, M., Lesaux, N. & Rivera, H. (2006). Research-based recommendations for instruction and academic interventions. Practical Guidelines for the Education of English Language Learners, Retrieved from http://www.centeroninstruction.org/files/ELL1-Interventions.pdf

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)

Rivera, C., & Stansfield, C.W. (2004). The effect of linguistic simplification of science test items on score comparability. Educational Assessment, 9(3-4), 79-105. Retrieved from http://www.2lti.com/Docs/PDF/Linguistic%20Simplification.pdf

Stansfield, C. W. (2002). Linguistic simplification: A promising test accommodation for LEP students? Practical Assessment, Research & Evaluation, 8(7). Retrieved from http://pareonline.net/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 from http://cie.asu.edu/volume5/number5/

Print-Based Resources

Hofstetter, C. H. (2003). Accommodation test effects for English-Language Learners. Applied Measurement in Education, 6 (2). 159-188.

Lenski, S., Ehlers-Zavala, F., & Daniel, M. (2006). Assessing English-language learners in mainstream classrooms. The Reading Teacher, 60(1), 24-34. doi: 10.1598/RT.60.1.3

Stansfield, C. (2011). Oral translation as a test accommodation for ELLs. Language Testing, 28(3), 401-416.

Suzuki, M. (2009). The compatibility of L2 learners' assessment of self- and peer revisions of writing with teachers' assessment. TESOL Quarterly, 43(1), 137-148.

Writing for English Learners

Web-Based Resources

Olson, C.B. and Land, R. (2007). A cognitive strategies approach to reading and writing instruction for English language learners in secondary school. Research in the Teaching of English, 41(3). Retrieved from http://www.ncte.org/pubs/journals/rte/articles/126617.htm

Print-Based Resources

Kibler, A. (2010). Writing through two languages: First language expertise in a language minority classroom.

Journal of Second Language Writing, 19(3), 121-142.