Preparing preservice teachers for english language learners: A content-based approach

Second Language Teacher Education: International Perspectives

Volumn , Issue , 2004, Pages 313-333

  Walker, Constance L ^a   Ranney, Susan ^a   Fortune, Tara W ^a  

^a UNIVERSITY OF MINNESOTA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84909256385     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410611130     Document Type: Chapter

References (35)

1. Anderson, T., & Boyer, M. (1970). Bilingual schooling in the United States. Washington, DC: U.S. Government Printing Office.
2. August, D., & Hakuta, K. (Eds.). (1998). Educating language minority children. Washington, DC: National Academy Press.
3. California State Department of Education. (1981). Schooling and language minority students: A theoretical framework. Los Angeles: Evaluation, Dissemination and Assessment Center, California State University, Los Angeles.
4. Carrasquillo, A. L., & Rodriguez, V. (1996). Language minority students in the mainstream classroom. Clevedon, England: Multilingual Matters.
5. Cary, S. (2000). Working with second language learners: Answers to teachers' top ten questions. Portsmouth, NH: Heinemann.
6. Chamot, A., & O'Malley, J. M. (1994). The CALLA handbook. Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley.
7. Clair, N. (1995). Mainstream teachers and ESL students. TESOL Quarterly, 29, 189-196.
8. Collier, V. P. (1989). Age and rate of acquisition of second language for academic purposes. TESOL Quarterly, 21, 617-641.
9. Collier, V. P., & Thomas, W. P. (1989). How quickly can immigrants become proficient in school English? Journal of Educational Issues of Language Minority Students, 5, 26-38.
10. Cummins, J. (1982, February). Tests, achievement, and bilingual students. FOCUS, 9, 1-7.
11. Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. San Diego: College-Hill.
12. Cummins, J. (1991). Interdependence of first-and second-language proficiency in bilingual children. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 70-89). Cambridge, England: Cambridge University Press.
13. Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.
14. Darling-Hammond, L. (Ed.). (1994). Professional development schools: Schools for developing a profession. New York: Teachers College Press.
15. Echevarria, J., Vogt, M., & Short, D. (1999). Making content comprehensible to English language learners: The SIOP Model. Needham Heights, MA: Allyn & Bacon.
16. Fradd, S. H., & Larrinaga-McGee, P. (1994). Instructional assessment: An integrative approach to evaluating student performance. Reading, MA: Addison-Wesley.
17. García, E. (1994). Understanding and meeting the challenge of student diversity. Boston: Houghton Mifflin.
18. Genesee, F. (Ed.). (1999). Program alternatives for linguistically diverse students (Educational Practice Rep. No. 1). Santa Cruz, CA: Center for Research on Education, Diversity & Excellence.
19. Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.
20. Gonzalez, J. M., & Darling-Hammond, L. (1997). New concepts for new challenges: Professional development for immigrant youth. McHenry, IL, and Washington, DC: Center for Applied Linguistics.
21. Hamayan, E. V. (1990). Preparing mainstream classroom teachers to teach potentially English proficient students. Proceedings of the First Research Symposium on Limited English Proficient Student Issues, Office of Bilingual Education and Minority Langauge Affairs, U. S. Department of Education. Retrieved August 2, 2003, from http://www.ncela.gwu.edu/ncbepubs/symposia/first/preparing.htm
22. Hamayan, E. V., & Damico, J. S. (1991). Limiting bias in the assessment of bilingual students. Austin, TX: PRO-ED.
23. Kindler, A. (2002). Survey of the states' limited English proficient students and available educational programs and services 2000-2001 summary report. Retrieved October 11, 2003 from National Clearinghouse for English Language Acquisition http://www.ncela.gwu.edu/ncbepubs/reports/index.htm
24. Manuel, H. T. (1930). The education of Spanish speaking children in Texas. Austin: University of Texas Press.
25. National Center for Education Statistics. (1982). Hispanic students in American high schools: Background characteristics and achievement. Washington, DC: US Department of Health, Education, and Welfare.
26. National Center for Education Statistics. (1993). The condition of education. Washington, DC: US Department of Health, Education, and Welfare. NCES Number: 93290.
27. Public Law 94-142: The Education of All Handicapped Children Act (1975). Section 612(5)B.
28. Richard-Amato, P., & Snow, M. (1992). Strategies for content-area teachers. In P. Richard-Amato & M. Snow (Eds.), The multicultural classroom: Readings for content-area teachers (pp. 300-315). Reading, MA: Addison-Wesley.
29. Ruíz, R. (1984). Orientations in language planning. NABE Journal 8(2), 15-34.
30. Samway, K. D., & McKeon, D. (1999). Myths and realities: Best practices for language minority students. Portsmouth, NH: Heinemann.
31. Snow, M. A., & Brinton, D. M. (Eds.). (1997). The content-based classroom: Perspectives on integrating language and content. White Plains, NY: Longman.
32. Thomas, W., & Collier, V. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Retrieved February 13, 2000 from Center for Research on Education, Diversity & Excellence Web site: http://www.crede.ucsc.edu/research/llaa/1.1_final.html
33. U. S. Commission on Civil Rights. (1974). Toward quality education for Mexican Americans. Report VI: Mexican American education study. Washington, DC: Author.
34. Walqui, A. (2000). Access and engagement: Program design and instructional approaches for immigrant students in secondary school. McHenry, IL: Center for Applied Linguistics and Delta Systems.
35. Wong-Fillmore, L., & Snow, C. (2000). What teachers need to know about language. ERIC Clearinghouse on Languages and Linguistics, Special Report. Washington, DC: Center for Applied Linguistics. Retrieved June 13, 2003 from http://www.cal.org/resources/teachers/teachers.pdf