EDUCATING ALL

STUDENTS:
Focus on English Language
Learners
Competency 0002
Martha Young, SUNY New
Paltz
November 20, 2013

AGENDA
Content Objectives:
Understand how literacy

development in the first (home)

language influences literacy
development in an additional (2nd
language).
Explore types and benefits of

language development models,

bilingualism, and bilingual
programs.
Select from a variety of techniques

for adapting content to the

students proficiency and cognitive
levels.

LANGUAGE OBJECTIVES:
Develop a lexicon related

to learning an additional
language.
Discuss the challenges of

school reform and its

effect on English
learners.
Explain the importance of

meaningful academic
activities for English
learners.

FIRST, DEMOGRAPHICSAND THE

NUMBERS KEEP RISING

Every state in the

nation is
experiencing the
effects of this
growth. School
districts, even the
smallest ones, face
the challenge of
developing
programs and
services to help
these students
learn English, as
well as math,
science, social
studies, and
language arts.

THINK OF YOUR FUTURE CLASSROOM

AND DAYDREAM A LITTLE

ELENA
Now my children go to American High Schools.

My Spanish isnt good

enough
I remember how Id smile
Listening to my little ones
Understanding every word
theyd say,
Their jokes, their songs, their
plots
Vamos a pedirle dulces a mama.
Vamos.

But that was in Mexico.

They speak English. At night they sit around

the
Kitchen table, laugh with one another.
I stand at the stove and feel dumb, alone.
I bought a book to learn English.
My husband frowned, drank more beer.
My oldest said, 'Mama, he doesnt want you to
Be smarter than he is. Im forty,
Embarrassed at mispronouncing words,
Embarrassed at the laughter of my children,
The grocer, the mailman. Sometimes I take
my English book and lock myself in the
bathroom,
say the thick words softly, for if I stop trying, I will be
deaf

when my children need my help.

POETRY AND VERSE: PAINTING

WITH WORDS

Why theory first?

THEORETICAL FOUNDATIONS

THEORETICAL FOUNDATIONS
Cumminss differentiation

between social and academic

language
Krashens separate concepts of

the affective filter and

comprehensible input
Vygotskys zone of proximal

development
Swains ideas about meaningful

interaction
Browns principles of language

teaching and language learning

Blooms taxonomy classifying

levels of cognitive challenge

CUMMINS: DIFFERENTIATION OF
SOCIAL AND ACADEMIC LANGUAGE

10

UNDERSTANDING SOCIAL
LANGUAGE
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Language is a social construct: The purpose of language is

communication.

11

UNDERSTANDING ACADEMIC
LANGUAGE
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The language of the classroom requires students to use language

that is conceptually demanding and cognitively complex.

12

MAKING ACADEMIC LANGUAGE

MORE COMPREHENSIBLE
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Using Cumminss
Principles

In academics,
scaffolds provide
ELLs with the support
they need to learn
content while they
are developing their
English skills. In ways
figuratively similar to
construction,
scaffolding strategies
allow language
learners better
access to content
material.

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picture

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KRASHEN: THE AFFECTIVE

FILTER
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As part of his five-hypothesis Monitor Model of Second Language

Acquisition, Stephen Krashen (1982) proposed the existence of an
emotional filter that influences how much actual learning takes place
in relation to input. The strength of the filter itself is determined by
affective factors of learner anxiety, self-confidence, and motivation.
15

VYGOTSKY: ZONE OF PROXIMAL

DEVELOPMENT

16

SWAIN: MEANINGFUL OUTPUT

the meaning of negotiating meaning needs to be extended
beyond the usual sense of simply getting ones message
across. Simply getting ones message across can and does
occur with grammatically deviant forms and sociolinguistically
inappropriate language. Negotiating meaning needs to
incorporate the notion of being pushed toward the delivery of a
message that is not only conveyed, but that is conveyed
precisely, coherently, and appropriately. Being pushed in
outputis a concept parallel to that of the i +1 of
comprehensible input. Indeed, one might call this the
comprehensible output hypothesis.
(Swain, 1985, 248-9).

17

BROWNS PRINCIPLES AT A
GLANCE

18

BLOOM: TAXONOMY

19

A COMPARISON: FIRST AND

SECOND LANGUAGE ACQUISITION

20

 Every mans mind ismodified by all

the objects of Nature and art; by every

word and every suggestion which he
ever admitted to act upon his
consciousness; it is the mirror upon
which all forms are reflected and in
which they compose one form.
-- Percy Bysshe Shelley
Prometheus Unbound

21

FEDERAL STATUTES AND

PROGRAM MODELS

22

LAU V. NICHOLS
The 1974 Supreme Court case Lau v.

Nichols resulted in perhaps the most

important court decision regarding
the education of language-minority
students. This case was brought
forward by Chinese American
students in the San Francisco
Unified School District who were
placed in mainstream classrooms
despite their lack of proficiency in
English, and left to "sink or swim."
The district had argued that it had
done nothing wrong, and that the
Chinese American students received
treatment equal to that of other
students.

23

Equal Educational Opportunities Act of 1974

(EEOA),
THE ESSENCE OF LAU WAS CODIFIED INTO FEDERAL LAW THOUGH THE
EQUAL EDUCATIONAL OPPORTUNITIES ACT OF 1974 (EEOA), SOON AFTER
THE CASE WAS DECIDED. SECTION 1703(F) OF THIS ACT DECLARES: "NO
STATE SHALL DENY EDUCATIONAL OPPORTUNITIES TO AN INDIVIDUAL ON
ACCOUNT OF HIS OR HER RACE, COLOR, SEX, OR NATIONAL ORIGIN BY
(F) THE FAILURE OF AN EDUCATIONAL AGENCY TO TAKE APPROPRIATE
ACTION TO OVERCOME LANGUAGE BARRIERS THAT IMPEDE EQUAL
PARTICIPATION BY ITS STUDENTS IN ITS INSTRUCTIONAL PROGRAMS."

24

Serna v.
Portales

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picture

The judge declared, "It is incumbent

on the school district to reassess and
enlarge its program directed to the
specialized needs of the Spanishsurnamed students" and to create
bilingual programs at other schools
where they are needed. This case
was first decided in 1972. Later it was
appealed to the 10th Circuit Court of
Appeals and decided in 1974 just six
months after Lau. Like Lau, it makes
clear that schools cannot ignore the
unique language and educational
needs of ELL students.

25

A MAJOR OUTCOME OF THIS CASE IS A THREE-PRONGED TEST TO

DETERMINE WHETHER SCHOOLS ARE TAKING "APPROPRIATE ACTION" TO
ADDRESS THE NEEDS OF ELLS AS REQUIRED BY THE EEOA.

Castaeda

v. Pickard

The Castaeda standard

mandates that programs for

language-minority students
must be
(1) based on a sound

educational theory,
(2) implemented effectively

with sufficient resources and

personnel, and
(3) evaluated to determine

whether they are effective in

helping students overcome
language barriers (Del Valle,
2003).

26

1982
Plyler v. Doe
U.S. Supreme Court denies the
states' right to exclude the
children of illegal immigrants
from public schools.

27

NO CHILD LEFT BEHIND

Federal policy for language-minority students learning English changed

dramatically with the passage of the No Child Left Behind Act of 2001 (NCLB)
(Public Law 107-110),
Bilingual Education Act became Title III: Language Instruction for Limited

English Proficient and Immigrant Students

Office of Bilingual Education and Minority Language Affairs (responsible for

administering Title VII grants) became Office of English Language Acquisition,

Language Enhancement, and Academic Achievement for Limited English
Proficient (LEP) Students
The National Clearinghouse for Bilingual Education became The National

Clearinghouse for English Language Acquisition and Language Instruction

Educational Programs
LEP student issues are also featured prominently in changes to Title I,

"Improving the Academic Achievement of the Economically Disadvantaged,"

which addresses issues of accountability and high-stakes testing.

28

NO CHILD LEFT BEHIND

Whereas grants under the former Title VII Bilingual Education Act were competitive, Title III provides

formula grants to state education agencies. These agencies, in turn, make subgrants to eligible local
education agencies (i.e., school districts and charter schools) that apply to the state for the funds. The
funds doubled but because these federal funds are now spread more thinly, fewer dollars are available for
each eligible LEP student.
Unlike recent versions of the Bilingual Education Act, Title III does not make any distinctions between

bilingual and nonbilingual programs. The federal law now requires only that LEP students be placed in
"language instruction education programs.
Also unlike Title VII, Title III includes no recognition of the personal and societal benefits of bilingual

education and bilingualism. Nor is there any acknowledgment of the factors that have negatively impacted
the education of LEP students, such as segregation, improper placement in special education, and
underrepresentation of LEP students in gifted and talented education and shortages of bilingual teachers.
Not addressed are issues of cultural differences or the need for multicultural understanding.
The sole focus of Title III is English. The list of purposes stresses repeatedly that Title III funds and programs

are to "ensure that LEP students attain English proficiency, develop high levels of academic attainment in
English, and meet the same challenging State academic content and student academic achievement
standards as all children are expected to meet" and to assist state and local education agencies in creating
"high quality instructional programs" that prepare LEP students to "enter all-English instruction settings"
(NCLB 3102).

29

What do you think:

Doesnt it just make sense that the earlier and
more intensively children are placed in all-English
instruction at school the better their English
achievement will eventually be?
30

DIFFERENT PROGRAMS =
DIFFERENT GOALS
ESL

ELLs in an English educational environment

Focus on English language acquisition and academic content knowledge

1st language is used to scaffold and differentiate (clarify, pre-teach, re-teach)

Instruction for

Bilingual (Transitional Developmental)

Provide instruction in first language (80% Spanish) to support and develop1st language
Ensure ELLs are learning academic material in Spanish while developing English
language

Dual Language Immersion

ELLs and Native English Speakers

Provide instruction in two languages

Obtain full language proficiency in both targeted languages (1st and 2nd languages)

31

SERVICE DELIVERY MODELS

Instruction in general ed. classroom with

ESL/bilingual support
ESL academic content class
ESL newcomer class
Push-In
Pull-Out
Bilingual Instruction

32

WHAT DO WE KNOW ABOUT

TEACHING LITERACY TO
ENGLISH LANGUAGE
LEARNERS?

33

EVIDENCE-BASED READING INSTRUCTION

The 5 components of literacy that should be explicitly taught for
effective reading instruction:
Phonemic awareness
Phonics
Vocabulary development
Reading fluency
Reading comprehension

Source: National
Reading Panel (1997)

34

RESEARCH FINDINGS: ELL LITERACY DEVELOPMENT

ELLs often develop decoding and spelling skills to

levels equal to their native English-speaking peers.

ELLs reading comprehension falls well below that of

native English-speaking peers.

The achievement gap between ELLs and non-ELLs

grows around 3rd grade.

Source: August &

Shanahan (2008),
Goldenberg (2008)
35

RESEARCH FINDINGS: ELL LITERACY

DEVELOPMENT
Explicitly teaching the five components of

reading instruction helps ELLs!

BUT reading instruction does not improve ELLs

literacy as much as it does non-ELLs literacy.

SO when working with ELLs, teachers must modify

literacy instruction to take into account students

language needs.

Source: August &

Shanahan (2008),
Goldenberg (2008)
36

WHAT TYPES OF LINGUISTIC KNOWLEDGE DO

YOU NEED TO DETERMINE THE ELEMENTS OF
THE FOLLOWING EQUATION?
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picture

Veronica recycles 10 bottles of soda each

week. How many bottles of soda does
Veronica recycle in 6 months?
37

THE FOLLOWING ANSWERS WOULD NOT BE

EXPECTED FROM STUDENTS WHO MASTER THE
ENGLISH LANGUAGE
1.

Recycled 240 bottles

2.

Veronica recycled 240

bottles

3.

Veronica will recycle

240 bottles

4.

Veronica had recycled

240 bottles

To support content and

literacy

Content Objective

Students will learn to solve

story problems using
simple equations

Language Objective

Students will be able to

answer orally the questions
related to story problems
formulated in the simple
present tense.

38

STUDENTS WHO ARE COLLEGE AND CAREER READY:

PARTICULARLY IMPORTANT SKILLS FOR ELLS
Demonstrate independence
Request clarification and ask relevant

questions
Become self-directed learners, effectively
seeking out and using resources to assist
them
Resources include teachers, peers, print
and digital reference materials
Other resources (not listed in the
standards, but important) include first
language knowledge and skills; strategies
to use context to make sense of text
39

STUDENTS WHO ARE COLLEGE AND CAREER READY:

PARTICULARLY IMPORTANT SKILLS FOR ELLS
They respond to the varying demands of text
They set and adjust purpose for reading, writing, speaking,

listening, language use as warranted by the task

They come to understand other perspectives and

cultures*
Communicate effectively with people of varied

backgrounds
Read literature representative of a variety of cultures and
world views
*skills particularly important for mainstream students also

40

SPEAKING AND LISTENING

STANDARDS: PARTICULARLY
IMPORTANT SKILLS FOR ELLS
Prepare for and participate effectively in a

range of conversations and collaborations with

diverse partners, building on others ideas and
expressing their own clearly and persuasively
L2 acquisition occurs through meaningful

interactions with native L2 speakers

Ask and answer questions in order to seek

help, get information, or clarify if something is

not understood

41

LANGUAGE STANDARDS:
PARTICULARLY IMPORTANT SKILLS
FOR ELLS
Apply knowledge of language to understand how language

functions in different contexts, to make effective choices

for meaning and style, and to comprehend more fully
when reading or listening
Knowledge of language should include

Pragmatic knowledge knowledge of language use in context

(status/purpose of speaker, genre structures)
Linguistic knowledge knowledge of the functional demands of writing
and speaking (e.g., formulate questions, compare/contrast, summarize,
draw conclusions)

Recognize variations from standard English in their own

and others writing and speaking and identify and use

strategies to improve expression on conventional language

42

PERHAPS THE MOST IMPORTANT THING TO KEEP IN

MIND IS THAT AN INDIVIDUALS BACKGROUND IN
THEIR FIRST LANGUAGE HAS THE MOST IMPACT ON
HOW FAST THEY WILL LEARN A SECOND LANGUAGE.

In other words, the better they speak, read, write

and listen in their first language, the better and
faster they will learn their second language.
43

Supporting ELL instruction in the Mainstream Classroom

INSTRUCTIONAL PRACTICES

44

READING COMPREHENSION
The synthesis of personality moderators of
interpersonal expectancy effects in laboratory
experiments calculated five combined z scores
and probabilities, one for each of five personality
dimensions. The study was used as a unit of
analysis, and each study was weighted equally. It
was found that experimenters with a greater need
for social influence were more likely to generate
interpersonal expectancy effects. The combined z
score, based on eight studies, was 2.94, with an
associated p level of .0032 (two-tailed). The Failsafe N, the number of null summing studies
needed to raise the combined probability above p
= .05, was 10.02, or 11.
Source: Harris Cooper
(1998)
45

PARTNER TALK
Can you read this paragraph fluently?
Can you understand it?

Why?
Why not?

46

TUNDRA
Tundra is cold, frozen land most of the year.
Northern Alaska is tundra. During the winter,
the ground is frozen. Days are short. Plants
stop growing, and most animals seek shelter
from snow and wind. Only animals with thick
fur or feathers survive the tundra winters.
Excerpt from Delta Education, Foss Science Stories: Structures of Life
(2003)

47

 Could your 3rd grade students read this paragraph

fluently?
Would they understand it?

Why?
Why not?
What would you need to do in order to help them

comprehend this text?

48

PROMISING INSTRUCTIONAL
PRACTICES FOR ELLS
1.

Teach content, literacy, and language in an integrated and

meaningful way.

2.

Scaffold language based on student English proficiency to make

sure it is comprehensible.

3.

Build on what students already know and help them develop

background knowledge they need.

4.

Explicitly teach vocabulary and academic language (formal

language required to be successful in school settings).

5.

Provide ample opportunities for carefully designed interaction

with teacher and peers.

6.

Strategically provide native language supports.

7.

Teach reading comprehension strategies explicitly.

49

PROMISING INSTRUCTIONAL
PRACTICES FOR ELLS
1.

Teach content, literacy, and language in an integrated and

meaningful way:
Teach language through meaningful content and

themes, targeting both content and language

objectives in every lesson.
Integrate all four language skills (reading, writing,

listening, and speaking) in every lesson.

Develop English oral language proficiency in the

context of literacy instruction.

Include frequent opportunities to practice reading

with a variety of rich materials, in meaningful contexts.

Sources: August & Shanahan (2008); Cloud, Genesee & Hamayan (2009);
Echeverria, Vogt, & Short (2007); Goldenberg (2008); Klinger (2006); IES
(2007); Short & Fitzsimmons (2007)
50

PROMISING INSTRUCTIONAL
PRACTICES FOR ELLS
2.

Scaffold language based on students English proficiency to make sure it

is comprehensible using:

visuals and realia (objects from real life)

hands-on materials

graphic organizers

gestures

modified speech

adapted text (i.e., simple sentence structure, elaboration)

leveled readers

repetition / rereading

narrow reading (reading several texts about the same topic)

Sources: August & Shanahan (2008); Cloud, Genesee & Hamayan (2009);
Echeverria, Vogt, & Short (2007); Goldenberg (2008); Klinger (2006); IES
(2007); Short & Fitzsimmons (2007)
51

VIDEO: INSTRUCTIONAL STRATEGIES

TO ACCELERATE ELL LEARNING
Scaffolding

Why is it important to use scaffolding with ELLs?

What scaffolding strategies will you use in your classroom with ELLs?

What signals will help you determine when less scaffolding is needed
for ELLs?

What student outcomes do you expect to reach as a result of using

scaffolding strategies? Give examples.

Which new scaffolding strategies will you incorporate in your

teaching as a result of viewing this video?

52

PROMISING INSTRUCTIONAL
PRACTICES FOR ELLS
3. Build on what students already know and help them

develop background knowledge they need.

Activate and build on students background

knowledge.
Validate and build on home and community language,
literacy, and culture.
Use texts with familiar content and topics before moving
on to unfamiliar ones.
Help students develop needed background knowledge
on unfamiliar topics and cultures.

Sources: August & Shanahan (2008); Cloud, Genesee & Hamayan (2009);
Echeverria, Vogt, & Short (2007); Goldenberg (2008); Klinger (2006); IES
(2007); Short & Fitzsimmons (2007)
53

WHY BUILD BACKGROUND?

A learners schema knowledge of the world provides

a basis for understanding, learning, and remembering

facts and ideas found in texts.
Students from culturally diverse backgrounds may

struggle to comprehend texts and concepts due to a

mismatch in schemata.
Most reading material, such as content area texts, relies

on an assumption of common prior knowledge and

experience.

54

A BRIDGE TO BACKGROUND
KNOWLEDGE
Native English
speakers home
culture, home
language, prior
learning, prior
experiences,
interests, etc.

Schools
cultural
expectations,
academic,
literacy, and
language
demands

English
language
learners home
culture, home
language, prior
learning, prior
experiences,
interest, etc.

Schools
cultural
expectations,
academic,
literacy and
language
demands

55

PREREQUISITE FOR BUILDING ON STUDENTS

BACKGROUND

KNOW
KNOW
KNOW
KNOW
KNOW

YOUR
YOUR
YOUR
YOUR
YOUR

STUDENTS
STUDENTS
STUDENTS
STUDENTS
STUDENTS
56

WHO ARE YOUR ELLS?

Languages?
Countries of origin?
Immigration experiences and circumstances?
Cultures (e.g., foods, dress, and traditions; but also values,

attitudes, norms of behavior, ways of knowing)?

Home life?
Language proficiency in English (NYSESLAT)?
English and first language literacy?
Formal and informal education backgrounds?
Interests outside of school?

57

4. Explicitly teach vocabulary and

academic language (formal

language required to be successful in
school settings).

58

KEY VOCABULARY
One of the most persistent findings in
reading research is that the extent of
students vocabulary knowledge relates
strongly to their reading comprehension
and to their overall academic success.

Source: Lehr, Osborn, &

Hiebert (2005)

59

SELECTING KEY VOCABULARY

You are about to teach a unit on the life cycle of the

butterfly.

What words would you teach during this unit?

60

SCIENCE UNIT KEY VOCABULARY

Content
Concepts
Key Vocabulary:
- Content words (Tier
3)
- Academic word list
word (Tier 2) and
process/function
words
- Words that teach
English structure

Life Cycles
Metamorphosis
egg, larva, caterpillar, pupa, adult.
observe / observation
record, document
first, second, then, next, finally
cycle (bicycle, recycle)
butterfly, wings, change, circle

- Common words (Tier

1) words
61

RESEARCH-BASED VOCABULARY
INSTRUCTION FOR ELLS
Provide multiple opportunities for students to encounter

and produce the targeted words in different contexts

and through different tasks such as reading and peer-topeer interaction.
Have students develop their own definitions of the

words.
Revisit and review words with students.
Teach word analysis and vocabulary learning

strategies for inferring meaning of unknown words.

Sources: August, Carlo, Dressler, & Snow (2005); Carlo, August, McLaughlin,
Snow, Dressler, Lippman, Lively, White (2003); Calderon (2008)

62

RESEARCH-BASED VOCABULARY
INSTRUCTION FOR ELLS
Pre-teach key vocabulary before reading or learning

tasks.
Make word meanings accessible by drawing on

students prior knowledge, providing student-friendly

definitions and contextual information through
meaningful text, visuals, gestures, and examples.
Use students first language (i.e., cognates train/tren,

and L1 text) to support vocabulary development.

Sources: August, Carlo, Dressler, & Snow (2005); Carlo, August,
McLaughlin, Snow, Dressler, Lippman, Lively, White (2003); Calderon
(2008)

63

VIDEO: INSTRUCTIONAL STRATEGIES

TO ACCELERATE ELL LEARNING
Vocabulary Building
1.

How does vocabulary building help English Language

Learners meet standards?

2.

How do you determine vocabulary words to be taught in

depth in your lesson?

3.

What are the different ways used in the video to

reinforce the vocabulary the students learned?

4.

What are some ways of assessing vocabulary?

5.

Based on the video, list ways the ELLs are meeting

standards during the lessons.

64

PROMISING INSTRUCTIONAL
PRACTICES FOR ELLS
5.

Provide ample opportunities for carefully-designed interaction with

teacher and peers.
Instructional conversations
Cooperative learning (common goal, assigned roles, group and

individual accountability)
Modified guided reading (Avalos, Plasencia,Chavez, & Rascn, 2009)
Pair reading
Retelling and summarizing in pairs
Think-pair-share
Role plays, readers theater

Language use is language learning

Sources: August & Shanahan (2008); Cloud, Genesee & Hamayan
(2009); Echeverria, Vogt, & Short (2007); Goldenberg (2008); IES
(2007); Short & Fitzsimmons (2007)
65

6. Strategically provide native language

supports.
Use L1 (first language) and bilingual books.
Have students write in both languages.
Encourage family members to engage

children in pre-literary and literacy

experiences (poems, rhymes, story telling) in
their L1.

Sources: August & Shanahan (2008); Cloud, Genesee & Hamayan (2009);
Drucker, (2003); Echeverria, Vogt, & Short (2007)
66

LANGUAGE TRANSFER
Supporting students first language literacy can

promote higher levels of reading achievement in English.

This is because what students learn in their first

language transfers to English and can help them learn

English.
That is why ELLs with first language literacy have an

easier time learning to read and write in English.

Sources: August & Shanahan (2008);

Goldenberg (2008)

67

7. Teach reading comprehension strategies

explicitly:
Activating prior knowledge / making connections
Determining importance
Asking questions
Visualizing
Summarizing
Getting critical
Retelling
Fixing breakdowns

68

69

69

THINK, WRITE, PAIR, SHARE

Advantages of having English
learners in your class

KEY STRATEGIES TO TEACH

LITERACY TO ENGLISH LEARNERS

CHALLENGES OF HAVING ENGLISH

LEARNERS IN YOUR CL ASS

Questions I have about teaching

literacy to English learners

70

REFERENCES (1)

August, D., & Shanahan, T. (Eds.) (2008). Developing reading

and writing in second-language learners. Lessons from the
report of the National Literacy Panel on Language-Minority
Children and Youth. Florence, KY: Routledge. The Center for
Applied Linguistics and the International Reading Association.

August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The
critical role of vocabulary development for English language
learners. Learning Disabilities Research & Practice, 20(1),
5057.

Calderon. (2008, April). ESL Strategies for teaching

vocabulary and reading. Paper presented at the annual
meeting of Teachers of English to Speakers of Other
Languages (TESOL), New York, NY.

Carlo, M.S., August, D., McLaughlin, B., Snow, C.E., Dressler,

C., Lippman, D., Lively, T., White, C. (2003). Closing the gap:
Addressing the vocabulary needs of English language
learners in bilingual and mainstream classrooms. Reading
Research Quarterly, 39(2), 188-315.
71

REFERENCES (2)

Cloud, N., Genesee, F., & Hamayan, E. (2009). Literacy

instruction for English language learners: A teachers guide
to research-based practices. Portsmouth, NH: Heinemann

Drucker, M. J (2003). What reading teachers should know

about ESL learners. The Reading eacher. Vol 57 (1): p.22-29;
retrieved on Nov 6, 2004 from www.questia.com

Echevarria, J. & Hasbrouck, J. (2009). Response to

intervention and English learners. Washington, DC: Center
for Research on the Educational Achievement and Teaching
of English Language Learners. Retrieved from
http://www.cal.org/create/resources/pubs/CREATEBrief_Respon
setoIntervention.pdf
Echevarria, J., Vogt, M.E., & Short, D. (2008). Making Content
Comprehensible for English learners: The SIOP model (3rd
ed.). Boston: Allyn & Bacon.

72

REFERENCES (3)
Goldenberg, C. (2008). Teaching English language learners:
What the research doesand does notsay. American
Educator, 32(2), 8-22, 42-44. Retrieved July 6, 2010 from the
American Educator Web site:
http://www.aft.org/pubs-reports/american_educator/issues/s
ummer08/goldenberg.pdf
Institute of Education Sciences (IES). (2007). Effective
literacy and English language instruction for English
language learners in the elementary grades. Washington,
DC: IES, National Center for Education Evaluation and
Regional Assistance.

Orosco, M. J. & Klingner, J. (2010). One schools

implementation of RTI with English language learners:
Referring into RTI. Journal of Learning Disabilities, 43(3),
269288.

Short, D.J., & Fitzsimmons, S. (2007). Double the Work:

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