Page 8: References & Additional Resources
To cite this module, please use the following:
The IRIS Center. (2009). Cultural and linguistic differences: What teachers should know. Retrieved from https://iris.peabody.vanderbilt.edu/module/clde/
Aguado, T., Ballesteros, B., & Malik, B. (2003). Cultural diversity and school equity: A model to evaluate and develop educational practices in multicultural education contexts. Equity & Excellence in Education, 36 (1), 50–63.
Anfara, V. A., & Stacki, S. L. (Eds.). (2002). Middle school curriculum, instruction, and assessment. Charlotte, NC: Information Age Publishing.
August, D., & Shanahan, T. (2006). Executive summary. Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. Mahwah, NJ: Lawrence Erlmaum Associates.
Ballantyne, K. G., Sanderman, A. R., Levy, J. (2008). Educating English language learners: Building teacher capacity. Washington, DC: National Clearinghouse for English Language Acquisition. Retrieved October 20, 2011, from http://www.ncela.gwu.edu/files/uploads/3/EducatingELLsBuildingTeacherCapacityVol1.pdf
Bielenberg, B., & Fillmore, L. W. (Dec. 2004–Jan. 2005). The English they need for the test. Association for Supervision and Curriculum Development, 62(4), 45–49.
Cartledge, G., & Kourea, L. (2008). Culturally responsive classrooms for culturally diverse students with and at risk for disabilities. Exceptional Children, 74(3), 351–371.
Center in Child Development and Social Policy. (2003) Portraits of four schools: Meeting the needs of immigrant students and their families. Retrieved on November 4, 2008, from http://www.yale.edu/21c/pdf/immigrantreport.pdf
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Tonawanda, NY: UTP.
Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. (2007). Family involvement in school and low-income children’s literacy performance. Retrieved September 11, 2008, from http://www.hfrp.org/publications-resources/publications-series/family-involvement-research-digests/family-involvement-in-school-and-low-income-children-s-literacy-performance
Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2005). English language learners in U. S. schools: An overview of research findings. Journal of Education for Students Place at Risk, 10(4), 363–385.
Geneva, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teacher College Press.
Harry, B., & Klingner, J. (2006). Why are so many minority students in special education? Understanding race and disability in schools. New York: Teachers College Press.
Harris-Murri, N. J. (2006). Living the dream in the promised land: Features of highly successful schools that serve students of color. National Center for Culturally Responsive Educational Systems. Retrieved on December 13, 2008, from http://www.nccrest.org/Exemplars/living_the_dream.pdf?v_document_name=living%20the%20dream
Herrell, A., & Jordan, M. (2004). Fifty strategies for teaching English language learners. Upper Saddle River, NJ: Pearson Education.
Hill, J. D., & Flynn, K. M. (2006). Classroom instruction that works with English language learners. Retrieved October 20, 2011, from http://www.ascd.org/publications/books/106009.aspx
Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory into Practice, 42(3), 195–202.
IES National Center for Education Statistics. (2008). Participation in education. Retrieved October 20, 2008, from http://nces.ed.gov/programs/coe/2008/section1/indicator05.asp No longer available.
Irvine, J. J., & Armento, B. J. (2001). Culturally responsive teaching: Lesson planning for elementary and middle grades. New York: McGraw-Hill Higher Education.
Klinger, J. K., Artiles, A. J., Kozleski, E., Harry, B., Zion, S., Tate, W., Duran, G. Z., & Riley, D. (2005). Addressing the disproportionate representation of culturally and linguistically diverse students in special education through culturally responsive educational systems. Education Policy Analysis Archives, 13, 1–42.
Milner, H. R. (2006). Preservice teachers’ learning about cultural and racial diversity: Implications for urban education. Urban Education, 41(4), 343–375.
Milner, H. R. (2005). Stability and change in U.S. prospective teachers’ beliefs and decisions about diversity and learning to teach. Teaching and Teacher Education, 21(7), 767–786.
Northwest Regional Educational Laboratory. (2003). Overview of second language acquisition theory. Retrieved July 24, 2008, from http://www.nwrel.org/request/2003may/overview.html
Obiakor, F. E. (2007). Multicultural special education: Effective intervention for today’s schools. Intervention in School and Clinic, 42(3), 148–155.
Reiger, A., & McGrail, E. (2006). Understanding English language learners’ needs and the language acquisition process: Two teacher educators’ perspectives. Retrieved April 3, 2008, from http://www.urbanschools.org/pdf/understanding_ell.pdf?v_document_name=Understanding%20ELL
U.S. Department of Education. National Center for Education Statistics. (2008). Characteristics of public, private, and Bureau of Indian Education elementary and secondary school teachers in the United States: Results from the 2007–08 schools and staffing survey. Retrieved on October 24, 2012, from http://nces.ed.gov/pubs2009/2009324.pdf
U.S. Department of Education. National Center for Education Statistics. (2012). Digest of education statistics, 2011. Retrieved on October 24, 2012, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012001
U.S. Department of Education. National Center for Education Statistics. (2008). School and staffing survey, 2007–2008. Retrieved on October 24, 2012, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010363
Waterman, R., & Harry, B. (2008). Building collaboration between schools and parents of English language learners: Transcending barriers, creating opportunities. Tempe: AZ: National Center for Culturally Responsive Educational Systems.
White, K. K., Zion, S., & Kozleski, E. (2005). Cultural identity and teaching. Retrieved April 4, 2008, from http://www.urbanschools.org/pdf/cultural.identity.LETTER.pdf?v_document_ name=Cultural%20Identity%20and%20Teaching
Zion, S., & Kozleski, E. B. (2005). Academy 1: Appreciating culture and cultural responsiveness. National Center for Culturally Responsive Educational Systems (NCCRESt). Retrieved December 4, 2008, from http://www.nccrest.org/culture1/Culture_Acad1_Handouts.pdf?v_document_ name=Culture%20Acad1%20Handouts
Zion, S., & Kozleski, E. (2005). Understanding culture. Retrieved April 4, 2008, from http://www.urbanschools.org/pdf/understanding.culture.LETTER.pdf?v_document_ name=Understanding%20Culturep://www.nccrest.org/culture1/ Culture_Acad1_Handouts.pdf?v_document_name=Culture%20Acad1%20Handouts
Zwiers, J. (Dec. 2004–Jan. 2005). The third language of academic English. Association for Supervision and Curriculum Development, 62(4), 45–49.
Rossell, C. (2004/ 2005). Teaching English through English: The mandate for sheltered English immersion programs in California has demonstrated the benefits of teaching English language learners in English. Educational Leadership Journal, 62(4), 32–36.
In this article, the author takes up the question of teaching English language learners in English, as opposed to “sheltering” them by providing bilingual instruction. The author’s research into California schools indeed reveals that some overall improvement in mathematics and reading performance is present among students taught primarily in English.
Zwiers, J. (2004/ 2005). The third language of academic English: Five key mental habits help English language learners acquire the language of school. Educational Leadership Journal, 62(4), 60–63.
The author argues that academic English—that is, the language of learning and abstract concepts—is a kind of third language for English language learners, one that they must be explicitly taught in addition to their routine (social) English instruction. Here he outlines five instructional practices for teachers to help their students to improve their comprehension of academic English and its uses in the classroom and beyond.
Gonzalez, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms, New York: Routledge.
In this book-length treatment, the authors argue that instruction (and, indeed, school culture) should be linked with and responsive to the local community culture. Educators should develop a familiarity with their community’s strengths and individual characteristics as a means through which to improve student outcomes.
Winton, P. J., McCollum, J. A., & Catlett, C. (Eds.) (2008). Practical approaches to early childhood professional development: Evidence, Strategies, and Resources. Washington, DC.
This work serves as a detailed resource for professional developers and college faculty engaged in the training of future educators. The key to improved educational outcomes for all students is to better prepare educators and service providers to meet the challenges of tomorrow’s classrooms, including those of culturally and linguistically diverse students.
The Annie E. Casey Foundation. Race matters: Unequal opportunities for school readiness. Retrieved on December 12, 2008, from http://www.aecf.org/upload/publicationfiles/fact_sheet2.pdf
This information resource—produced by Baltimore’s Annie E. Casey Foundation—lays out detailed information regarding the public consequences of inequality in the resource distribution that helps to prepare children for school. Included are thoughts on various barriers to equal opportunity, including poverty and the “cultural misalignment of institutions.”
The Annie E. Casey Foundation. Race Matters: Unequal Opportunities in Education. Retrieved on December 12, 2008, from http://www.aecf.org/upload/publicationfiles/fact_sheet3.pdf
Similar to the resource described above, this short and informative online guide provides details about the public cost of inequality in America’s schools. Topics include the ongoing problem of racial segregation and inequalities in available resources and teacher quality. A short section on strategies to improve equal opportunity in the nation’s schools is also included.
Foster, M. (2002). Using call-and-response to facilitate language mastery and literacy acquisition among African American students. Retrieved September 19, 2008, from http://www.cal.org/resources/digest/0204foster.html
In this article, the author examines recent attempts to use the unique attributes of African American English as a means of improving instruction and outcomes for African American students. Previous efforts had been on “correcting” the students and imposing a more formalized linguistic model on them, regardless of the effect on learning results.
Jeynes, W. H. (2005). Parental involvement and student achievement: A meta-analysis. Retrieved September 11, 2008, from http://www.hfrp.org/family-involvement/publications-resources/ parental-involvement-and-student-achievement-a-meta-analysis
Here the author looks at several dozen studies to determine the interrelation between parental involvement and student outcomes. A correlation between higher levels of involvement and improved academic performance is indeed determined to exist across the data, and the implications of same are discussed.
U.S. Department of Education. (2015). English learner tool kit. Retrieved on December 15, 2015, from http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html
This online resource is designed to help state and local education agencies to fulfill their legal obligations to English language learners in their classrooms. Included are links to information on staffing and supporting ELL programs, assessment and evaluation of those programs, and creating inclusive environments for all learners, among much else.