Resources

August, D. (2008). Building oral language into content area instruction. PowerPoint presentation. Retrieved on April 8, 2011, from http://www.schoolsmovingup.net/cs/smu/view/rs/14168

August, D. (2007). Findings from the national literacy panel on language minority children and youth (research from CREATE). Webinar retrieved on April 8, 2011, from http://www.schoolsmovingup.net/cs/smu/view/e/1574

August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

August, D., & Shanahan, T. (2008). Developing reading and writing in second-language learners: Lessons from the report of the National Literacy Panel on language -minority children and youth. New York, NY: Routledge.

August, D., & Shanahan, T. (2010). Effective English literacy instruction for English learners. Proceedings of the SchoolsMovingUp@WestEd Webinar. Retrieved on April 8, 2011,from http://www.schoolsmovingup.net/cs/smu/view/e/4603

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 on April 8, 2011, from http://www.ncela.gwu.edu/…pacityVol1.pdf

Burnette, J. (1999, November). Critical behaviors and strategies for teaching culturally diverse students. ERIC/ OSEP Digest E584. ED435147. Retrieved on April 8, 2011, from http://www.eric.ed.gov:80/PDFS/ED435147.pdf

Calderon, M. (2007). Teaching reading to English language learners, grades 6–12: A framework for improving achievement in the content areas. Thousand Oaks, CA: Corwin Press.

The Center for Public Education. (2006). Preparing English language learners for academic success. Retrieved on April 20, 2011, from http://www.centerforpubliceducation.org/…mic-success.html

Cox, C., & Boyd-Batstone, P. S. (2009). Engaging English learners: Exploring literature, developing literacy, and differentiating instruction. Boston, MA: Pearson Education, Inc.

Crawford, J., & Krashen, S. (2007). English learners in American classrooms: 101 questions, 101 answers. New York: Scholastic.

Cuellar, D. (2009). Cultural responsiveness: Working with Mexican immigrant families in early education. Accelerate! The Quarterly Newsletter of the National Clearinghouse for English Language Acquisition, 1(2). Retrieved on April 8, 2011, from http://www.ncela.gwu.edu/files/uploads/17/Accellerate_1_2.pdf

Diaz-Rico, L. T. (2008). Strategies for teaching English learners. Boston, MA: Pearson Education, Inc.

Echevarria, J., & Graves, A. (2011). Sheltered content instruction: Teaching English learners with diverse abilities. Boston, MA: Pearson Education, Inc.

Editorial Projects in Education. (2004). English-language learners. Retrieved on April 8, 2011, from http://www.edweek.org/ew/issues/english-language-learners

The Education Alliance at Brown University. (2006). Teaching diverse learners: Culturally responsive teaching. Retrieved on April 8, 2011, from https://repository.library.brown.edu/studio/collections/1041/#content

The Education Alliance at Brown University. (n.d.). The practice: Active teaching methods—Instruction is designed to promote student engagement by requiring that students play an active role in crafting curriculum and developing learning activities. Retrieved on April 8, 2011, from http://www.knowledgeloom.org/practice_basedoc.jsp?t=1&bpid=1122&aspect..ation=2&parentid=1110&bpinterid=1110&testflag=yes

The Education Alliance at Brown University. (n.d.). The practice: Communication of high expectations—There are consistent messages, from both the teacher and the whole school, that students will succeed, based upon genuine respect for students and belief in student capability. Retrieved on April 8, 2011, from http://www.knowledgeloom.org/practice_basedoc.jsp?t=1&bpid=1121&aspect..ation=2&parentid=1110&bpinterid=1110&spotlightid=1110&testflag=yes

The Education Alliance at Brown University. (n.d.). The practice: Culturally mediated instruction—Instruction is characterized by the use of culturally mediated cognition, culturally appropriate social situations for learning, and culturally valued knowledge in curriculum content. Retrieved on April 8, 2011, from http://www.knowledgeloom.org/practice_basedoc.jsp?t=1&bpid=1128&aspect..ation=2&parentid=1110&bpinterid=1110&spotlightid=1110&testflag=yes

The Education Alliance at Brown University. (n.d.). The practice: Cultural sensitivity—To maximize learning opportunities, teachers gain knowledge of the cultures represented in their classrooms and translate this knowledge into instructional practice. Retrieved on April 8, 2011, from http://www.knowledgeloom.org/practice_basedoc.jsp?t=1&bpid=1125&aspect..ation=2&parentid=1110&bpinterid=1110&spotlightid=1110&testflag=yes

The Education Alliance at Brown University. (n.d.). The practice: Positive perspectives on parents and families of culturally and linguistically diverse students—There is an ongoing participation in dialog with students, parents, and community members on issues important to them, along with the inclusion of these individuals and issues in classroom curriculum and activities. Retrieved on April 8, 2011, from http://www.knowledgeloom.org/practice_basedoc.jsp?t=1&bpid=1124&aspect..ation=2&parentid=1110&bpinterid=1110&spotlightid=1110&testflag=yes

The Education Alliance at Brown University. (n.d.). The practice: Reshaping the curriculum—A reshaped curriculum is culturally responsive to the background of students. Retrieved on April 8, 2011, from http://www.knowledgeloom.org/practice_basedoc.jsp?t=1&bpid=1127&aspect…ation=2&parentid=1110&bpinterid=1110&spotlightid=1110&testflag=yes

The Education Alliance at Brown University. (n.d.). The practice: Student-controlled classroom discourse—Students are given the opportunity to control some portion of the lesson, providing teachers with insight into the ways that speech and negotiation are used in the home and community. Retrieved on April 8, 2011, from http://www.knowledgeloom.org/practice_basedoc.jsp?t=1&bpid=1129&aspect..ation=2&parentid=1110&bpinterid=1110&spotlightid=1110&testflag=yes

The Education Alliance at Brown University. (n.d.). The practice: Small group instruction and academically-related discourse—Instruction is organized around low-pressure, student-controlled learning groups that can assist in the development of academic language. Retrieved on April 8, 2011, from http://www.knowledgeloom.org/practice_basedoc.jsp?t=1&bpid=1130&aspect..ation=2&parentid=1110&bpinterid=1110&spotlightid=1110&testflag=yes

The Education Alliance at Brown University. (n.d.). The practice: Teacher as facilitator—Within an active teaching environment, the teacher’s role is one of guide, mediator, and knowledgeable consultant, as well as instructor. Retrieved on April 8, 2011, from http://www.knowledgeloom.org/practice_basedoc.jsp?t=1&bpid=1123&aspect..ation=2&parentid=1110&bpinterid=1110&spotlightid=1110&testflag=yes

Garcia, G. G. (2003). English learners: Reaching the highest level of English literacy. Newark, DE: International Reading Association.

Gay, G. (2000). Culturally responsive teaching: theory, research, & practice. New York: Teachers College Press.

Genesee, F. (Ed.). (1999). Program alternatives for linguistically diverse students. Santa Cruz: University of California, Center for Research on Education, Diversity & Excellence. Retrieved on April 8, 2011, from http://www.eric.ed.gov:80/PDFS/ED428569.pdf

Gitomer, D. H., Andal, J., & Davison, D. (2005, December). Using data to understand the academic performance of English language learners. Policy Issues, 21. Retrieved on April 8, 2011, from http://www.ncrel.org/policy/pubs/pdfs/pivol21.pdf

Herrera, S. G., & Murry, K. G. (2005). Mastering ESL and bilingual methods: Differentiated instruction for culturally and linguistically diverse (CLD) students. Boston, MA: Pearson Education, Inc.

Hoover, J. J. (2009). Differentiating learning differences from disabilities: Meeting diverse needs through multi-tiered response to intervention. Upper Saddle River, NJ: Pearson Education, Inc.

Klingner, J. K., Hoover, J. J., & Baca, L. M. (Eds.). (2008). Why do English language learners struggle with reading?: Distinguishing language acquisition from learning disabilities. Thousand Oaks, CA: Corwin Press.

Lumsden, L. (1997, July). Expectations for students. ERIC Digest, 116. Retrieved on April 8, 2011, from http://eric.uoregon.edu/publications/digests/digest116.html

McGraner, K. L., & Saenz, L. (2009, September). Preparing teachers of English language learners. Retrieved on April 8, 2011, from http://www.tqsource.org/publications/issuepaper_preparingELLteachers.pdf

National Assessment of Educational Progress (NAEP). (2007). The NAEP reading achievement levels. Retrieved on April 8, 2011, from http://nces.ed.gov/nationsreportcard/reading/achieve.asp

The National Center for Culturally Responsive Educational Systems (NCCRESt). (2008). Academy 2: Culturally responsive literacy instruction – What does it look like in the classroom. Module 5: Culturally responsive literacy. Facilitator’s Manual.

National Comprehensive Center for Teacher Quality. (2009, September). Certification and licensure for teachers of English language learners, by state. Retrieved on April 8, 2011, from http://www.tqsource.org/pdfs/CertificationandLicensureforTeachersofELLs.pdf

National Council of Teachers of English. (2008). English language learners: A policy research brief produced by the national council of teachers of English. Retrieved on April 8, 2011, from http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBrief.pdf

Olsen, L. (2010). Reparable harm: Fulfilling the unkept promise of educational opportunity for long term English learners. Long Beach, CA: Californians Together. Retrieved on April 8, 2011, from http://www.calfund.org/pub_documents/reparable_harm_full_final_lo.pdf

Ong, F. (Ed.). (2010). Improving education for English learners: Research-based approaches. Sacramento, CA: California Department of Education.

Pelayo, I., & Pachon, H. P. (2010). Closing achievement gaps: Improving educational outcomes for Hispanic children. Los Angeles, CA: The Tomas Rivera Policy Institute.

Reiss, J. (2008). 102 content strategies for English language learners: Teaching for academic success in grades 3–12. Upper Saddle River, NJ: Pearson Education, Inc.

Rothenberg, C., & Fisher, D. (2007). Teaching English language learners: A differentiated approach. Upper Saddle River, NJ: Pearson Education, Inc.

San Diego Unified School District. (2010). No Child Left Behind factsheet. Retrieved on April 8, 2011, from http://www.sandi.net/NCLB

Saunders, W., & Goldenburg, C. (2010). Research to guide English language development instruction. In California Department of Education (Ed.), Research on English Language Learners. Sacramento, CA: California Department of Education Press.

Schmidt, P. R. (2005). Culturally responsive instruction: Promoting literacy in secondary content areas. Naperville, IL: Learning Point. Retrieved on April 8, 2011, from http://www.learningpt.org/literacy/adolescent/cri.pdf

Slavin, R. E., & Cheung, A. (2005). A synthesis of research on language of reading instruction for English language learners. Review of Educational Research, 75(2), 247–284.

Tellez, K., & Waxman, H. C. (2005). The laboratory for student success: Quality teachers for English language learners. The Mid-Atlantic Regional Educational Laboratory at Temple University Center for Research in Human Development and Education. Retrieved on April 8, 2011, from http://www.eric.ed.gov.proxy.lib.wayne.edu/PDFS/ED508447.pdf

Thomas, W. P., & Collier, V. (1997, December). School effectiveness for language minority students. Retrieved on April 8, 2011, from http://ncela.gwu.edu/files/rcd/BE020890/school_effectiveness_for_langu.pdf

U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP). (2009).The nation’s report card: Mathematics, grade 8 national results. Retrieved on Dec. 7, 2010 from http://nationsreportcard.gov/math_2009/gr8_national.asp?tab_id=tab2&subtab_id=Tab_7#tabsContainer

U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP). (2009). The nation’s report card: Mathematics, grade 4 national results. Retrieved on Dec. 7, 2010 from http://nationsreportcard.gov/math_2009/gr4_national.asp?tab_id=tab2&subtab_id=Tab_7#tabsContainer

U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP). (2009). The nation’s report card: Reading, grade 8 national results. Retrieved on April 8, 2011, from http://nationsreportcard.gov/reading_2009/nat_g8.asp?subtab_id=Tab_7&tab_id=tab2#tabsContainer

U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP). (2009). The nation’s report card: Reading, grade 4 national results. Retrieved on April 8, 2011, from http://nationsreportcard.gov/reading_2009/nat_g4.asp?subtab_id=Tab_7&tab_id=tab2#tabsContainer

Whelan Ariza, E. (2010). Not for ESOL teachers: What every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student. Boston, MA: Pearson Education, Inc.

Zhang, H., & Kortner, N. A. (1995). Oral language development across the curriculum, K–12. ERIC Digest ED389029. Retrieved on April 8, 2011, from http://www.ericdigests.org/1996-3/oral.htm

Zion, S., Zion, T., and King, K. (2008). Academy 2: Culturally responsive classrooms. Module 2: Culturally responsive pedagogy and practice. The National Center for Culturally Responsive Educational Systems (NCCRESt) Module.

Butvilofsky, S., Escamilla, M., Geisler, D., Hopewell, S., & Ruiz, O. A. (2010). Transition to biliteracy: literacy squared. Informally published manuscript.
School of Education, University of Colorado, Boulder.

This useful and informative resource grew out of a meeting of educators and experts at a 2004 National Association for Bilingual Education Conference in Albuquerque, New Mexico, where the focus was on transitions among ELLs. This work, as its title suggests, examines the available research having to do with “transitions to biliteracy” and describes in detail the creation and implementation of the Literacy Squared intervention framework.

Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American Educator, 32(2), 8–23, 42–44.

This article reviews the research done by the National Literacy Panel (NPL) and the Center for Research on Diversity, Education, and Excellence (CREDE) pertaining to the education of English learners. Instructional modifications, critical questions, and two classroom views are all on hand.

Miller, R. D. (2016). Contextualizing instruction for English language learners with learning disabilities. TEACHING Exceptional Children, 49(1), 58–65.

The author of this article overviews a detailed plan for contextualizing English instruction for ELL students with learning disabilities. Steps include building vocabulary and building background knowledge. A discussion and some final thoughts are included.

Rolstad, K., Mahoney, K., & Glass, G. V. (2005). The Big Picture: A Meta-Analysis of Program Effectiveness Research on English Language Learners. Educational Policy, 19
(4), 572–594.

This article presents a meta-analysis of bilingual education programs, including developmental and transitional programs. Recommendations for educational policy are provided.

The National Clearinghouse for English Language Acquisition. (2010). AccELLerate! The quarterly newsletter of the National Clearinghouse for English Language
Acquisition,2(2), 1–20.

Topics covered in this issue include, but are not limited to, quality teacher preparation for ELLs, the national professional development program, and math ACCESS: building mathematical proficiency in linguistically diverse schools.

The National Clearinghouse for English Language Acquisition. (2010). AccELLerate! The quarterly newsletter of the National Clearinghouse for English Language
Acquisition, 2(4), 1–20.

Topics covered in this issue include, but are not limited to, formative assessment, what makes a “good” assessment for ELLs?, and validity and fairness of assessments for ELLs.

Pickett, A. L. (1998). A core curriculum and training program to prepare paraeducators to work with learners who have limited English proficiency. NRCP.

This training series targets paraeducators who work with students with limited English proficiency in inclusive classrooms. The training provides several resources, including handouts and transparencies with references accompanying each module.

Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450–452, Retrieved on April 8, 2011, from http://www.sciencemag.org/content/328/5977/450.full

This article breaks down some of the reasons for student difficulty in reading and comprehending science material in the school curriculum.

Wanzek, J., Swanson, E., Vaughn, S., Robers, G., & Fall, A-M. (2016). English learner and non-English learner students with disabilities: Content acquisition and comprehension. Exceptional Children, 82(4), 428–442.

Here the authors overview the effectiveness of Promoting Adolescent Comprehension Through Text (PACT), a group of instructional practices designed for middle and high school social studies classes. Their findings indicate that PACT’s six components did in fact lead to better comprehension and thus better outcomes for both ELLs and native English speakers alike..

Ariza, E. N. W. (2010). Not for ESOL teachers: What every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student.
Boston, MA: Pearson Education, Inc.

This book includes examples, for the general educator, of ways to modify content for English learners. Examples of behaviors exhibited in the classroom by English language learners are provided, as are assessment concerns and strategies.

Hadaway, N. L., Vardell, S. M., & Young, T. A. (2009). What every teacher should know about English language learners. Boston, MA: Pearson Education, Inc.

This book offers background information about English language learners to suggest a basis for classroom organization. Practical classroom strategies are included.

Herrera, S., Perez, D. R., & Escamilla, K. (2009). Teaching reading to English language learners: Differentiated literacies. Boston: Allyn & Bacon.

This book stresses that meaning and relevance are the basis of all instructional activities and strategies used with culturally and linguistically diverse students in the areas of reading and writing instruction. Videos of strategies in action, student samples, and teacher voices are provided.

Hoover, J., Klingner, J. K., Baca, L., & Patton, J. (2007). Methods for teaching culturally and linguistically diverse exceptional learners. Upper Saddle River, NJ:
Merrill/ Prentice Hall.

This book differentiates between learning differences and learning disabilities in the culturally and linguistically diverse population of students, and suggests instructional methods to meet each group’s needs.

Klingner, J. K., Hoover, J., & Baca, L. (2008). Why do English language learners struggle with reading? Distinguishing language acquisition from learning disabilities.
Thousand Oaks, CA: Corwin Press.

This book is a resource to help decipher whether an English language learner’s reading difficulties are attributed to language acquisition difficulties or to learning disabilities. Assessment techniques, instructional tips, and practical strategies are provided.

Klingner, J. K., Vaughn, S., & Boardman, A. (2007). Teaching reading comprehension to students with learning difficulties. New York: Guilford.

This book servers as a resource for all grade level teachers to aid students in the area of comprehension. Reproducible lesson plans and instructional materials are included.

Linan-Thompson, L., & Vaughn, S. (2007). Research-based methods of reading instruction for English language learners: Grades k–4. Alexandria, VA: ASCD.

This book includes reading instruction methods for English language learners based on research done in the area of reading instruction. A list of helpful websites is also on hand.

Bank Street’s College’s Guide to Literacy for Volunteers and Tutors: English Language Learner http://www.bankstreet.edu/literacyguide/

This website provides information about literacy development and English language learners targeted for volunteers and tutors that work with this population of students. Sample lesson plans, games, reading strategies, and book suggestions are all here.

Center for Applied Linguistics http://www.cal.org/

This website is dedicated to improving English communication for all persons, regardless of language or cultural differences. Resources include topics such as information about dialects and refugee integration.

Center for Research on the Educational Achievement and Teaching English Language Learners (CREATE) http://www.cal.org/create/

This website includes information about the research and teaching of English language learners with a primary focus on grades 4–8.

Center on Instruction http://www.centeroninstruction.org/topic.cfm?k=ELL

This site offers a compilation of free, scientifically based resources for state, districts, and local educators to enhance instruction. The information on hand here is broken down into the areas of literacy, mathematics, science, ELL, special education, RTI, eLearning, and federal priorities.

Colorín Colorado. (2007). Reading comprehension strategies for content learning. Retrieved on April 8, 2011, from http://www.colorincolorado.org/educators/content/comprehension

This Web resource—available in both English and Spanish—offers a wealth of information on and suggestions about how to teach reading comprehension skills.

Echevarria, J., Short, D., & Linquanti, R. (2011, January 19). Programs and practices for effective sheltered content instruction [Webinar 12]. Retrieved April 8,
2011, from https://www.wested.org/resources/programs-and-practices-for-effective-sheltered-content-instruction/

This Webinar offers an overview of effective sheltered content instruction, featuring the SIOP model. Note that archived Webinars require registration to access.

Gulack, J., & Silverstein, S. (n.d.). Techniques, strategies, and suggestions for teachers of LEP and former LEP students [TASSI: SDAIE Handbook]. (Online
informational booklet), Retrieved on October 1, 2010 from http://www.suhsd.k12.ca.us/suh/—suhionline/sdaie/sdaiehandbook.html#paragraph

This online booklet focuses on supporting students transitioning from an ESL or sheltered class into the regular classroom. Explanations and strategies are provided for general educators.

National Association for Bilingual Education (NABE) https://nabe.org

This professional organization is dedicated to representing bilingual educators and English language learners. NABE provides professional development, fights for the interest of language minority students, lobbies to ensure adequate funding is available, mobilizes parents and communities, and educates the public about bilingual education.

National Association for Multicultural Education (NAME) http://nameorg.org/

NAME is a volunteer organization of persons advocating for educational equity and social justice. Information is given about a yearly conference.

Reading Rockets: http://www.readingrockets.org/

This website for persons teaching children to read includes a wealth of information for parents, teachers, principals, librarians, school psychologists, school counselors, and speech pathologists. Information is also available in Spanish.

Texas Center for Reading and Language Arts http://www.meadowscenter.org/vgc

This center located at the University of Texas at Austin strives to improve the educational outcomes for English language learners and students with special needs in the areas of reading and language arts. Professional development information and materials are available at the website.

Texas Comprehensive Center. (2010). What can a mathematics teacher do for the English language learner? Retrieved on April 8, 2011, from http://txcc.sedl.org/resources/ell_materials/mell/beginner.html

This easy-to-read bulleted list of typical characteristics and suggested strategies is targeted at beginning language learners.

The University of Texas at Austin, College of Education. (2001). Essential reading strategies for the struggling reader: Activities for an accelerated reading program,
expanded edition. Retrieved on April 8, 2011, from http://www.meadowscenter.org/vgc/downloads/primary/booklets/Essential_Strategies.pdf

This manual includes activities to supplement the regular reading curriculum for students who are struggling. The four areas addressed are fluency, phonological awareness, instructional reading with comprehension, and word analysis and spelling. Sample lesson plans and modified sample lesson plans are included.

U.S. Department of Education, Institute of Education Sciences (IES). (2007). Effective literacy and English language instruction for English learners in the elementary grades. Retrieved on April 8, 2011, fromhttps://ies.ed.gov/ncee/wwc/practiceguide/6

This practice guide was developed for use by a broad spectrum of school practitioners and contains specific and coherent evidenced-based recommendations pertaining to literacy instruction for English language learners in the elementary grades.

U.S. Department of Education. (2007). Best practices for ELLs: Small-group interventions. Retrieved on June 6, 2011, from http://www.readingrockets.org/article/28881

This report from the U.S. Department of Education—based on four studies conducted with ELLs—includes a summary of the recommendation, as well as a number of detailed tips on effective implementation and thoughts about possible pitfalls that instructors and school leaders should be on guard against.

U.S. Department of Education. (2007). Best practices for ELLs: Vocabulary instruction. Retrieved on June 6, 2011, from http://www.readingrockets.org/article/28882

This report from the U.S. Department of Education—based on three studies conducted with ELLs—includes a summary of the recommendation, as well as useful tips on effective implementation and thoughts about possible stumbling blocks along the way.

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.

Wilen, D. K. (2004). English language learners: An introductory guide for educators. Bethesda, MD: National Association of School Psychologists.

This handout for families and educators offers an overview of English language learners and some of the interventions that educators can implement in the classroom to support them.

EDPro. (2007, March 27). Starting points: Working with young English language learners. Retrieved on April 8, 2011, from http://www.youtube.com/watch?v=aMD38A2u9wE&feature=related

This video is an advertisement for the Starting Points series produced by Edpro. A sample video clip from the series is shown.