Effective Instruction for english learners

Future of Children

Volumn 21, Issue 1, 2011, Pages 103-127

  Calderón, Margarita ^a   Slavin, Robert ^a   Sánchez, Marta ^b  

^a JOHNS HOPKINS UNIVERSITY   (United States)

^b UNIVERSITY OF NORTH CAROLINA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; CHILD; COMMUNICATION DISORDER; EDUCATION; HUMAN; LANGUAGE; METHODOLOGY; MIGRATION; PARENT; READING; REVIEW; TEACHING;

ADOLESCENT; CHILD; COMMUNICATION BARRIERS; EDUCATION; EMIGRANTS AND IMMIGRANTS; HUMANS; LANGUAGE; PARENTS; READING; TEACHING;

EID: 79953102181     PISSN: 10548289     EISSN: 15501558     Source Type: Journal    
DOI: 10.1353/foc.2011.0007     Document Type: Article

References (130)

1. Alba Ortiz and Alfredo J. Artiles, Meeting the Needs of ELLs with Disabilities: A Linguistically and Culturally Responsive Model, in Best Practices in ELL Instruction, edited by Guofang Li and Patricia A. Edwards (New York: Guilford Press, 2010), pp. 247-72.
2. J. Stanley Pottinger, Identification of Discrimination and Denial of Services on the Basis of National Origin, official communication between the Department of Health, Education, and Welfare, Office of the Secretary, and U.S. school districts with more than 5 percent national-origin minority group children regarding the identification of discrimination and denial of services on the basis of national origin (Washington, D.C., May 25, 1970) www2.ed.gov/about/offices/list/ocr/ellresources.html.
3. Section 9101 of Title IX Elementary and Secondary federal statute defines a Limited English Proficient individual as one who is between the ages of three and twenty-one, is enrolled or is preparing to enroll in an elementary or secondary school, was not born in the United States or whose native language is not English, and who may face diminished opportunities within society because of difficulties in speaking, reading, writing, or understanding the English language; subsections have been excluded.
4. For a full definition, see www2.ed.gov/policy/elsec/leg/esea02/pg107.html.
5. Eugene E. García, Bryant T. Jensen, and Kent Scribner, The Demographic Imperative, Educational Leadership April (2009): 8-13.
6. English learners (ELs) are also referred to as English as a Second Language (ESL) students, English Language Learners (ELLs), and Language Minority Children, although this last label refers to children who may already be proficient English speakers but whose parents, on the Home Language Survey, indicated the use of a language other than English in their home. Additional labels include Limited English Proficient (LEP), a federal designation for children who are learning English.
7. Jeanne Batalova, Michael Fix, and Julie Murray, English Language Learner Adolescents: Demographics and Literacy Achievements: Report to the Center for Applied Linguistics (Washington: Migration Policy Institute, 2005);
8. Jeanne Batalova, Michael Fix, and Julie Murray, Measures of Change: The Demography and Literacy of Adolescent English Learners-A Report to Carnegie Corporation of New York (Washington: Migration Policy Institute, 2007) (www.migrationpolicy.org/pubs/Measures_of_Change.pdf).
9. Jeanne Batalova and Margie McHugh, Number and Growth of Students in U.S. Schools in Need of English Instruction (Washington: Migration Policy Institute, 2010) (www.migrationinformation.org/integration/ellcenter.cfm).
10. Patricia Gándara and Megan Hopkins, The Changing Linguistic Landscape of the United States, in Forbidden Language: English Learners and Restrictive Language Policies, edited by Patricia Ga ́ndara and Megan Hopkins (Teachers College Press, 2010), pp. 7-19.
11. George J. Borjas, Poverty and Program Participation among Immigrant Children, in This volume; Gándara and Hopkins, The Changing Linguistic Landscape of the United States (see note 9).
12. Georgina Earnest Garcia, Gail McKoon, and Diane August, Language and Literacy Assessment of Language-Minority Students, in Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth, edited by Diane August and Timothy Shanahan (Mahwah, N.J.: Lawrence Erlbaum Associates, 2006), pp. 597-625.
13. Laurie Olsen, Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for Long-Term English Learners (Long Beach, Calif.: Californians Together, 2010) (www.californianstogether.org).
14. Richard Ingersoll, Core Problems: Out-of-Field Teaching Persists in Key Academic Courses and High-Poverty Schools (Washington: Education Trust, 2008) (www.edtrust.org/dc/publication/core-problems).
15. Ortiz and Artiles, Meeting the Needs of ELLs with Disabilities (see note 1).
16. Pew Hispanic Center, Fact Sheet on Hispanic School Achievement: Catching Up Requires Running Faster than White Youth (Washington: Pew Hispanic Center, 2004) (www.pewtrusts.org/news_room_detail.aspx?id=16064).
17. See Charles T. Clotfelter, Helen F. Ladd, and Jacob L. Vigdor, The Academic Achievement Gap in Grades 3 to 8, Review of Economics and Statistics 91 (2009): 398-419.
18. The authors' findings suggest the need for research designs that disaggregate data by cohorts. In their study on the achievement gap in grades three through eight, they report steady academic progress among Hispanic students. The authors hypothesize that their findings may contradict most other similar studies, because their investigation followed the same students over time, whereas other studies factor in testing scores for new Latino immigrants who may be pulling down overall scores. They write, Thus an achievement gap based on repeated cross sections would be larger than those we calculate based on intact cohorts and would grow rather than shrink with each grade (p. 403). Furthermore, in their press release about the study, they note, When we adjust for the lower parental education and higher poverty rates of Hispanic students, they actually outperform their Anglo counterparts by the time they reach sixth grade (p. 403).
19. Robert Slavin and others, Reading and Language Outcomes of a Five-Year Randomized Evaluation of Transitional Bilingual Education, Best Evidence Encyclopedia (BEE) (2010) www.bestevidence.org/word/bilingual_education_Apr_22_2010.pdf. Manuscript submitted for publication.
20. Kenji Hakuta, Yuko Goto Butler, and Daria Witt, How Long Does It Take English Learners to Attain Proficiency? (University of California Linguistic Minority Research Institute Policy Report 2000-1, 2000). (www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED443275&ERICExtSearch_SearchType_0=no&accno=ED443275).
21. Robert E. Slavin, What Works? Issues in Synthesizing Educational Program Evaluations, Educational Researcher 37 (2008): 5-14.
22. Robert E. Slavin and Margarita Caldero ́n, eds., Effective Programs for Latino Students (Mahwah, N.J.: Lawrence Erlbaum Associates, Inc., 2001).
23. Alan Cheung and Robert E. Slavin, Effective Reading Programs for English Language Learners and Other Language Minority Students, Bilingual Research Journal 29 (2005): 241-67.
24. Diane August and Timothy Shanahan, eds., Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth (Mahwah, N.J.: Lawrence Erlbaum Associates, 2006).
25. Diane August and others, Developing Literacy in English-language Learners: An Examination of the Impact of English-Only versus Bilingual Instruction, in Childhood Bilingualism: Research on Infancy and Child Development, edited by Peggy McCardle and Erika Hoff (Clevedon, England: Multilingual Matters, 2005), pp. 91-107.
26. Diane August and others, Development of Literacy in Spanish-speaking English-language Learners: Findings from a Longitudinal Study of Elementary School Children, International Dyslexia Association 31 (2005): 17-19.
27. Ortiz and Artiles, Meeting the Needs of ELLs with Disabilities (see note 1).
28. Comprehensive School Reform Quality Center, Report on Elementary School Comprehensive School Reform Models (Washington: American Institutes for Research, 2006), and Comprehensive School Reform Quality Center, Report on Middle and High School Comprehensive School Reform Models (Washington: American Institutes for Research, 2006).
29. Robert E. Slavin and others, eds., Two Million Children: Success for All (Thousand Oaks, Calif.: Corwin, 2009).
30. Catherine E. Snow, M. Susan Burns, and Peg Griffin, eds., Preventing Reading Difficulties in Young Children: Committee on the Prevention of Reading Difficulties in Young Children (Washington: National Research Council, 1998), pp. 230-32.
31. Bette Chambers and others, Achievement Effects of Embedded Multimedia in a Success for All Reading Program, Journal of Educational Psychology 98 (2006): 232-55.
32. Bette Chambers and others, Technology Infusion in Success for All: Reading Outcomes for First Graders, Elementary School Journal 109 (2008): 1-15.
33. August and others, Development of Literacy in Spanish-Speaking English-Language Learners (see note 20).
34. Meg Livingston Asensio and John Flaherty, Effects of Success for All on Reading Achievement in California Schools (Los Alamitos, Calif.: WestEd, 1997).
35. John Nunnery and others, An Assessment of Success for All Program Component Configuration Effects on the Reading Achievement of At-Risk First Grade Students (paper presented at the annual meeting of the American Educational Research Association, Chicago, April 1996).
36. See National Research Council, Robert E. Slavin, and Nancy A. Madden, Effects of Success for All on the Achievement of English Language Learners (paper presented at the annual meeting of the American Educational Research Association, New Orleans, 1994).
37. Steven M. Ross, Lana J. Smith, and John Nunnery, The Relationship of Program Implementation Quality and Student Achievement (paper presented at the annual meeting of the American Educational Research Association, San Diego, April, 1998).
38. Bette Chambers and others, Effects of Success for All with Embedded Video on the Beginning Reading Achievement of Hispanic Children: Technical Report (Center for Research and Reform in Education, Johns Hopkins University, 2005).
39. Geoffrey D. Borman and others, Final Reading Outcomes of the National Randomized Field Trial of Success for All, American Educational Research Journal 44 (2007): 701-31.
40. For the full report see www.nwp.org/cs/public/print/resource/3019.
41. Philip A. Streifer, Using Data to Make Better Educational Decisions (Lanham, Md.: Scarecrow Press, 2002).
42. Jerome Freiberg, T. A. Stein, and Shwu-yong Huong, Effects of a Classroom Management Intervention on Student Achievement in Inner-City Elementary Schools, Educational Research and Evaluation 1 (1995): 36-66.
43. Carolyn M. Evertson, Edmund T. Emmer, and Murry Worsham, Classroom Management for Elementary Teachers, 8th ed. (Boston: Allyn & Bacon, 2009).
44. Sam Stringfield, Organizational Learning and Current Reform Efforts, in Schools as Learning Communities, edited by Kenneth A. Leithwood and Karen Seashore Louis (Lisse, Netherlands: Swets & Zeitlinger, 1998), pp. 255-68.
45. Michael F. Graves, The Vocabulary Book: Learning and Instruction (Teachers College Press, 2006).
46. Margarita Calderón and others, Bringing Words to Life in Classrooms with English Language Learners, in Teaching and Learning Vocabulary: Bringing Research to Practice, edited by Elfriede Hiebert and Michael L. Kamil (Mahwah, N.J.: Lawrence Erlbaum, 2005), pp. 115-36.
47. Betty Hart and Todd Risely, The Early Catastrophe: The 30 Million Word Gap, American Educator 27 (Spring 2003): 4-9.
48. Monique Senechal and Edward H. Cornell, Vocabulary Acquisition through Shared Reading Experiences, Reading Research Quarterly 28, no. 4 (1993): 361-74.
49. Anne E. Cunningham, Vocabulary Growth through Independent Reading and Reading Aloud to Children, in Teaching and Learning Vocabulary, edited by Hiebert and Kamil, pp. 45-68.
50. Anne E. Cunningham and Keith E. Stanovich, Early Reading Acquisition and Its Relation to Reading Experience and Ability 10 Years Later, Developmental Psychology 33, no. 6 (1997): 934-45.
51. Jeanne S. Chall, Vicki A. Jacobs, and Luke E. Baldwin, The Reading Crisis: Why Poor Children Fall Behind (Harvard University Press, 1990).
52. William E. Nagy, Why Vocabulary Instruction Needs to Be Long-Term and Comprehensive, in Teaching and Learning Vocabulary, edited by Hiebert and Kamil, pp. 27-44.
53. Isabel L. Beck, Charles A. Perfetti, and Margaret G. McKeown, The Effects of Long-Term Vocabulary Instruction on Lexical Access and Reading Comprehension, Journal of Educational Psychology 74 (1982): 506-21.
54. Maria Carlo, Diane August, and Catherine E. Snow, Sustained Vocabulary-Learning Strategy Instruction for English Language Learners, in Teaching and Learning Vocabulary, edited by Hiebert and Kamil, pp. 137-54.
55. Calderón and others, Bringing Words to Life in Classrooms with English Language Learners (see note 39).
56. Margarita Calderón and Liliana Minaya-Rowe, Designing and Implementing Two-Way Bilingual Programs: A Step-by-Step Guide for Administrators, Teachers, and Parents (Thousand Oaks, Calif.: Corwin Press, 2003).
57. Graves, The Vocabulary Book (see note 38).
58. Diane August and Timothy Shanahan, eds., Developing Reading and Writing in Second-Language Learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth (New York: Routledge, 2008).
59. August and Shanahan, eds., Developing Literacy in Second-Language Learners (see note 20).
60. August and Shanahan, eds., Developing Reading and Writing in Second-Language Learners (see note 49).
61. August and Shanahan, eds., Developing Reading and Writing in Second-Language Learners (see note 49).
62. Claudia Robbins and Linnea Ehri, Reading Storybooks to Kindergartners Helps Them Learn New Vocabulary Words, Journal of Educational Psychology 86, no. 1 (1994): 54-64.
63. Cunningham, Vocabulary Growth through Independent Reading and Reading Aloud to Children (see note 42).
64. Steve Graham and Michael Hebert, Writing to Read: Evidence for How Writing Can Improve Reading. A Carnegie Corporation Time to Act Report (Washington: Alliance for Excellent Education, 2010) www.all4ed.org/files/WritingToRead.pdf.
65. Margarita Calderón, Professional Development for Teachers of English Language Learners and Striving Readers, in Handbook of Literacy and Research on Literacy Instruction: Issues of Diversity, Policy, and Equity, edited by Leslie Mandel-Morrow, Robert Rueda, and Diane Lapp (New York: Guilford Press, forthcoming).
66. William Grabe, Reading in a Second Language: Moving from Theory to Practice (Cambridge University Press, 2009).
67. William E. Nagy, Teaching Vocabulary to Improve Reading Comprehension (Newark, Del.: International Reading Association, 1998); S. Jay Samuels, The Method of Repeated Readings, Reading Teacher 32, no. 4 (1979): 403-08.
68. Steven A. Stahl and Marilyn M. Fairbanks, The Effect of Vocabulary Instruction: A Model-Based Meta-Analysis, Review of Educational Research 56, no. 1 (1986): 72-110.
69. Steve Graham and Dolores Perin, Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools-A Report to Carnegie Corporation of New York (Washington: Alliance for Excellent Education, 2007) (www.all4ed.org/publication_material/reports/writing_next).
70. Michael L. Kamil, Adolescents and Literacy: Reading for the 21st Century (Washington: Alliance for Excellent Education, 2003).
71. Gina Biancarosa and Catherine Snow, Reading Next: A Vision for Action and Research in Middle and High School Literacy-A Report to Carnegie Corporation of New York (2nd ed.) (Washington: Alliance for Excellent Education, 2006) www.all4ed.org/files/ReadingNext.pdf
72. Graham and Perin, Writing Next (see note 57).
73. Deborah J. Short and Shannon Fitzsimmons, Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners (Washington: Alliance for Excellent Education, 2007) (www.all4ed.org/files/DoubleWork.pdf).
74. Margarita Calderón, Teaching Reading to English Language Learners, Grades 6-12: A Framework for Improving Achievement in the Content Areas (Thousand Oaks, Calif.: Corwin Press, 2007).
75. Margarita E. Calderón and Liliana Minaya-Rowe, Preventing Long-Term ELs (Thousand Oaks, Calif.: Corwin Press, 2010).
76. National Center for Education Statistics, Common Core of Data: Information on Public Schools and School Districts in the United States (Washington: National Center for Education Statistics, 2002) (retrieved from http://nces.ed.gov/ccd).
77. Gándara and Hopkins, The Changing Linguistic Landscape of the United States (see note 9).
78. Olsen, Reparable Harm (see note 12).
79. Margarita E. Calderón, RIGOR! Reading Instructional Goals for Older Readers: Reading Program for 6th-12th Students with Interrupted Formal Education (New York: Benchmark Education Co., 2007).
80. Slavin and Madden, Effects of Success for All on the Achievement of English Language Learners (see note 29).
81. Slavin and others, Reading and Language Outcomes of a Five-Year Randomized Evaluation of Transitional Bilingual Education (see note 17).
82. Cheung and Slavin, Effective Reading Programs for English Language Learners and Other Language Minority Students (see note 20).
83. Margarita E. Calderón, Rachel Hertz-Lazarowitz, and Robert E. Slavin, Effects of Bilingual Cooperative Integrated Reading and Composition on Students Making the Transition from Spanish to English Reading, Elementary School Journal 99 (1998): 153-65.
84. Stuart Webb, Receptive and Productive Vocabulary Sizes of L2 Learners, Studies in Second Language Acquisition 30 (2008): 79-95.
85. Calderón, Hertz-Lazarowitz, and Slavin, Effects of Bilingual Cooperative Integrated Reading and Composition on Students Making the Transition from Spanish to English Reading (see note 63).
86. Calderón and others, Bringing Words to Life in Classrooms with English Language Learners (see note 39).
87. Carlo, August, and Snow, Sustained Vocabulary-Learning Strategy Instruction for English Language Learners (see note 46).
88. Bill Saunders and Claude Goldenberg, Four Primary Teachers Work to Define Constructivism and Teacher-Directed Learning: Implications for Teacher Assessment, Elementary School Journal 97 (1996): 139-61.
89. Mary Beth Calhoon and others, Improving Reading Skills in Predominantly Hispanic Title 1 First-Grade Classrooms: The Promise of Peer-Assisted Learning Strategies, Learning Disabilities Research & Practice 21 (2006): 261-72.
90. Slavin and others, eds., Two Million Children (see note 23).
91. Calderón, Teaching Reading to English Language Learners, Grades 6-12 (see note 59).
92. For practical guides and training in cooperative learning, contact: Success for All Foundation at www.successforall.org
93. Margarita Calderón at www.margaritacalderon.org
94. Margarita Calderón, Preparing Math, Science, and Social Studies Teachers with English Language Learners.
95. Report to The Carnegie Corporation of New York (New York: Carnegie Corporation, 2009);
96. D. Marsh and Margarita Calderón, Applying Research on Effective Bilingual Instruction in a Multi-District In-service Teacher Training Program, National Association for Bilingual Education Journal 12 (1989): 133-52.
97. M. Calderón, An Ethnographic Study of Coaching and Its Impact on Training Teachers of Limited English Proficient Students (Ph.D. diss., Claremont Graduate School/San Diego State University, 1984).
98. Rafael Lara-Alecio and others, Teachers' Pedagogical Differences among Bilingual and Structured English Immersion Kindergarten Classrooms in a Randomized Trial Study, Bilingual Research Journal 32, no. 1 (2009): 77-100.
99. Fuhui Tong and others, Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs, American Educational Research Journal 45, no. 4 (2008): 1011-44.
100. Bruce Joyce and Emily Calhoun, Models of Professional Development: A Celebration of Educators (Thousand Oaks, Calif.: Corwin Press, 2010).
101. Andrew J. Mashburn and others, Measures of Classroom Quality in Pre-Kindergarten and Children's Development of Academic, Language and Social Skills, Child Development 79 (May/June 2008): 732-49;
102. Pam Grossman, Karen Hammerness, and Morva McDonald, Redefining Teacher: Reimagining Teacher Education, Teachers and Teaching: Theory and Practice 15 (2009): 273-90.
103. Calderón, Teaching Reading to English Language Learners, Grades 6-12 (see note 59).
104. National Research Council, Committee on the Study of Teacher Preparation Programs in the United States, Preparing Teachers: Building Evidence for Sound Policy (Washington: National Research Council, 2010).
105. Joyce L. Epstein, School/Family/Community Partnerships: Caring for the Children We Share, Phi Delta Kappan 76 (1995): 701-12.
106. Claude Goldenberg, Roberto Rueda, and Diane August, Synthesis: Sociocultural Contexts and Literacy Development, in Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth, edited by Diane August and Timothy Shanahan (Mahwah, N.J.: Erlbaum and Associates, 2006), pp. 249-69.
107. Slavin and others, eds., Two Million Children (see note 23).
108. Robert E. Slavin and others, Effective Programs for Struggling Readers: A Best-Evidence Synthesis. Educational Research Review (forthcoming).
109. Kathy Escamilla, Descubriendo la Lectura: An Early Intervention Literacy Program in Spanish, Literacy, Teaching, and Learning 1 (1994): 57-70.
110. Linnea C. Ehri and others, Reading Rescue: An Effective Tutoring Intervention Model for Language-Minority Students Who Are Struggling Readers in First Grade, American Educational Research Journal 44 (2007): 414-48.
111. Darrell Morris, Beverly Tyner, and Jan Perney, Early Steps: Replicating the Effects of a First-Grade Reading Intervention Program, Journal of Educational Psychology 92 (2000): 681-93.
112. Lynn Vernon-Feagans and others, The Targeted Reading Intervention (TRI): A Classroom Teacher Tier 2 Intervention to Help Struggling Readers in Early Elementary School (paper presented at the annual meetings of the Society for Research on Effective Education, Crystal City, Va., March, 2009).
113. For Sound Partners, Patricia F. Vadasy, Elizabeth A. Sanders, and Sarah Tudor, Effectiveness of Paraeducator-Supplemented Individual Instruction: Beyond Basic Decoding Skills, Journal of Learning Disabilities 40 (2007): 508-25.
114. for Howard Street Tutoring, see Kathleen J. Brown, Darrell Morris, and Matt Fields, Intervention after Grade 1: Serving Increased Numbers of Struggling Readers Effectively, Journal of Literacy Research 37 (2005): 61-94.
115. Joanne D. Meier and Marcia Invernizzi, Book Buddies in the Bronx: Testing a Model for America Reads, Journal of Education for Students Placed At Risk 6 (October 2001): 319-333.
116. For Corrective Reading, see Kerry Hempenstall, Corrective Reading: An Evidence-Based Remedial Reading Intervention, Australasian Journal of Special Education 32 (2008): 23-54.
117. for Read, Write, and Type, see Joseph K. Torgesen and others, Computer Assisted Instruction to Prevent Early Reading Difficulties in Students at Risk for Dyslexia: Outcomes from Two Instructional Approaches, Annals of Dyslexia 60 (2009): 40-56.
118. for SHIP, see Barb Gunn and others, Fostering the Development of Reading Skill through Supplemental Instruction: Results for Hispanic and Non-Hispanic Students, Journal of Special Education 39 (2005): 66-85.
119. Robert J. Stevens and Robert E. Slavin, Effects of a Cooperative Learning Approach in Reading and Writing on Handicapped and Nonhandicapped Students' Achievement, Attitudes, and Metacognition in Reading and Writing, Elementary School Journal 95 (1995): 241-62.
120. for BCIRC, see Calderón, Hertz-Lazarowitz, and Slavin, Effects of Bilingual Cooperative Integrated Reading and Composition on Students Making the Transition from Spanish to English Reading (see note 63).
121. for PALS, see Patricia G. Mathes and Allison E. Babyak, The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers with and without Additional Mini-Skills Lessons, Learning Disabilities Research & Practice 16 (2001): 28-44.
122. For the full report, see www.nwp.org/cs/public/print/resource/3019.
123. Tamara Lucas, Ana María Villegas, and Margaret Freedson-Gonzalez, Linguistically Responsive Teacher Education: Preparing Classroom Teachers to Teach English Language Learners, Journal of Teacher Education 59 (2008): 361-73.
124. Rafael Lara-Alecio, Beverly J. Irby, and Fuhui Tong, Project ELLA: The Results of a Five-Year Randomized Trial Study (symposium at the annual meeting of the American Educational Research Association, Denver, May 2010).
125. Beverly J. Irby and others, What Administrators Should Know about a Research-Based Oral Language Development Intervention for English Language Learners: A Description of Story Retelling and Higher Order Thinking for English Language Acquisition, International Journal of Educational Leadership Preparation 3 (2009): 1-19.
126. Rafael Lara-Alecio and Richard I. Parker, A Pedagogical Model for Transitional English Bilingual Classrooms, Bilingual Research Journal 18 (1994): 119-33.
127. Calderón and Minaya-Rowe, Preventing Long-Term ELs (see note 59).
128. Michael Fullan, Motion Leadership (Thousand Oaks, Calif.: Corwin Press, 2010).
129. Thomas J. Sergiovanni, Rethinking Leadership: A Collection of Articles (Thousand Oaks, Calif.: Corwin Press, 2007).
130. Keira Gebbie Ballantyne, Alicia R. Sanderman, and Nicole McLaughlin, Dual Language Learners in the Early Years: Getting Ready to Succeed in School (Washington: National Clearinghouse for English Language Acquisition, 2008) (www.ncela.gwu.edu/resabout/ecell/earlyyears.pdf).