RESOURCES FOR THE 25 PERFORMANCE STANDARDS

Introduction

This site will help students understand the importance of learning about the LEP student and adding ESL certification to their program of study, as well as explaining a bit about language acquisition, diversity, and bilingual education.

Zehler, A. (1994, Summer). Working with English language learners: Strategies for elementary and middle school teachers. NCBE Program Information Guide Series, No. 19. Retrieved August 23, 2003, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig19.htm

This resource is divided into sections devoted to the questions, "Why do teachers need to know more about language?" and "What should classroom teachers know about language?," and to a discussion of "courses teachers need to take."

Wong Fillmore, L., & Snow, C. E. (2000). What teachers need to know about language. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved September 2, 2003, from http://www.cal.org/ericcll/teachers/teachers.pdf

Standards 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 additonal

Standard 1: Conduct ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree.

The homepage of the Office of Multicultural Student Language Education offers helpful links, including one to the Florida Consent Decree.

Office of Multicultural Student Language Education. (2003). Tallahassee, FL: Florida Department of Education. Retrieved August 30, 2003, from http://www.firn.edu/doe/omsle/

The Florida Consent Decree is provided here, along with a list of federal and state laws on the education of LEP students.

Office of Multicultural Student Language Education (OMSLE). (2000). Consent decree: League of United Latin American Citizens (LULAC) et al. v. State Board of Education Consent Decree, United States District Court for the Southern District of Florida, August 14, 1990. Tallahassee, FL: Florida Department of Education. Retrieved August 30, 2003, from http://www.myfloridaeducation.com/omsle/cdpage2.htm

This paper discusses the inclusion model from a general perspective and highlights obstacles to its being well implemented in Florida.

Platt, E. (2001). White papers. The inclusion of limited English proficient students in Florida's K-12 content classrooms. Tallahassee, FL: Florida State University. Retrieved August 30, 2003, from http://www.coe.fsu.edu/whitepapers/inclusion.htm

Addressed to ESOL Coordinators, this document discusses implications of the Florida Consent Decree.

Garcia, B. A. (1995). Some issues regarding the education of language enriched pupils (LEP) in the state of Florida: A restatement. Tallahassee, FL: Florida Department of Education. Retrieved August 30, 2003, from http://www.myfloridaeducation.com/omsle/restatem.htm

This resource discusses literacy, educational policy, and the inclusion of English language learners in educational reform.

Fradd, S. H., Wilen, D. K., & Färdig, D. (1998). Issues in the education of Florida's English language learners. In S. H. Fradd & O. Lee (Eds.), Creating Florida's multilingual global work force: Educational policies and practices for students learning English as a new language. Tallahassee, FL: Florida Department of Education. Retrieved August 21, 2003, from http://www.ncela.gwu.edu/miscpubs/florida/workforce98/fradd/issues.htm

This website explains what the Florida Consent Decree is, lists the ESOL Performance Standards, and lists "Strategies for Teaching ESOL Students."

Language-minority students. (n.d.). Retrieved August 27, 2003, from http://205.223.185.10/LTT/ESOL.html

Standard 2: Recognize the major differences and similarities between the different cultural groups in the United States

Students and faculty can take a trip through the ethnography of Mexican culture versus that of the Anglo Americans at

Comparing cultural differences: Mexico with Canada & the United States. (1996-2003). Mexico Connect. Retrieved August 27, 2003, from http://www.mexconnect.com/mex_/culxcomp.html

The Multicultural Pavilion is for educators and students.

Gorski, P. C. (1995-2003). Multicultural pavilion: Resources and dialogues for equity in education. EdChange.org & P. C. Gorski. Retrieved August 27, 2003, from http://www.edchange.org/multicultural/

This website provides a list of American values as a first step in understanding differences between cultures.

Welker, E. (n.d.). Appreciating other cultures. Ohio State University Extension Fact Sheet, HYG-5202-96. Retrieved September 19, 2003, from http://ohioline.osu.edu/hyg-fact/5000/5202.html

This resource provides information on Hispanic culture, concentrating on the areas of family values, etiquette, rituals and religions, celebrations and holidays, and eating habits, along with implications for teaching and learning.

Clutter, A. W., & Nieto, R. D. (n.d.). Understanding the Hispanic culture. Ohio State University Extension Fact Sheet, HYG-5237-00. Retrieved September 19, 2003, from http://ohioline.osu.edu/hyg-fact/5000/5237.html

"Cultural diversity: Eating in America" is a series of nine fact sheets. Although addressed to novice educators in the area of nutrition, these fact sheets give information on the different cultural groups that would be of general interest.

Ewing, J. (n.d.). Cultural diversity: Eating in America, African-American. Ohio State University Extension Fact Sheet, HYG-5250-95. Retrieved September 19, 2003, from http://ohioline.osu.edu/hyg-fact/5000/5250.html

Shenberger, P. (n.d.). Cultural diversity: Eating in America, Amish. Ohio State University Extension Fact Sheet, HYG-5251-95. Retrieved September 19, 2003, from http://ohioline.osu.edu/hyg-fact/5000/5251.html

Flasher, W. C. (n.d.). Cultural diversity: Eating in America, Appalachian. Ohio State University Extension Fact Sheet, HYG-5252-95. Retrieved September 19, 2003, from http://ohioline.osu.edu/hyg-fact/5000/5252.html

Hill, P. (n.d.). Cultural diversity: Eating in America, Asian. Ohio State University Extension Fact Sheet, HYG-5253-95. Retrieved September 19, 2003, from http://ohioline.osu.edu/hyg-fact/5000/5253.html

Betancourt, D. (n.d.). Cultural diversity: Eating in America, Hmong . Ohio State University Extension Fact Sheet, HYG-5254-95. Retrieved September 19, 2003, from http://ohioline.osu.edu/hyg-fact/5000/5254.html

Warrix, M. (n.d.). Cultural diversity: Eating in America, Mexican-American. Ohio State University Extension Fact Sheet, HYG-5255-95. Retrieved September 19, 2003, from http://ohioline.osu.edu/hyg-fact/5000/5255.html

Nolan, J. E. (n.d.) Cultural diversity: Eating in America, Middle Eastern. Ohio State University Extension Fact Sheet, HYG-5256-95. Retrieved September 19, 2003, from http://ohioline.osu.edu/hyg-fact/5000/5256.html

Syracuse, C. J. (n.d.). Cultural diversity: Eating in America, Puerto Rican. Ohio State University Extension Fact Sheet, HYG-5257-95. Retrieved September 19, 2003, from http://ohioline.osu.edu/hyg-fact/5000/5257.html

Betancourt, D. (n.d.). Cultural diversity: Eating in America, Vietnamese. Ohio State University Extension Fact Sheet, HYG-5258-95. Retrieved September 19, 2003, from http://ohioline.osu.edu/hyg-fact/5000/5258.html

Standard 3 : Identify, expose, and reexamine cultural stereotypes relating to LEP and non-LEP students

Find out what LEP students think about Americans at

Stereotypes. (1999). In eduPASS: The SmartStudent Guide to Studying in the USA. FinAid Page. Retrieved August 27, 2003, from http://www.edupass.org/culture/stereotypes.phtml

Devoted to stereotypes of Asian American students, this ERIC Digest also discusses how these stereotypes may be reinforced by schools and educators and the implications of such reinforcement.

Kim, A., & Yeh, C. J. (2002). Stereotypes of Asian American students. ERIC Digest. New York: ERIC Clearinghouse on Urban Education. Retrieved September 19, 2003, from http://eric-web.tc.columbia.edu/digest/dig172.asp

This article reports on a forum on cultural stereotypes, sponsored by the Programs for Awareness in Cultural Education.

Miller, S. (1995). PACE forum addresses cultural stereotypes. The Daily Pennsylvanian. Retrieved September 23, 2003, from http://www.dailypennsylvanian.com/vnews/display.v/ART/1995/10/27/3adb1f48c36c4?in_archive=1

This website presents a case study of a cross-cultural misunderstanding, obstacles to becoming bicultural, tips for getting along in another culture, levels of cultural appreciation, and the rewards of being a bicultural person.

Baumgartner, E. W. (n.d.). Conquer your cultural stereotypes. Retrieved September 23, 2003, from http://www.1000mm.org/howtoapply/On%20Line/chapter%2010.htm

Do an observation exercise as part of an internship or practicum at

Openshaw, D. K. (n.d.). Naturalistic observation: Teen language. Retrieved August 27, 2003, from http://www.usu.edu/openshaw/3530/observation.html

Benefits of using multicultural literature, guidelines for its selection, and useful teaching strategies are presented in this article.

Dietrich, D., & Ralph, K. S. (1995). Crossing borders: Multicultural literature in the classroom. The Journal of Educational Issues of Language Minority Students, 15 .   Retrieved September 2, 2003, from http://www.ncela.gwu.edu/miscpubs/jeilms/vol15/crossing.htm

Standard 4 : Use knowledge of the cultural characteristics of Florida's LEP population to enhance instruction

Review an analysis of estimates of the LEP population in the US, with particular attention paid to Florida, at

Hopstock, P. J., & Bucaro, B. J. (1993). A review and analysis of estimates of the LEP student population. Arlington, VA: Special Issues Analysis Center. Retrieved August 21, 2003, from http://www.ncela.gwu.edu/miscpubs/siac/leppop.htm

Learn about the implications of demographic changes in Florida at

Boswell, T. D. (1998). Implications of demographic changes in Florida's public school population. In S. H. Fradd & O. Lee (Eds.), Creating Florida's multilingual global work force: Educational policies and practices for students learning English as a new language. Tallahassee, FL: Florida Department of Education. Retrieved August 21, 2003, from http://www.ncela.gwu.edu/miscpubs/florida/workforce98/boswell/demographic.htm

Then read this report made to Congress on the state of LEPs in the US.

Morra, L. G. (1994). Limited English proficiency: A growing and costly educational challenge facing many school districts (Letter Report, 01/28/94, GAO/HEHS-94-38). Retrieved August 27, 2003, from http://heather.cs.ucdavis.edu/pub/Biling/GAO.html

One can also find Census Bureau information on the Hispanic population at

U.S. Census Bureau. (1997). Selected characteristics of the population by Hispanic origin: March 1997. Washington, DC: Author. Retrieved August 27, 2003, from http://www.bls.census.gov/cps/pub/1997/int_hisp.htm

Florida does have a diverse LEP student population, and information about another large group, Haitian students, can be found via a population index at

Migration. (1994). Population Index - on the Web, 60 (2). Office of Population Research, Princeton University. Retrieved August 21, 2003, from http://popindex.princeton.edu/browse/v60/n2/h.html

This, of course, all leads to demographic changes in the Florida workforce, which become increasingly important for educators to be aware of at the high school and vocational-technical levels.

Boswell, T. D. (1999). Demographic changes in Florida: Economic and educational implications. In S. H. Fradd (Ed.), Creating Florida's multilingual global work force: Educational policies and practices for students learning new languages. Tallahassee, FL: Florida Department of Education. Retrieved August 21, 2003, from http://www.ncela.gwu.edu/miscpubs/florida/workforce99/demographic.htm

Standard 5 : Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes

This resource is about creating learner-centered classrooms. The site is designed for use in college classrooms but is a good way to have students imitate what they are expected to teach - if faculty can have students do more learner-centered work, it will be easier for the students to later teach using the same strategies.

Stage, F. K., Muller, P. A., Kinzie, J., & Simmons, A. (1998). Creating learning centered classrooms. What does learning theory have to say? ERIC Digest. Washington, DC: ERIC Clearinghouse on Higher Education. (ERIC Document Reproduction Service No. ED422777) Retrieved August 22, 2003, from http://www.kidsource.com/kidsource/content5/create.learn.class.html

Besides strategy training, this website discusses the infusion of language learning strategies into classroom activities and materials.

Cohen, A. D., Weaver, S. J., & and Li, T.-Y. (1999). Strategies-based instruction. University of Minnesota. Retrieved August 22, 2003, from http://carla.acad.umn.edu/SBIinfo.html

Kagan, a pioneer in the development of cooperative learning strategies, has a website where one may review and purchase materials.

Kagan Publishing & Professional Development. (2003). Retrieved August 27, 2003, from http://www.kaganonline.com/

This article provides an overview of language learning strategies and discusses "the teacher's role in strategy training."

Hismanoglu, M. (2000). Language learning strategies in foreign language learning and teaching. The Internet TESL Journal, 6 (8). Retrieved September 1, 2003, from http://iteslj.org/Articles/Hismanoglu-Strategies.html

First language acquisition principles are discussed at

Pinker, S. (n.d.). Language acquisition. Massachusetts Institute of Technology. Retrieved August 22, 2003, from http://www.ecs.soton.ac.uk/~harnad/Papers/Py104/pinker.langacq.html

Second language theories are covered at the following three sites:

Schütz, R. (2002). Stephen Krashen's Theory of Second Language Acquisition. English made in Brazil. Retrieved August 22, 2003, from http://www.sk.com.br/sk-krash.html

Cook, V. (1999). Second language acquisition bibliography (SLABIB). Retrieved August 22, 2003, from http://privatewww.essex.ac.uk/~vcook/slabib.html

Leverett, T. (1997). Review of the book Second language acquisition theory and pedagogy. TESL-EJ, 2 (3). Retrieved August 22, 2003, from http://www-writing.berkeley.edu/TESL-EJ/ej07/r7.html

This site offers a conceptual model of acquiring a second language for school, along with research evidence and recommendations.

Collier, V. P. (1995). Acquiring a second language for school. Directions in Language & Education, 1. Retrieved September 1, 2003, from http://www.ncela.gwu.edu/ncbepubs/directions/04.htm

Standard 6 : Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students

These sites discuss a variety of issues that relate to Standard 6, including strategies that enhance success for LEP students, flexible pacing, gifted minority language student instruction, classroom planning with the ESL student in mind, and contrasting L2 learning environments (ESL versus mainstream classes).

Florida Department of Education, Office of School Improvement. (n.d.). Strategies that enhance success for limited English proficient students (Information Wave Series No. 1). Tallahassee, FL: Author. Retrieved August 27, 2003, from http://osi.fsu.edu/waveseries/wave1.pdf (Also available at http://osi.fsu.edu/waveseries/htmlversions/wave1.htm )

Daniel, N., & Cox, J. (1989). Meeting the needs of able learners through flexible pacing. ERIC EC Digest #464. Reston, VA: ERIC Clearinghouse on Handicapped and Gifted Children. (ERIC Document Reproduction Service No. ED314916) Retrieved August 22, 2003, from http://www.kidsource.com/kidsource/content2/Meeting_the_Needs.html

Cohen, L. M. (1988). Meeting the needs of gifted and talented minority language students. ERIC EC Digest #E480. Reston, VA: ERIC Clearinghouse on Handicapped and Gifted Children. Retrieved August 22, 2003, from http://www.kidsource.com/kidsource/content/gifted_and_minority_lang.html

Classroom planning with ESL in mind. (2001). Victoria, BC: Ministry of Education, Government of British Columbia. Retrieved August 22, 2003, from http://www.bced.gov.bc.ca/esl/policy/classplanning.htm

Harklau, L. (1994). ESL versus mainstream classes: Contrasting L2 learning environments. TESOL Quarterly, 28 (2). Retrieved August 22, 2003, from http://www.ncela.gwu.edu/miscpubs/tesol/tesolquarterly/harklau.htm

Standard 7 : Locate and acquire relevant resources in ESOL methodologies

The homepage of the Center for Applied Linguistics provides links to a wealth of information about language and language teaching.

CAL. Center for Applied Linguistics: Improving communication through better understanding of language and culture. (2003). Retrieved August 28, 2003, from http://www.cal.org/

This site supplies more than 2000 links to Internet resources that are related to language.

Chambers, T. (2003). iLoveLanguages: Your guide to languages on the Web. Retrieved August 28, 2003, from http://www.ilovelanguages.com/

Through the homepage of the journal, Teaching English as a Second or Foreign Language , its articles may be accessed.

TESL-EJ: Teaching English as a Second or Foreign Language. (n.d.). Retrieved August 28, 2003, from http://www-writing.berkeley.edu/TESL-EJ/index.html

Among the pull-down menus at The Linguist List is one for "Teaching and Learning."

The Linguist List. (2003). Ypsilanti & Ann Arbor, MI: Eastern Michigan University. Retrieved August 28, 2003, from http://www.emich.edu/~linguist/

The contents of the most recent issues of The Internet TESL Journal are available here, along with other links.

The Internet TESL Journal: For Teachers of English as a Second Language. (1995-2003). Retrieved August 28, 2003, from http://iteslj.org/

At the following site there are 8,597 registered links for teachers and students.

TESL/TEFL/TESOL/ESL/EFL/ESOL links: Links of interest to students & teachers of English as a second language. (1995-2003). The Internet TESL Journal. Retrieved August 28, 2003, from http://iteslj.org/links/

Among the links provided at this site is one to The NCLRC Language Resource newsletter.

The National Capital Language Resource Center. (2003). Washington, DC: Author. Retrieved August 28, 2003, from http://www.nclrc.org/

Standard 8 : Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communication skills (BICS), and (2) cognitive academic language proficiency (CALP) as they apply to the ESOL curriculum

Cummins' theories about BICS and CALP are thoroughly explained at the following two sites:

Cummins, J. (1999-2003). Basic interpersonal communicative skills and cognitive academic language proficiency. Retrieved August 22, 2003, from http://www.iteachilearn.com/cummins/bicscalp.html

Shoebottom, P. (2000). The language learning theories of Professor J. Cummins. Retrieved August 23, 2003, from http://www.fis.edu/eslweb/esl/teachers/support/jcummins.htm

Beginning with a historical overview of "communicative competence," this resource moves on to assessment of the model, related areas of study, and language teaching implications.

Historical overview of the development of the notion of "communicative competence." (n.d.). Retrieved August 23, 2003, from http://www.ne.jp/asahi/kurazumi/peon/ccmodel.html

This article explains BICS and CALP and offers "recommendations for the mainstream teacher."

Office of Multilingual and Multicultural Programs, Portland Public Schools. (n.d.). Conversational and academic language use in the classroom: What teachers need to know. Providence, RI: The New England Equity Assistance Center. Retrieved September 19, 2003, from http://www.alliance.brown.edu/programs/eac/lncblt_v2-1.shtml

Crandall's article explains the advantages of content-centered instruction and provides a description of program models and teaching methods that are associated with this approach.

Crandall, J. (1994). Content-centered language learning. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved August 23, 2003, from http://www.cal.org/ericcll/digest/cranda01.html

Standard 9: Develop experiential and interactive literacy activities for LEP students, using current information on linguistics and cognitive processes

Chamot and O'Malley's landmark work on the Cognitive Academic Language Learning Approach can be explored at the first three sites:

Orem, R., & Wang, S. (1997). [Review of the book The CALLA handbook: Implementing the Cognitive Academic Language Learning Approach ]. TESL-EJ, 2 (3). Retrieved August 28, 2003, from http://www-writing.berkeley.edu/TESL-EJ/ej07/r5.html

Chamot, A. U. (1998). The Cognitive Academic Language Learning Approach in the foreign language classroom. The NCLRC Language Resource, 2 (2). Retrieved August 28, 2003, from http://www.nclrc.org/caidlr22.htm#BM1

Chamot, A. U. (1995). Implementing the Cognitive Academic Language Learning Approach: CALLA in Arlington, Virginia. The Bilingual Research Journal, 19, 379-394. Retrieved August 23, 2003, from http://www.ncela.gwu.edu/miscpubs/nabe/brj/v19/19_34_chamot.pdf

Crandall's article explains the advantages of content-centered instruction and provides a description of program models and teaching methods that are associated with this approach.

Crandall, J. (1994). Content-centered language learning. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved August 23, 2003, from http://www.cal.org/ericcll/digest/cranda01.html

This ERIC Digest describes and presents the results of a study in which Cooperative Integrated Reading and Composition (CIRC), effective literacy education practices, and a classroom management model were implemented.

Calderón, M. E. (1999, December). Promoting language proficiency and academic achievement through cooperation. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved September 1, 2003, from http://www.cal.org/ericcll/digest/cooperation.html

The cognitive strategies addressed in this ERIC Digest are the following: building conceptual frameworks, teaching learning strategies, focusing on reading in all classes, giving students opportunities for free reading, and helping them move beyond the text.

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 September 2, 2003, from http://www.cal.org/ericcll/digest/0205crandall.html

This chapter provides a background for teaching reading to LEP students, as well as providing reading and writing activities.

Promoting literacy (by any means necessary). (1998). In Help! They don't speak English starter kit for primary teachers: A resource guide for educators of limited English proficient migrant students, grades pre-K - 6 (3rd ed., chap. 3, pp. 37-57). Arlington, VA: Eastern Stream Center on Resources and Training (ESCORT), Region IV Comprehensive Center at AEL, Region XIV Comprehensive Center, Center for Applied Linguistics. Retrieved September 2, 2003, from http://www.escort.org/products/chapter3.pdf

Beginning with a discussion of different meanings of literacy, this article also presents models and approaches for teaching literacy to LEP learners and provides conclusions and recommendations.

Simich-Dudgeon, C. (1989, Summer). English literacy development: Approaches and strategies that work with limited English proficient children and adults. Occasional Papers in Bilingual Education, No. 12. Retrieved September 2, 2003, from http://www.ncela.gwu.edu/ncbepubs/classics/focus/12eld.htm

The first language of most of the children involved in the Literacy Club is not English.   This ERIC Digest describes the Club and its success.

Urzúa, C. (1995). Cross-age tutoring in the literacy club. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved September 2, 2003, from http://www.cal.org/ericcll/digest/urzua001.html

The question of whether literacy skills transfer from L1 to L2 may be answered in different ways, depending on the definition of literacy that is accepted.   Moving from theory to practice, this article suggests applications.

Roberts, C. A. (1994). Transferring literacy skills from L1 to L2: From theory to practice. The Journal of Educational Issues of Language Minority Students, 13, 209-221. Retrieved September 2, 2003, from http://www.ncela.gwu.edu/miscpubs/jeilms/vol13/transf13.htm

Standard 10: Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax, semantics, and discourse

The Student Oral Language Observation Matrix is a tool for assessing student language, and can be found at

San Jose Unified School District. (n.d.). Student Oral Language Observation Matrix (SOLOM). San Jose, CA: Author. Retrieved August 28, 2003, from http://www.helpforschools.com/ELLKBase/forms/SOLOM.shtml

For Early Education majors, this site will be useful for assessing language in preschoolers.

McLaughlin, B., Blanchard, A. G., & Osanai, Y. (1995, Summer). Assessing language development in bilingual preschool children. NCBE Program Information Guide Series, No. 22. Retrieved August 23, 2003, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig22.htm

Students and faculty can also find procedures for the identification, assessment, and placement of language minority students at

District of Columbia procedures for the identification, assessment and placement of language minority students. (n.d.). Retrieved August 23, 2003, from http://www.maec.org/dc/lep.html

Read about Assessment in Bilingual Education and ESL at

Hargett, G. R. (1998). Assessment in ESL & bilingual education: A hot topics paper. Portland, OR: Northwest Regional Educational Laboratory. Retrieved August 23, 2003, from http://www.nwrac.org/pub/hot/assessment.html

Much information is included in this chapter on "LEP Assessment and Testing," including descriptions and guidelines.

Badia, A. (1996). LEP assessment and testing. In Language arts through ESOL: A guide for ESOL teachers and administrators. Tallahassee, FL: Florida Department of Education. Retrieved September 23, 2003, from http://www.firn.edu/doe/bin00011/eg6.htm

Standard 11: Apply essential strategies for developing and integrating the four language skills of listening comprehension, oral communication, reading, and writing

Writing and reading skills:

Samway, K. D. (1992, Spring). Writer's workshop and children acquiring English as a non-native language. NCBE Program Information Guide Series, No. 10. Retrieved August 23, 2003, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig10.htm

Cook, B., & Urzua, C. (1993, Spring). The Literacy Club: A cross-age tutoring/paired reading project. NCBE Program Information Guide Series, No. 13. Retrieved August 23, 2003, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig13.htm

Anstrom, K. (with Mauro, L.). (1998, August). Preparing secondary education teachers to work with English language learners: English language arts (P. DiCerbo, Ed., NCBE Resource Collection Series, No. 14). Washington, DC: Center for the Study of Language and Education, The George Washington University. Retrieved September 2, 2003, from http://www.ncela.gwu.edu/ncbepubs/resource/ells/language.pdf

Badia, A. (1996). Language arts through ESOL.   A guide for teachers and administrators . Tallahassee, FL: Florida Department of Education, Office of Multicultural Student Language Education. Retrieved September 2, 2003, from http://www.myfloridaeducation.com/omsle/egtoc.htm

Reading, writing, listening, and speaking skills:

New Jersey Department of Education. (1998, Fall). Adaptations for students. Adaptations for students with limited English proficiency. In New Jersey language arts literacy curriculum framework.  (chap. 7, pp. 365-386). Retrieved September 2, 2003, from http://www.state.nj.us/njded/frameworks/lal/chapt7.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 September 2, 2003, from http://www.ncela.gwu.edu/miscpubs/nysed/languagearts/index.htm

Center for Research on Education, Diversity & Excellence. (1998). Developing language proficiency and connecting school to students' lives: Two standards for effective teaching. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved September 2, 2003, from http://www.cal.org/ericcll/digest/daltoneric.html

Coonrod, D., & Hughes, S. (1994). Using children's literature to promote the language development of minority students. The Journal of Educational Issues of Language Minority Students, 14, 319-332. Retrieved September 2, 2003, from http://www.ncela.gwu.edu/miscpubs/jeilms/vol14/coonrod.htm

Reading, listening, and speaking skills:

Gasparro, M., & Falletta, B. (1994). Creating drama with poetry: Teaching English as a second language through dramatization and improvisation. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved September 2, 2003, from http://www.cal.org/ericcll/digest/gaspar01.html

Listening skills:

Sharpe, L. (2000). ESL listening skills: A guide to pedagogical Internet resources. Retrieved August 25, 2003, from http://www2.chass.ncsu.edu/levis/Resources/sharpe_rp.html

Trickel, K. G. (n.d.). Listening and speaking. Retrieved August 25, 2003, from http://grove.ufl.edu/~ktrickel/listenhowto.html

McVicker, J. (2003). Listening resources for teachers. Athens, OH: Ohio University.   Retrieved August 25, 2003, from http://www.ohiou.edu/esl/teacher/listening.html

Speaking skills:

Schwelle, K. (2003). Oral communication links for ESL. Retrieved August 25, 2003, from http://rescomp.wustl.edu/~kschwelle/oralcomm.htm

Standard 12: Apply content-based ESOL approaches to instruction

Continuing from what students will have learned about CALLA and BICS-CALP, students will want to explore how to integrate higher-level content in their instruction of LEP students. They may consult the following sites:

Sticht, T. G. (1997). The theory behind content-based instruction. Focus on Basics, 1 (D). Retrieved August 25, 2003, from http://gseweb.harvard.edu/~ncsall/fob/1997/sticht.htm

McDonald, B. A. (1997). The impact of content-based instruction: Three studies. Focus on Basics, 1 (D). Retrieved August 25, 2003, from http://gseweb.harvard.edu/~ncsall/fob/1997/mcdonald.htm

Short, D. J. (1991, Fall). Integrating language and content instruction: Strategies and techniques. NCBE Program Information Guide Series, No. 7. Retrieved August 23, 2003, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig7.htm

Buchanan, K., & Helman, M. (1993, Fall). Reforming mathematics instruction for ESL literacy students. NCBE Program Information Guide Series, No. 15. Retrieved August 23, 2003, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig15.htm

Fathman, A. K., Quinn, M. E., & Kessler, C. (1992, Summer). Teaching science to English learners, grades 4-8. NCBE Program Information Guide Series, No. 11. Retrieved August 23, 2003, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig11.htm

Montes, F. (2002). Enhancing content areas through a Cognitive Academic Language Learning based collaborative in South Texas. Bilingual Research Journal, 26, 697-716. Retrieved September 1, 2003, from http://brj.asu.edu/content/vol26_no3/pdf/art12.pdf

Genesee, F. (1995). Integrating language and content: Lessons from immersion. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved September 1, 2003, from http://www.cal.org/ericcll/digest/ncrcds05.html

Office of Multilingual and Multicultural Programs, Portland Public Schools. (n.d.). Teaching content to English language learners. Providence, RI: The New England Equity Assistance Center. Retrieved September 19, 2003, from http://www.alliance.brown.edu/programs/eac/lncblt_v2-5.shtml

Office of Multilingual and Multicultural Programs, Portland Public Schools. (n.d.). The 12 Cs for school success: Developing language through content. Providence, RI: The New England Equity Assistance Center. Retrieved September 19, 2003, from http://www.alliance.brown.edu/programs/eac/lncblt_v3-4.shtml

Standard 13: Evaluate, design, and employ instructional methods and techniques appropriate to learners' socialization and communication needs, based on knowledge of language as a social phenomenon

AND

Standard 14: Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results

Both of these standards are addressed by the following sites:

Lucas, T. (1993, Fall). Applying elements of effective secondary schooling for language minority students: A tool for reflection and stimulus to change. NCBE Program Information Guide Series, No. 14. Retrieved August 23, 2003, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig14.htm

Holt, D. D., Chips, B., & Wallace, D. (1991, Summer). Cooperative learning in the secondary school: Maximizing language acquisition, academic achievement, and social development. NCBE Program Information Guide Series, No. 12. Retrieved August 23, 2003, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig12.htm

Barnhardt, R. (n.d.). Teaching/learning across cultures: Strategies for success. Fairbanks, AK. Retrieved August 25, 2003, from http://www.ankn.uaf.edu/TLAC.html

Hakuta, K. (1999, October). Population characteristics, social goals, and educational treatments for English language learning students. Workshop presented at the National Research Council, Board on Testing and Assessment: Forum on Educational Excellence and Testing Equity, Menlo Park, CA. Retrieved August 28, 2003, from http://www.stanford.edu/~hakuta/Docs/BOTAForum.PDF

Griggs, S., & Dunn, R. (1996). Hispanic-American students and learning style. ERIC Digest. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED393607) Retrieved August 25, 2003, from http://www.ericfacility.net/ericdigests/ed393607.html

Walqui, A. (2000). Contextual factors in second language acquisition. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved September 2, 2003, from http://www.cal.org/ericcll/digest/0005contextual.html

Students can take a personal learning style inventory at this website.

The Center for New Discoveries in Learning. (1996-2003). Pat Wyman's Amazing Grades. Windsor, CA: Author. Retrieved August 25, 2003, from http://www.howtolearn.com/personal.html

Standard 15: Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at the elementary, middle, and high school levels

AND

Standard 17: Evaluate, adapt, and employ appropriate instructional materials, media, and technology for ESOL in the content areas at the elementary, middle, and high school levels*

The varying demands placed on mainstream instructors teaching to LEP students are addressed at the following sites:

SRI International. (1995-2001). Resources: Language Arts/ESL. Retrieved August 25, 2003, from http://www.tappedin.org/info/resources/lang.html

Open School BC. (1995-2001). Instructional materials in ESL. Victoria, BC: Author. Retrieved August 25, 2003, from http://www.cln.org/subjects/esl_inst.html

For involving students in curriculum design, see

Ullman, C., & Becker, A. (1997). The process and the product. Focus on Basics, 1 (D). Retrieved August 25, 2003, from http://gseweb.harvard.edu/~ncsall/fob/1997/ullman.htm

This article explains the pedagogical benefits of using e-mail and provides suggestions for e-mail activities.

Gonglewski, M., Meloni, C., & Brant, J. (2001, March). Using e-mail in foreign language teaching: Rationale and suggestions. The Internet TESL Journal, 7 (3). Retrieved September 1, 2003, from http://iteslj.org/Techniques/Meloni-Email.html

This guide offers questions to consider in evaluating software.

Hubbard, P. (1992). Software evaluation guide. (Based on A methodological framework for CALL courseware development. ) Retrieved September 26, 2003, from http://www.owlnet.rice.edu/%7Eling417/guide.html

*See Standard 12 for more information.

Standard 16: Design and implement effective unit plans and daily lesson plans, which meet the needs of ESOL students within the context of the regular classroom

Students can build skills for lesson planning with LEP students at

Teaching immigrant and migrant students. (1996). Teacher talk, 2 (2). Retrieved August 25, 2003, from http://www.education.indiana.edu/cas/tt/v2i2/immigrant.html

They can learn about integrating learning styles and skills in lesson plans for LEP students at

Voiland-Hainer, E. V., Fagan, B., Bratt, T., Baker, L., & Arnold, N. (1990, Summer). Integrating learning styles and skills in the ESL classroom: An approach to lesson planning. NCBE Program Information Guide Series, No. 2. Retrieved August 23, 2003, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig2.htm

This resource, which includes a curriculum plan, instructional activities, suggested materials, and procedures for assessment, is meant for teachers of grades K-3 who have Spanish-speaking children in their classes.

Mace-Matluck, B. J., & Hernandez, N. G. (1993). Paso partners - integrating mathematics, science and language: An instructional program. Austin, TX: Southwest Educational Development Laboratory. Retrieved September 26, 2003, from http://www.sedl.org/scimath/pasopartners/

Guidelines and pointers are offered here for lessons that teach content and language simultaneously.

Burkart, G. S., & Sheppard, K. (n.d.). Guidelines: Lesson plans. In Content-ESL across the USA: A training packet. A descriptive study of content-ESL practices. New York: ERIC Clearinghouse on Urban Education. Retrieved October, 10, 2003, from http://www.ncela.gwu.edu/miscpubs/cal/contentesl/c-esl14.htm

Standard 18: Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students

Preservice teachers and their instructors can learn about newcomer programs, multicultural classrooms and multicultural education, building cultural bridges, tolerance, and the relationship between culture and learning style at the following sites:

Friedlander, M. (1991, Fall). The newcomer program: Helping immigrant students succeed in U.S. schools. NCBE Program Information Guide Series, No. 8. Retrieved August 23, 2003, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig8.htm

Chisholm, I. M. (1994, Winter). Preparing teachers for multicultural classrooms. The Journal of Educational Issues of Language Minority Students, 14, 43-68. Retrieved August 28, 2003, from http://www.ncela.gwu.edu/miscpubs/jeilms/vol14/chisholm.htm

Rueda, R., & DeNeve, C. (n.d.). How paraeducators build cultural bridges in diverse classrooms. Community Circle of Caring Journal, 3 (2), 53-55. Retrieved August 26, 2003, from http://www.usc.edu/dept/education/CMMR/paraed/Rueda_DeNeve_article.html

Southern Poverty Law Center. (1998-2002). Teaching tolerance. Montgomery, AL: Author. Retrieved August 26, 2003, from http://www.splcenter.org/cgi-bin/goframe.pl?refname=/teachingtolerance/tt-9.html

 McLaughlin, B., & McLeod, B. (1996). Educating all our students: Improving education for children from culturally and linguistically different backgrounds. Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning. Retrieved September 1, 2003, from http://www.ncela.gwu.edu/miscpubs/ncrcdsll/edall.htm

Menkart, D. (1993, Fall). Multicultural education: Strategies for linguistically diverse schools and classrooms. NCBE Program Information Guide Series , No. 16. Retrieved September 1, 2003, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig16.htm

Office of Multilingual and Multicultural Programs, Portland Public Schools. (n.d.). The relationship between culture and learning style. Providence, RI: The New England Equity Assistance Center. Retrieved September 19, 2003, from http://www.alliance.brown.edu/programs/eac/lncblt_v2-7.shtml

Standard 19: Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques

In these review guidelines, questions are offered that have to do with the overall effectiveness of materials, and then questions that deal specifically with child assessment are presented.

CLAS review guidelines for material selection: Child Assessment. (2000). Champaign, IL: University of Illinois at Urbana-Champaign, Early Childhood Research Institute on Culturally and Linguistically Appropriate Services. Retrieved August 30, 2003, from http://clas.uiuc.edu/review/RG-ChildAssessment.html

The portfolio assessment framework and performance assessment procedures presented here focus on the language development on LEP students.

Pierce, L. V., & O'Malley, J. M. (1992, Spring). Performance and portfolio assessment for language minority students. NCBE Program Information Guide Series, No. 9. Retrieved August 23, 2003, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig9.htm

Stressing the importance of science instruction for all students, this paper goes on to discuss "the current status of science instruction and assessment for LEPs" and "effective practices and policies" in these areas.

Lee, O. (1998). Science instruction and assessment for language enriched pupils in the state of Florida.   In S. H. Fradd & O. Lee (Eds.), Creating Florida's multilingual global work force: Educational policies and practices for students learning English as a new language. Tallahassee, FL: Florida Department of Education. Retrieved August 26, 2003, from http://www.ncela.gwu.edu/miscpubs/florida/workforce98/lee/science.htm

This paper discusses the importance of social studies instruction, reform in this area, and the development of standards.   Suggestions are presented for enhancing the instruction and assessment of social studies for English language learners.

Short, D. J. ( 1998). Social studies instruction and assessment: Meeting the needs of students learning English.   In S. H. Fradd & O. Lee (Eds.), Creating Florida's multilingual global work force: Policies and practices in assessing and instructing students learning English as a new language. Tallahassee, FL: Florida Department of Education. Retrieved October 24, 2003, from http://www.ncela.gwu.edu/miscpubs/florida/workforce98/short/social.htm

Standard 20: Administer tests and interpret test results, applying basic measurement concepts

Going beyond the student's introductory measurement coursework, these sites help students apply what they have learned about the nature of language learning to assessing that learning.

To see more information about methods of testing and assessment, they may visit

Power, T. (2003). Language testing & methods of assessment: Reasons for testing i.e. the objectives of test-types. Retrieved August 26, 2003, from http://www.btinternet.com/~ted.power/esl0704.html

They can assess adult ESL learners based on the information found at

Burt, M., & Keenan, F. (1995). Adult ESL learner assessment: Purposes and tools. ERIC Digest. Washington, DC: National Center for ESL Literacy Education. Retrieved August 26, 2003, from http://www.cal.org/ncle/digests/KEENAN.HTM

This is an extremely useful handbook of English Language Proficiency Tests.

Del Vecchio, A., & Guerrero, M. (1995, December). Handbook of English language proficiency tests. Albuquerque, NM: EAC-West, New Mexico Highlands University. Retrieved August 26, 2003, from http://www.ncela.gwu.edu/miscpubs/eacwest/elptests.htm

This will help students set goals for their LEP students.

De Avila, E. (1997, November). Setting expected gains for non and limited English proficient students (NCBE Resource Collection Series, No. 8). Washington, DC: Center for the Study of Language and Education, The George Washington University. Retrieved August 26, 2003, from http://www.ncela.gwu.edu/ncbepubs/resource/setting/

Standard 21: Use formal and alternative methods of assessment/evaluation of LEP students, including measurement of language, literacy and academic content metacognition

Students will see the need for alternative methods of assessing LEP students in mainstream classrooms; there are many ways of doing so, and the options can be explored in the following links:

Navarete, C., Wilde, J., Nelson, C., Martínez, R., & Hargett, G. (1990, Summer). Informal assessment in educational evaluation: Implications for bilingual education programs. NCBE Program Information Guide Series, No. 3. Retrieved August 23, 2003, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig3.htm

Hargett, G. R. (1998). Assessment in ESL & bilingual education: A hot topics paper. Portland, OR: Northwest Regional Educational Laboratory. Retrieved August 23, 2003, from http://www.nwrac.org/pub/hot/assessment.html

Moya, S. S., & O'Malley, J. M. (1994, Spring). A portfolio assessment model for ESL. The Journal of Educational Issues of Language Minority Students, 13, 13-36. Retrieved August 28, 2003, from http://www.ncela.gwu.edu/miscpubs/jeilms/vol13/portfo13.htm

Tannenbaum, J.-E. (1997). Practical ideas on alternative assessment for ESL students. Retrieved August 28, 2003, from http://www.kidsource.com/kidsource/content2/practical.assessment.4.html

Short, D. J. (1993). Assessing integrated language and content instruction. TESOL Quarterly, 27 (4). Retrieved September 26, 2003, from http://www.ncela.gwu.edu/miscpubs/tesol/tesolquarterly/assessin.htm

Standard 22: Develop and implement strategies for using school, neighborhood, and home resources in the ESOL curriculum

Home-school cooperation, family literacy, and positive interactions with students' families are all issues of concern for prospective instructors of LEP students. Help with these delicate issues can be located at the following sites:

Violand-Sanchez, E., Sutton, C. P., & Ware, H. W. (1991, Summer). Fostering home-school cooperation: Involving language minority families as partners in education. NCBE Program Information Guide Series, No. 6. Retrieved August 23, 2003, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig6.htm

Mulhern, M., Rodriguez-Brown, F. V., & Shanahan, T. (1994, Summer). Family literacy for language minority families: Issues for program implementation. NCBE Program Information Guide Series, No. 17. Retrieved August 23, 2003, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig17.htm

Cheng, H. (2003). Many languages, many cultures: Ideas and inspiration for helping young children thrive in a diverse society. Retrieved August 28, 2003, from http://teacher.scholastic.com/professional/teachstrat/manylanguages.htm

Moles, O. (Ed.). (1996, August). Introducing school policies and programs. In Reaching all families: Creating family-friendly schools. Retrieved September 30, 2003, from http://www.ed.gov/pubs/ReachFam/ispp.html

Standard 23: Identify major attitudes of local target groups toward school, teachers, discipline, and education in general that may lead to misinterpretation by school personnel; reduce cross-cultural barriers between students, parents, and the school setting*

This amazing diversity site for teachers contains wonderful, up-to-date information, as well as a myriad of links for teachers to explore diversity.

Shaw, C. C. (1997). Critical issue: Educating teachers for diversity. Naperville, IL: North Central Regional Educational Laboratory. Retrieved August 28, 2003, from http://www.ncrel.org/sdrs/areas/issues/educatrs/presrvce/pe300.htm

Issues and resources are further treated at

Diversity: Issues and responses. (2003). Sacramento, CA: California Department of Education. Retrieved August 29, 2003, from http://www.cde.ca.gov/iasa/diversity.html .

Faculty will likely want to consult this website for a very concise model for educating teachers for diversity.

Parla, J. (1994, Summer). Educating teachers for cultural and linguistic diversity: A model for all teachers. New York State Association for Bilingual Education Journal, 9, 1-6. Retrieved August 29, 2003, from http://www.ncela.gwu.edu/miscpubs/nysabe/vol9/model.htm

Besides strategies for enhanced parent and family involvement, this document includes a checklist and a list of additional resources and references.

Florida Department of Education, Office of School Improvement. (n.d.). Strategies that enhance parent and family involvement (Information Wave Series No. 6). Tallahassee, FL: Author. Retrieved August 27, 2003, from http://osi.fsu.edu/waveseries/wave6.pdf (Also available at http://osi.fsu.edu/waveseries/htmlversions/wave6.htm )

The use of public deliberation to foster school reform is discussed here.   Such deliberation can be used to bring together culturally and linguistically diverse schools and communities.

Ashby, S., Garza, C., & Rivas, M. (2003). Public deliberation: A tool for connecting school reform and diversity. Austin, TX: Southwest Educational Development Laboratory. Retrieved August 27, 2003, from http://www.sedl.org/pubs/lc06/

Based on interviews with experts and a review of the literature on recruitment, these seven steps are meant to encourage the increased involvement in public education of culturally diverse communities.

KSA-Plus Communications. (2000). Building support for better schools: Seven steps to engaging hard-to-reach communities. Austin, TX: Southwest Educational Development Laboratory. Retrieved August 27, 2003, from http://www.sedl.org/pubs/family27/

This resource is organized around five strategies for reaching out to and involving linguistically and culturally diverse communities in education.

KSA-Plus Communications. (2000). Family and community involvement: Reaching out to diverse populations. Austin, TX: Southwest Educational Development Laboratory. Retrieved August 27, 2003, from http://www.sedl.org/pubs/family29/

This ERIC Digest discusses and provides strategies for developing relationships with families from linguistically and culturally diverse backgrounds.

Bruns, D. A., & Corso, R. M. (2001). Working with culturally and linguistically diverse families. ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. Retrieved August 30, 2003, from http://ericeece.org/pubs/digests/2001/bruns01.html (Also available at http://ericeece.org/pubs/digests/2001/bruns01.pdf )

* See Standards 2, 3, 4, and 22 for additional information.

Standard 24: Develop, implement, and evaluate instructional programs in ESOL, based on current trends in research and practice

In these review guidelines, questions are offered that have to do with the overall effectiveness of materials, and then questions that deal specifically with program evaluation are presented.

CLAS review guidelines for material selection: Program evaluation. (2000). Champaign, IL: University of Illinois at Urbana-Champaign, Early Childhood Research Institute on Culturally and Linguistically Appropriate Services. Retrieved August 30, 2003, from http://clas.uiuc.edu/review/RG-ProgramEval.html

The design of LEP student programs is examined at this website.

Berman, P., McLaughlin, B., McLeod, B., Minicucci, C., Nelson, B., & Woodworth, K. (1995, September). Approaches to language development. B. Findings about the design of LEP student programs. In School reform and student diversity: Vol. 1. Findings and conclusions. Washington, DC: U.S. Department of Education. Retrieved August 29, 2003, from http://www.ed.gov/pubs/SER/Diversity/sec-i3b.html

A thorough contrast of second language learning environments is made at

Harklau, L. (1994). ESL versus mainstream classes: Contrasting L2 learning environments. TESOL Quarterly, 28 (2). Retrieved August 22, 2003, from http://www.ncela.gwu.edu/miscpubs/tesol/tesolquarterly/harklau.htm

Early childhood programs that address the needs of language minority students involve parents, include practices that are culturally and developmentally appropriate, and provide for the development of staff.

Nissani, H. (1993). Early childhood programs for language minority students. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Available at http://www.cal.org/ericcll/digest/nissan01.html

Standard 25: Recognize indicators of learning disabilities, especially hearing and language impairment, and limited English proficiency.

Students can learn in more detail about providing equal educational opportunity for learning disabled LEP students who are hearing impaired at 

Fradd, S. H., & Wilen, D. K. (1990, Summer). Using interpreters and translators to meet the needs of handicapped language minority students and their families. NCBE Program Information Guide Series, No. 4. Retrieved August 23, 2003, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig4.htm

They can learn about the literacy challenges that the deaf and other linguistic minorities have in common.

Holcomb, T., & Peyton, J. K. (1992). ESL literacy for a linguistic minority: The deaf experience. ERIC Digest. Washington, DC: National Center for ESL Literacy Education. Retrieved August 26, 2003, from http://www.cal.org/ncle/digests/ESL_LITERACY.HTML

This website treats general strategies for inclusive teaching.

Center for Teaching and Learning. (1998). Strategies for inclusive teaching. In Diversity in the college classroom. Chapel Hill, NC: University of North Carolina. Retrieved August 29, 2003, from http://ctl.unc.edu/tfi2.html

This article provides ESL practitioners with an overview of learning disabilities and gives suggestions for working with students with these disabilities.

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

Schools have an obligation to provide special education services to students who need them.   That obligation is addressed here, in relation to migrant students, along with issues of referral, assessment, placement, and working with parents.

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

Responding to difficulties in the assessment of culturally and linguistically diverse students to determine eligibility for special education services, this resource offers some best practices that have been developed.

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

ADDITIONAL USEFUL RESOURCES

Professor Kenji Hakuta's home page contains many links for bilingual education resources.

Hakuta, K. (2003). Kenji Hakuta's home page. Retrieved August 29, 2003, from http://www.stanford.edu/~hakuta/

This article describes TeamWorks, a project in the Chicago schools for fostering collaboration between mainstream and bilingual/ESL teachers.

Sakash, K., & Rodriguez-Brown, F. V. (1995, Fall). TeamWorks: Mainstream and bilingual/ESL teacher collaboration. NCBE Program Information Guide Series, No. 24. Retrieved August 23, 2003, from http://www.ncela.gwu.edu/ncbepubs/pigs/pig24.htm

The most recent issue of Language Learning and Technology is provided at this website. A search engine is also provided, along with a link for browsing the archives.

Language Learning and Technology. (2003). Honolulu, HI: University of Hawaii at Manoa. Retrieved August 29, 2003, from http://llt.msu.edu/

This website provides links for ESL professionals, teachers, and teenage and adult students.

Sharp, F. J. (n.d.). ESL a la carte - Deluxe menu of education links. Retrieved August 29, 2003, from http://members.tripod.com/~FeSharp/

The ESL Resource Site provides links to ESL websites for teachers, to websites with many ESL links, and to collections of multicultural/multilingual and translation sites.

The ESL resource site: Links to ESL, foreign language & translation websites! (2003). Retrieved August 29, 2003, from http://www.expage.com/page/ESOL

This website explains the mission of OELA and provides relevant links.

OELA: Office of English Language Acquisition. (2003). Retrieved October 28, 2003, from http://www.ed.gov/about/offices/list/oela/index.html?src=mr

This guide is addressed to parents of children learning English as a second language and discusses pertinent educational issues, such as characteristics of effective schooling and services offered by schools.

Zelasko, N., & Antunez, B. (2000). If your child learns in two languages: A parent's guide for improving educational opportunities for children acquiring English as a second language. Washington, DC: National Clearinghouse for Bilingual Education. Retrieved August 30, 2003, from http://www.ncela.gwu.edu/ncbepubs/parent/english.pdf

This University of South Florida ESOL site provides an excellent collection of links.