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Hispanic StudentsWisconsin Department of Public Instruction

Resource List7/18/2008 (Draft)

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RESOURCES FOR WORKING WITH HISPANIC STUDENTS

RESOURCES

The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. By Anna Uhl Chamot and J. Michael O’Malley. 1993.

Provides a step by step breakdown of the CALLA process for working with linguistically diverse students. Originally designed for use with English Language Learners, CALLA utilizes effective cognitive strategies that can be used with all struggling students. $25.01 plus s/h from Amazon.com.

The ELL Companion to Reducing Bias in Special Education Evaluation. Elizabeth Watkins. Minnesota Department of Education, Fall 2003. (to download sections of the manual) or (to download the entire 173 page document)

A guide developed by the Minnesota Department of Education to help Minnesota educators minimize bias when evaluating students who are English Language Learners.

English Language Learners With Special Education Needs: Identification, Assessment and Instruction. By Alfredo Ariles and Alba Ortiz (Editors). 2002. Washington, DC: Center for Applied Linguistics (CAL).

[From the CAL website] This book describes the challenges involved in identifying, placing, and teaching English language learners with special education needs. It describes model programs and approaches, including early intervention programs, assessment methods, parent/school collaboration, and native and dual language instruction. Available for $20.95 plus s/h from the Center for Applied Linguistics Store at

Leadership on Purpose: Promising Practices for African American and Hispanic Students. Rosemary Papalewis and Rex Fortune. Thousand Oaks, CA: Corwin Press. 2002.

This book demonstrates how high achievement can exist in high-poverty, high-minority schools. By drawing on the best practices of 13 exemplary schools, the book highlights the specific means by which ethnically diverse (namely, African American and Latino) students can attain educational success. The book offers seven strategies for principals to be effective leaders, eight tactics for successful curriculum and classroom instruction, and nine ways to make meaningful connections with parents. Available from or

Linguistically Culturally Diverse II -- Populations: American Indian & Spanish Speaking. 2003. Wisconsin Department of Public Instruction.

This guide assists educators in understanding the difference between speech and language disorders and linguistic and cultural differences. Developed to provide guidelines for assessment procedures used with American Indian and Spanish speaking students who are experiencing academic and communication difficulties in the educational environment. $27.00 For information on ordering a copy, please contact Publication Sales at 800-243-8782.

Peer Assisted Learning Strategies - WWC Intervention Report. What Works Clearinghouse. 2007.

Peer-Assisted Learning Strategies is an instructional program for use in elementary school classrooms to improve student proficiency in reading and math. It was developed for use with students with diverse academic needs, including English language learners. Although other programs emphasize peer-to-peer learning strategies that can be utilized in classrooms, this report focuses on Peer-Assisted Learning Strategies because of its possible usefulness with students with diverse academic needs, including English language learners with learning disabilities.

¿Qué Significa ser Padres? (What Does It Mean To Be Parents?). National Institutes of Health. 2007.

A Spanish-language version of the NICHD's "Adventures in Parenting" booklet-offers parenting strategies based on scientific research that can be used for children of any age. The booklet gives practical suggestions for successful parenting that parents can adapt for their own lives and situations. It also includes real-life examples of how some parents have incorporated these strategies into their own day-to-day parenting activities.

For free copies of "¿Qué Significa ser Padres?" call 1-800-370-2943 or visit <

Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. By Pauline Gibbons. 2002. Portsmouth, NH: Heinemann.

[from the Heinemann website] How does a mainstream elementary classroom teacher with little or no specialized ESL training meet the challenge of teaching linguistically diverse students? Pauline Gibbons suggests how: integrate the teaching of English with the content areas of the regular curriculum. What's more, she shows how in this practical resource book. Available via online ordering for $18.00 plus s/h from

Tomasito’s Mother Comes to School

From the Harvard Family Research Project’s Family Involvement Storybook Corner. A bilingual storybook designed to engage children and their families.

Working with Second Language Learners: Answers to Teachers’ Top Ten Questions. By Stephen Cary. 2000. Portsmouth, NH: Heinemann.

[From the Heinemann website] Good teaching starts with good questions. And when you’re a regular classroom teacher with second language students, you’re certain to have plenty of questions. Stephen Cary, a second language learner specialist, has coached hundreds of teachers in public school districts, county offices of education, and university teacher preparation classes. Working with Second Language Learners represents these teachers’ top ten most frequently asked questions along with Cary’s practical, research-informed answers. Each question on the Top Ten List is real, meaning a real teacher teaching real kids asked it. Each was asked—and asked again—by teachers from several grade levels who were new to working with second language learners. Every question targets one of the key instructional issues teachers must address to ensure success for their second language students. Available via online ordering for $16.95 plus s/h from

The Changing Face of the Classroom: Serving ELL Students. Northwest Education Volume 11 Number 3 Spring 2006.

or

The Spring 2006 issue of the NWREL newsletter examines issues pertaining to education and English Language Learners.

Educating English Language Learners: Implementing Instructional Practices. By Jacqueline Vialpando, Jane Yedlin, Caroline Linse,Margaret Harrington, and Geraldine Cannon. 2005. National Council of La Raza

[excerpted from the guide] This guide is designed for teachers, academic coaches, staff developers, and school leaders; ESL, bilingual, and general education teachers especially should find its instructional strategies, techniques, and guidelines helpful for engaging English language learners (ELLs) and other diverse learners. This guide emphasizes implementation by charter school professionals, but its information would be of use to any K-12 school with ELLs in the U.S., Puerto Rico, Guam, or TrustTerritories [end excerpt].

Educating English Language Learners: Understanding and Using Assessment. By Jacqueline Vialpando, Caroline Linse, and Jane Yedlin. 2005. National Council of La Raza

This guide addresses the development of an effective assessment program for schools serving English language learners (ELLs). Emphasis is on charter schools, but the information in this guide would be of use to any K-12 school in the U.S., Puerto Rico, Guam, or TrustTerritories with ELLs. An abundance of information exists, and this book represents an attempt to synthesize and break it down into simple and comprehensible blocks of information.

In the Classroom: A Toolkit for Effective Instruction of English Learners

[excerpted from the Toolkit website] The "In the Classroom" Toolkit is designed to bring research and practice together for those involved in the education of culturally and linguistically diverse learners. Initiated by National Clearinghouse staff with experience in English as a second language (ESL)/bilingual classroom teaching, the project has the specific goal of making research-based lessons, activities, and curriculum accessible to all teachers of English language learners (ELLs), whether within bilingual education, ESL, or English-only settings [end excerpt].

Office of English Language Acquisition at the US Department of Education

OELA administers Title III of No Child Left Behind Act (2001) and provides national leadership in promoting high quality education for English language learners (ELLs). The office identifies major issues affecting the education of English language learners, and to assist and support State and local systemic reform efforts that emphasize high academic standards, school accountability, professional training and parent involvement.

7/18/08 EMK

Disclaimer: Inclusion of a website, article or other resource does not constitute endorsement by the Wisconsin Department of Public Instruction or any of its employees. This list is offered for informational purposes only.

Hispanic StudentsWisconsin Department of Public Instruction

Resource List7/18/2008 (Draft)