Resources

Northwest Regional Educational Laboratory’s Equity Center

The Equity Center provides training in second language acquisition, cultural diversity, and the Sheltered Instruction Observation Protocol (SIOP), as well as staff development, workshops, and consultation in other areas related to ELL services. Contact the Equity Center at 503-275-9603 or eqcenter@nwrel.org

Regional Associations

Alaska Association for Bilingual Education
Moses Dirks, President
P.O. Box 570
Unalaska, AK 99685
Phone: 907-581-1221
E-mail: mdirks@ucsd.net

Idaho Association for Bilingual Education
Ellen Batt, President
2112 Cleveland Boulevard
Caldwell, ID 83605
Phone: 208-459-5814
E-mail: ebatt@albertson.edu

Montana Association for Bilingual Education
www.cantos.org/mabe/
Leon Rattler, President
P.O. Box 819
Browning, MT 59417
Phone: 408-338-5411
E-mail: leon_rattler@bfcc.org

Oregon Association for Bilingual Education
Kris Kibbee, President
P.O. Box 5225
Portland, OR 97304
Phone: 503-606-9016
E-mail: kibbee3@attbi.com

Oregon Teachers of English to Speakers of Other Languages
www.ortesol.org
Reuek Kurzet, President
Portland Community College
Phone: 503-977-4504
E-mail: rkurzet@pcc.edu or president@ortesol.org

Washington Association for the Education of Speakers of Other Languages
www.waesol.org
Yilin Sun, President
P.O. Box 368
Centralia, WA 98531
Phone: 206-587-5411
E-mail: yilsun@sccd.ctc.edu

Web Sites of National Organizations

National Clearinghouse for English Language Acquisition
(www.ncela.gwu.edu/)

National Association for Bilingual Education
(www.nabe.org/faq.asp)

U.S. Department of Education’s Office of English Language Acquisition Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA)
(www.ed.gov/offices/OELA/)

Online Directory of ESL Resources
National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (NCELA) and ERIC Clearinghouse on Languages and Linguistics
(www.cal.org/ericcll/ncbe/esldirectory/)

Center for Research on Education, Diversity & Excellence Publications and Products
(www.cal.org/crede/pubs/)
CREDE has excellent resources on two-way immersion programs, sheltered instruction, newcomer programs, and much more.

Portraits of Success
(National Association of Bilingual Association, Boston College, and the Northeast and Islands Regional Educational Laboratory at Brown University)
Database of successful bilingual education programs
(www2.lab.brown.edu/NABE/portraits.taf)

Teachers of English to Speakers of Other Languages
(www.tesol.org)

CREDE’s Five Standards of Effective Pedagogy
(www.crede.ucsc.edu/standards/standards.html)
The Five Standards articulate both philosophical and pragmatic guidelines for effective education. The standards were distilled from findings by educational researchers working with students at risk of educational failure due to cultural, language, racial, geographic, or economic factors. The Five Standards do not endorse a specific curriculum but rather establish principles for best teaching practices. These practices are effective with both majority and minority students in K–16 classrooms across subject matter, curricula, cultures, and language groups.

Second Language Acquisition

Bernhardt, E.B., & Kamil, M.L. (1995). Interpreting relationships between L1 and L2 reading: Consolidating the linguistic threshold and linguistic interdependence hypotheses. Applied Linguistics, 16(1), 15–34.

Collier, V.P. (1987). Age and rate of acquisition of second language for academic purposes. TESOL Quarterly, 21(4), 617–641.

Garcia, G.N. (2000). Lessons from research: What is the length of time it takes limited English proficient students to acquire English and succeed in an all-English classroom? (NCBE Issue Brief No. 5). Washington, DC: National Clearinghouse for Bilingual Education. Retrieved December 12, 2002, from www.ncela.gwu.edu/ncbepubs/issuebriefs/ib5.htm

Petitto, L.A. (2000). On the biological foundations of human language. In K. Emmorey & H. Lane (Eds.), The signs of language revisited: An anthology to honor Ursula Bellugi and Edward Klima (pp. 447–471). Mahwah, NJ: Lawrence Erlbaum.

Content-Based Instruction/Sheltered Instruction/Cognitive Academic Language Learning Approach (CALLA)

Sheltered Instruction Observation Protocol Web Site
www.siopinstitute.net

Bunch, G.C., Abram, P.L., Lotan, R.A., & Valdes, G. (2001). Beyond sheltered instruction: Rethinking conditions for academic language development. TESOL Journal, 10(2–3), 28–33.

Chamot, A.U. ( 1995). Implementing the cognitive academic language learning approach: CALLA in Arlington, Virginia. Bilingual Research Journal, 19(3/4), 379–394.

Crandall, J., Spanos, G., Christian, D., Simich-Dudgeon, C., & Willetts, K. (1987). Integrating language and content instruction for language minority students. Wheaton, MD: National Clearinghouse for Bilingual Education. (ERIC Document Reproduction Service No. ED291247)

Echevarria, J., & Graves, A.W. (2003). Sheltered content instruction: Teaching English-language learners with diverse abilities (2nd ed.). Boston, MA: Allyn & Bacon.

Ernst-Slavit, G., Moore, M., & Maloney, C. (2002). Changing lives: Teaching English and literature to ESL students. Journal of Adolescent & Adult Literacy, 46(2), 116–128.

Pierce, L.V. (Compiler). (1988). Facilitating transition to the mainstream: Sheltered English vocabulary development. Wheaton, MD: National Clearinghouse for Bilingual Education. (ERIC Document Reproduction Service No. ED299826)

Short, D.J. (1991). How to integrate language and content instruction: A training manual (2nd ed.). Washington, DC: Center for Applied Linguistics. (ERIC Document Reproduction Service No. ED359780)

Short, D.J., & Echevarria, J. (1999). The Sheltered Instruction Observation Protocol: A tool for teacher-researcher collaboration and professional development. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence. (ERIC Document Reproduction Service No. ED434533)

Other Publications on Strategies for Mainstream Classroom Teachers

Brady-Mendoz, T., Carrasquillo, A., Escamilla, K., Gardner, J., & Mercado, C. (2000). The teaching of language arts to limited English proficient/English language learners: A resource guide for all teachers. Albany, NY: University of the State of New York. Retrieved April 17, 2003, from www.ncela.gwu.edu/miscpubs/nysed/languagearts/

Cochran, E.P. (Ed.). (2002). Mainstreaming. Alexandria, VA: Teachers of English to Speakers of Other Languages.

ERIC Clearinghouse on Language, and Linguistics. (1999). Promoting successful transition to the mainstream: Effective instructional strategies for bilingual students [ERIC Digest]. Washington, DC: Author. Retrieved February 21, 2003, from www.cal.org/ericcll/digest/promoting.html

Hamayan, E.V., & Perlman, R. (1990). Helping language minority students after they exit from bilingual/ESL programs: A handbook for teachers (NCBE Program Information Guide Series No. 1). Washington, DC: National Clearinghouse for Bilingual Education. Retrieved February 27, 2003, from www.ncela.gwu.edu/ncbepubs/pigs/pig1.htm

Jarrett, D. (1999). The inclusive classroom: Teaching mathematics and science to English language learners. Portland, OR: Northwest Regional Educational Laboratory. Retrieved February 28, 2003, from www.nwrel.org/msec/just_good/8/index.html

Olson, C.B. (2002). The reading/writing connection: Strategies for teaching and learning in the secondary classroom. Irvine, CA: Pearson Education.

Peregoy, S.F., & Boyle, O.F. (2001). Reading, writing, and learning in ESL: A resource book for K–12 teachers (3rd ed.). New York, NY: Longman.

Simich-Dudgeon, C., McCreedy, L., & Schleppegrell, M. (1989). Helping limited English proficient children communicate in the classroom: A handbook for teachers (NCBE Information Guide No. 9). Washington, DC: George Washing-ton University, National Clearinghouse for Bilingual Education. Retrieved December 12, 2002, from www.ncela.gwu.edu/ncbepubs/classics/pig/09helping.htm

Program Planning and ELL Program Models

Office for Civil Rights. (1999). Programs for English language learners: Resource materials for planning and self-assessments. Washington, DC: U.S. Department of Education. Retrieved February 21, 2003, from www.ed.gov/offices/OCR/ELL/index.html

Assessment

Center for Equity and Excellence in Education Test Database
(http://ericae.net/eac/)

National Center for Research on Evaluation and Testing (CRESST)
(www.cresst.org)

Assessment Resource Library. (2000). Bibliography on assessment: English language learners (Rev. ed.). Portland, OR: Northwest Regional Educational Laboratory.

Loop, C. (2002). What tests are available that measure the yearly academic progress of English language learners? (AskNCELA No. 26). Washington, DC: National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs. Retrieved February, 28, 2003, from www.ncela.gwu.edu/askncela/26ayptests.htm

Loop, C. (2002). Which tests are commonly used to determine English and/or Spanish language proficiency? (AskNCELA No. 25). Washington, DC: National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs. Retrieved February 28, 2003, from www.ncela.gwu.edu/askncela/25tests.htm

Martinez, R.D. (2002). Assessment: A developmental guidebook for teachers of English-language learners. Portland, OR: Northwest Regional Educational Laboratory.

Menken, K., & DiCerbo, P.A. (Ed.). (2000). What are the critical issues in wide-scale assessment of English language learners? (NCBE Issue Brief No. 6). Washington, DC: George Washington University, National Clearinghouse for Bilingual Education. Retrieved December 12, 2002, from www.ncela.gwu.edu/ncbepubs/issuebriefs/ib6.htm

Newcomer and Immigrant Students

Short, D.J. (2002). Newcomer programs: An educational alternative for secondary immigrant students. Education and Urban Society, 34(2), 173–198. See also CREDE’s Newcomers Project (www.cal.org/crede/newcomer.htm)

Region X Equity Assistance Center. (1998). Improving education for immigrant students: A resource guide for K–12 educators in the Northwest and Alaska. Portland, OR: Northwest Regional Educational Laboratory. Retrieved February 27, 2003, from www.nwrel.org/cnorse/booklets/immigration/

Literacy

National Literacy Panel on Language Minority Children and Youth (NLP)
www.ed.gov/offices/OERI/AtRisk/nlp.html

Adger, C.T., Snow, C.E., & Christian, D. (Eds.). (2002). What teachers need to know about language. McHenry, IL: Delta Systems, & Washington, DC: Center for Applied Linguistics.

Antunez, B. (2002). Implementing Reading First with English language learners (Directions in Language and Education Rep. No. 15). Washington, DC: National Clearinghouse for English Language Acquisition & Language Instruction Education Programs. Retrieved February 27, 2003, from www.ncela.gwu.edu/ncbepubs/directions/15.pdf

Au, K.H. (2000). A multicultural perspective on policies for improving literacy achievement: Equity and excellence. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research: Vol. 3 (pp. 835–851). Mahwah, NJ: Lawrence Erlbaum.

Brady-Mendoz, T., Carrasquillo, A., Escamilla, K., Gardner, J., & Mercado, C. (2000). The teaching of language arts to limited English proficient/English language learners: A resource guide for all teachers. Albany, NY: University of the State of New York. Retrieved April 17, 2003, from www.ncela.gwu.edu/miscpubs/nysed/languagearts/

Moats, L.C. (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. Washington, DC: American Federation of Teachers. Retrieved April 17, 2003, from www.aft.org/edissues/downloads/rocketsci.pdf

Olson, C.B. (2002). The reading/writing connection: Strategies for teaching and learning in the secondary classroom. Irvine, CA: Pearson Education.

Peyton, J.K. (Ed.). (1990). Students and teachers writing together: Perspectives on journal writing. Alexandria, VA: Teachers of English to Speakers of Other Languages.

Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Research Council. Retrieved February 27, 2003, from www.nap.edu/html/prdyc

Research Reports and Literature Reviews

Doherty, R.W., Hilberg, R.S., Pinal, A., & Tharp, R.G. (2003). Five standards and student achievement. NABE Journal of Research and Practice, 1(1), 1–24. Retrieved April 17, 2003, from www.uc.edu/njrp/pdfs/Doherty.pdf

Krashen, S.D. (1991). Bilingual education: A focus on current research (NCBE Focus No. 3). Washington, DC: George Washington University, National Clearinghouse for Bilingual Education. Retrieved December 12, 2002, from www.ncela.gwu.edu/ncbepubs/focus/focus3.htm

Liu, K., Thurlow, M., Erickson, R., Spicuzza, R., & Heinze, K. (1997). A review of the literature on students with limited English proficiency and assessment (Minnesota Rep. No. 11). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved December 12, 2002, from http://education.umn.edu/nceo/OnlinePubs/MnReport11.html

Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J.P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). New York, NY: Oxford University Press.

Standards and Policy

Menken, K. (2000). Do the models fit? Towards comprehensive school reform for English language learners. In Framing effective practice: Topics and issues in educating English language learners. A technical assistance synthesis (pp. 30–40). Washington, DC: George Washington University, National Clearinghouse for Bilingual Education. Retrieved December 2, 2002, from www.ncela.gwu.edu/ncbepubs/tasynthesis/framing/4models.htm

Wertheimer, C., & Honigsfeld, A. (2000). Preparing ESL students to meet the new standards. TESOL Journal, 9(1), 23–28.