This collection of research provides a review of research on the effective practices for improving outcomes for English learners including academic achievement.
Author(s): Linda Avila, Rosemary R. Garza, Delia Alaniz Molina, Graciela Mendiola
Publication Info: Bilingual Review May-Dec 1991, 16(2/3), 257-261
Publication URL: http://www.jstor.org/stable/25745089
Category: Professional Development
Grade Level: All Grade Levels
Keywords: Peer Coaching, Professional Development Strategies, Teacher Collaboration
Summary:
This article describes a series of professional development workshops designed to reduce EL teachers’ feelings of isolation. The peer coaching approach, which encourages teachers to discuss and collaborate, succeeded in making teachers feel both supported and informed.
Code Switching: Why It Matters and How to Respond
Author(s): none listed
Publication URL: https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/fcp/docs/code-switching.pdf
Category: Curriculum, Instruction & Assessment, Professional Development
Grade Level: Early Childhood
Keywords: Code Switching, Dual Language Learners, Language Development, Multilingual Environments
Summary:
This handbook explains code switching and gives teachers a variety of strategies and examples for helping dual-language learners develop communication skills in both languages. It includes workbook exercises so teachers can plan future approaches and assess their own knowledge.
Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for the Use of Accommodations in Large-scale Assessments
Author(s): Michael J. Kieffer, Mabel Rivera, David J. Francis
Publication URL: http://centeroninstruction.org/files/Practical%20Guidelines%20Update%20Book%204.pdf
Category: Curriculum, Instruction & Assessment, Leadership
Grade Level: All Grade Levels
Keywords: Accommodations, Assessment
Summary:
This comprehensive, research-based report on assessment accommodations for ELs focuses on four main ways to improve access and support ELs in achieving results that accurately reflect their knowledge and comprehension. It is especially useful to teachers and administrators in explaining the results of research in clear, everyday language and synthesizing the large and sometimes conflicting body of research on assessment.
Compare, Contrast, Comprehend: Using Compare-Contrast Text Structures with ELLs in K-3 Classrooms
Author(s): Mariam Jean Dreher and Jennifer Letcher Gray
Publication Info: The Reading Teacher Oct. 2009, 63(2), 132-141
Publication URL: http://www.jstor.org/stable/40347663
Category: Curriculum, Instruction & Assessment
Grade Level: Early Elementary (K-2)
Keywords: Compare and Contrast, Content Area Instruction, Literacy, Vocabulary
Summary:
This article discusses the importance of introducing ELs to text structures, such as compare and contrast, to help them develop reading comprehension, especially in nonfiction content-area texts. In addition to a theoretical framework, it provides detailed examples of teaching approaches and a list of recommended books.
Linguistic Scaffolding Strategies for ELLs: Classroom Samples Using Sheltered Instruction Strategies
Author(s): None Specified
Publication URL: http://www.esc1.net/cms/lib/TX21000366/Centricity/Domain/63/Linguistic_Scaffolding_Strategies_for_ELLs.pdf
Category: Comprehensive Planning, Curriculum, Instruction & Assessment, Professional Development
Grade Level: All Grade Levels
Keywords: Academic Language, Content Area Instruction
Summary:
This handbook compiles activities to promote vocabulary and academic language development in content area instruction, Scaffolding, Sheltered Instruction, and promote critical thinking., as well as to a variety of topics and content areas, with research-based explanations of implementation and visual examples of student work. The activities can be adapted to a wide range of grade and proficiency levels
Seeking Explanatory Adequacy: A Dual Approach to Understanding the Term ?Heritage Language Learner?
Author(s): Maria Carreira
Publication URL: http://nhlrc.ucla.edu/media/files/Carreira.pdf
Category: Curriculum, Instruction & Assessment
Grade Level: All Grade Levels
Keywords: Assessment, Dual Language Learners, Heritage Languages
Summary:
This article investigates several methods of defining heritage language learners, and those conflicting definitions’ impact on screening students for placement in language instruction. It reveals the classification problems that arise from each definition, ultimately concluding that HLLs are a sufficiently diverse population that heritage language programs will always have to be adapted to student needs.
Preparing Mainstream Teachers for English-Language Learners: Is Being a Good Teacher Good Enough?
Author(s): Ester J. de Jong, Candace A. Harper
Publication Info: Teacher Education Quarterly 2005, 32(2), 101-124
Publication URL: http://www.jstor.org/stable/23478724
Category: Professional Development
Grade Level: All Grade Levels
Keywords: Mainstream Teachers, Teacher Preparation
Summary:
This article argues against the assumption that ?just good teaching? is sufficient to support ELs in English-only classrooms. It cites research and gives examples that show how mainstream teachers must adapt generalized quality instruction practices to ensure that ELs continue developing their English skills and keep up with content area instruction.
Integrating Inquiry Science and Language Development for English Language Learners
Author(s): Trish Stoddart, America Pinal, Marcia Latzke, Dana Canaday
Publication URL: http://ftp.gac.edu/~mkoomen/restored/Science%20Articles/inquiryandell.pdf
Category: Curriculum, Instruction & Assessment, Professional Development
Grade Level: Early Elementary (K-2), Upper Elementary (3-5)
Keywords: Academic Language, Content Area Instruction, Integrated Content Curriculum, Interdisiciplinarity, STEM Instruction, Science Instruction, Vocabulary
Summary:
This article argues that an inquiry-based science curriculum creates opportunities to integrate content area instruction with English language instruction, and provides an alternative to sheltered instruction or native-language instruction. It provides a detailed, research-based rubric for implementing an integrated content science curriculum that supports ELs.
On the Cultural Validity of Science Assessments
Author(s): Guillermo Solano-Flores, Sharon Nelson-Barber
Publication URL: http://www.d.umn.edu/~kzak/documents/Solano-FloresJRST01Assessment.pdf
Category: Curriculum, Instruction & Assessment
Grade Level: All Grade Levels
Keywords: Assessment, Content Area Instruction, Cultural Responsiveness, STEM Instruction, Science Instruction
Summary:
This article argues that science assessments must take sociocultural context into account, or they become inaccurate reflections of student knowledge and comprehension. It categorizes various ways in which cultural difference can impact a student’s response to assessment questions, illustrating each problem with detailed examples and suggesting solutions.
60 Minutes from Catalogue to Classroom: Using Journal Articles for Professional Development
Author(s): none listed
Publication URL: https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/fcp/docs/60-minutes-from-catalogue-to-classroom-1.pdf
Category: Professional Development
Grade Level: Early Childhood
Keywords: Professional Development Examples, Professional Development Strategies
Summary:
This handbook is geared toward facilitators of preschool professional development but useful for facilitators at all grade levels. It outlines structures for 60-minute and 90-minute PD sessions, then provides detailed examples, all designed to help facilitators engage teachers in meaningful exploration and discussion of scholarly research in their fields.