RESOURCES

“Introduction to Teaching English Language Learners and Foundations of Language Acquisition”

•Cummins, J. (1979) “Cognitive/Academic Language Proficiency, Linguistic Interdependence, the Optimum Age Question and Some Other Matters,”Working Papers on Bilingualism, No. 19, 121-129.

•Cummins, J. (1991) “Language Development and Academic Learning” in Malave, L. and Duquette, G. eds., Language, Culture and Cognition,Clevedon: Multilingual Matters.

•Krashen, S. (1981), Second Language Acquisition and Second Language Learning,Pergamon. Downloadable from: Acquisition_and_Learning/index.html

“Who Are Our English Language Learners? – Data and Case Studies of English Language Learners”

•Frey, Richard R. Pew Hispanic Center:

•Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, & Practice. New York:TeachersCollege Press:

•Olsen, Laurie. (2007) Laying the Foundation for an A+ Education for English Learners, California Tomorrow.

•Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers for African-American Children. San Francisco: Jossey-Bass Publishing Co.

•LAUSD Fact Book,

“Theories, Models, and Process of Second-Language Acquisition”

•Cummins, J. (1979) “Cognitive/Academic Language Proficiency, Linguistic Interdependence, the Optimum Age Question and Some Other Matters,”Working Papers on Bilingualism, No. 19, 121-129.

•Cummins, J. (1991) “Language Development and Academic Learning” in Malave, L. and Duquette, G. eds., Language, Culture and Cognition,Clevedon: Multilingual Matters.

•Krashen, S. (1981), Second Language Acquisition and Second Language Learning,Pergamon. Downloadable from: Acquisition_and_Learning/index.html

“Linguistic Foundations – Receptive (Listening and Reading) Language Structure and Use”

•Brain Research, Vol. 1194, 15 February 2008, Pages 81-89

“Linguistic Foundations – Expressive (Speaking and Writing) Language Structure and Use

•American Speech-Language-Hearing Association: http:

•Delpit, L. (1995) Other People’s Children: Cultural Conflict in the Classroom. New York: The New Press.

•University of California Linguistic Minority Institute:

•Richard-Amato, P.A., Snow, M.A. (2005) Academic Success for English Language Learners: Strategies for K-12 Mainstream Teachers, New York: Pearson Longman.

“Contrastive Analysis – Why Some Elements of English are so Difficult and How to Help English Language Learners Overcome Them”

•Richard-Amato, P.A., Snow, M.A. (2005) Academic Success for English Language Learners: Strategies for K-12 Mainstream Teachers, New York: Pearson Longman.

•Wong Fillmore, L. and Snow, C.E. (2005) in Adger,C., Christian,D.(eds.) What Teachers Need to Know About Language, pp.7-53

“Contextual Factors in Second Language Acquisition”

•Rodriguez, L.J. (1993) Always Running- La Vida Loca: Gang Days in L.A. New York: Touchstone.

•Walqui, A. (2000)Contextual Factors in Second Language Acquisition:

“Legal Foundations and Political Factors Affecting Language Development – Key Laws, Court Cases, and Policy Directions"

•Payán, Rose M, and Michael T. Nettles, “Current State of English-Language Learners in the U.S. K-12 Student Population”:

•Kindler, A.L., Survey of the States’ Limited English Proficient Students and Available Educational Programs and Services 2000-2001 Summary Report (2002)

•Peabody Journal of Education, v80 n3 p126-153 2005

“Foundations of Programs for English Language Learners – English Language Literacy”

•McCormick, Thomas W. (1988) Theories of Reading in Dialogue: An Interdisciplinary Study. New York: University Press of America.

•Garcia, G.G. (2003)English Learners Reading the Highest Level of English Literacy, Delaware: International Reading Association.

“Principles of Standards-Based Assessment and Instruction”

•California Department of Education, Reading Language Arts Framework for California’s Public Schools, 2007

•Kinsella,K. Ed., Strategies to Structure Academic Language Use and Learner Engagement in Linguistically and Culturally Diverse Classrooms, San Francisco State University, Department of Secondary Education

“Instructional Planning and Organization for ESL and Sheltered Instruction”

•Jiménez, E. (2002)Raising the Achievement Level of English Language Learners through SDAIE. New York: Pearson.

“Components of Effective Instructional Delivery in ESL and Sheltered Instruction”

•Walqui, A. (2000)Strategies for Success, Engaging Immigrant Students in Secondary Schools, WestEd.

•Chamot, A. U., & O’Malley, J. M. (1994) The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley.

•Online English Language Center, video transcript: Module 01, Contextualizing Language

•Perkins, D. N., & Solomon, G.(1989, January-February) “Are Cognitive Skills Context-Bound?”Educational Researcher, 18(1), 16-25.

•Uhl Chamot, Ana. Integrating Language, Content, and Learning Strategies in English Language Teaching

“The Importance of Culturally and Linguistically Appropriate Instructional Materials”

  • Jiménez, E. (2002) Raising the Achievement Level of English Language Learners through SDAIE. New York: Pearson.
  • Matsuda, M. & Robbie, S. (2006) Mendez vs. Westminster: For All the Children, Blue State Press.
  • Soto, G. (2000) Baseball in April, Harcourt.

“What is English Language Development? Research and Practice of ELD”

  • Daerr, T. Characteristics of English, English-Test.net
  • Asher, John J (January 1969) "The Total Physical Response Approach to Second Language Learning," The Modern Language Journal, Vol. 53, No. 1.
  • Kerper-Mora,J. Four by Four Thematic Planning; Model Activities for Language Learner Levels:
  • Krashen, S. & Terrell, T. (1983) The NaturalApproach: Language Acquisition in the Classroom.

“Understanding the Critical Relationship between ESL and ELA”

  • Glossary of terms:
  • English-Language Arts Content Standards for California Public Schools K-12, December 1997, CA Dept. of Education
  • Santa Ana, Otto (2004)Tongue-Tied, Rowan & Littlefield Publishing Inc.

“What is Sheltered Instruction? Developing Academic Language While Teaching Content”

•Armento, B. Nash, G. Salter, C, Wixson,K. (1991) A More Perfect Union. Boston: Houghton Mifflin Publishing.

“Culturally Relevant Instruction – When Teachers and Students Bring Different Cultural Experiences to the Classroom”

•Brown, A. (1995) Organizational Culture, Pitman, London.

•Rodriguez, L. (2005) Always Running- La Vida Loca: Gang Days in L.A., Simon and Schuster.

•Nieto, S. (1996) Affirming Diversity: The Sociopolitical Context of Multicultural Education (2nd ed.). White Plains, NY: Longman.

•Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992) “Funds of Knowledge for Teaching: Using a qualitative approach to connect homes and classrooms.” Theory into Practice, 31(2), 132-141.

•Ladson-Billings, G. (1994) The Dreamkeepers. San Francisco: Jossey-Bass Publishing Co.

•“Teaching Diverse Learners, Culturally Responsive Teaching”: The Education Alliance at Brown University

“Characteristics of Universal Access”

•Alim, S., Baugh, J. (2007) Talkin Black Talk, New York: Teachers College Press.

•

•Anderson, Richard C. and Armbruster, B.B. (1985), "Studying," In P.D. Pearson, ed., Handbook of Reading Research. New York. Longman.

•California Department of Education, “Final Report of the 2002 Reading Language Arts Adoption,”