Language and Learning in Multilingual Classrooms A Practical Approach

Language and Learning in Multilingual Classrooms a Practical Approach

Volumn , Issue , 2012, Pages 1-357

  Coelho, Elizabeth ^a  

^a UNIVERSITY OF TORONTO   (Canada)

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EID: 85141575504     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Book

References (194)

1. Cummins, J., Brown, K. and Sayers, D. (2007) Literacy, Technology, and Diversity: Teaching for Success in Changing Times. Boston: Allyn & Bacon.
2. Anisef, P. and Kilbride, K.M. (Eds). (2003) Managing Two Worlds: the experiences and Concerns of Immigrant Youth in Ontario. Toronto: Canadian Scholars' Press Inc. Useful background reading for educators working with immigrant youth.
3. Asgedom, M. (2002) Of Beetles and Angels: A Boy's Remarkable Journey from a Refugee Camp to Harvard. Chicago: Little, Brown. This book is inspirational. Mawi Asgedom fled civil war in Ethiopia and survived a Sudanese refugee camp for three years. After being resettled in the USA at age seven, Mawi overcame poverty, racism, language barriers and personal tragedy to graduate from Harvard University. Ideal for reading aloud to students. Additional information and resources are available from the website: http://www.mawispeaks.com
4. Cauthen, N.K. and Dinan, K.A. (2006) Immigrant Children: America's Future. Washintgton, DC: TomPaine.com. A call for more attention to the needs of immigrant children in the United States.
5. Chuang, S.S. and Gielen, U.P. (2009) Understanding immigrant families from around the world: Introduction to the special issue. Journal of Family Psychology. 23(3), 275-278. This special issue of the journal is entitled On New Shores: Family Dynamics and Relationships Among Immigrant Families.
6. Churchill, S. and Kaprielian-Churchill, I. (1994) The Pulse of the World: Refugees in Our Schools. Toronto: OISE Press (now University of Toronto Press). Describes the experiences of refugee children and how educators can help them make a successful transition to a new society.
7. Coelho, E. (1998) Teaching and Learning in Multicultural Schools: An Integrated Approach. Clevedon: Multilingual Matters. Chapter 2, 'The Immigrant Experience', describes specific challenges faced by immigrant students and families.
8. Fortuny, K., Hernandez, D.J., and Chaudry, A. (2010) Young Children of Immigrants: The Leading Edge of America's Future. Brief No. 3.Washington, DC: The Urban Institute. Information on factors that affect the lives of immigrant children in the United States, such as language background, parental education levels, and participation in preschool programs. Available online at: http:// www.urban.org/publications/412203.html
9. Integrating Immigrant Children into Schools in Europe. (2009) Brussels: Education, Audiovisual and Culture Executive Agency. Survey of current policies and procedures related to communication between schools and the families of immigrant students and teaching the heritage language. Available online at: http://www.euromedalex.org/node/10822
10. Kahin, M.H. (1997) Educating Somali Children in Britain. Stoke-on-Trent, UK: Trentham Books. Background information on the experiences of children from Somalia, before and after arrival in UK schools. The information is helpful for anyone working with children from countries in conflict.
11. Lucas, T. (1997) Into, Through and Beyond Secondary School: Critical Transitions for Immigrant Youths. Washington, DC and McHenry, IL: Center for Applied Linguistics and Delta Systems. Examines the transitions made by immigrant youth adjusting to a new linguistic and cultural environment, a new personal identity, and a new school structure. Recommends ways to serve these students more effectively. Available online: http://www.cal.org/resources/pubs/intothrough.html
12. Opoku-Dapaah, E. (1995) Somali Refugees in Toronto: a Profile. North York, Ontario: York Lanes Press. This study examines the social, cultural, and linguistic backgrounds of Somalis in Canada, as well as their interaction with service organisations and mainstream society. Includes recommendations for government agencies, education, and social services.
13. Rutter, J. (2003) Supporting Refugee Children in 21st Century Britain: A Compendium of Essential Information. Revised edition. Stoke-on-Trent, UK: Trentham Books. Provides background information on several groups of refugee chidren in the UK, as well as information about best practices in meeting their needs.
14. Suárez-Orozco, M. and Suárez-Orozco, C. (2008) Learning in a New Land: Immigrant Students in American Society. Cambridge, MA: Harvard University Press. This book documents the experiences of 400 newly arrived students as they attempt to integrate socially and learn English over a period of five years.
15. Yau, M. (1995) Refugee Students in Toronto Schools: An Exploratory Study. Toronto: Toronto Board of Education (now Toronto District School Board). Provides background information on refugee students from various regions, examines how schools have responded to their needs, and recommends courses of action for educators. Available online: http://pi.library.yorku.ca/ojs/index.php/refuge/ article/view/21886
16. Baker, C. (2007) A Parents' and Teachers' Guide to Bilingualism 3rd edn. Clevedon: Multilingual Matters. Helpful advice for parents and teachers on raising and teaching bilingual children, presented in question-and-answer format.
17. Center for Applied Linguistics. (1994) Funds of Knowledge: Learning from Language Minority Households. Overview of research conducted by the National Center for Research on Cultural Diversity and Second Language Learning on the effects of drawing on community and family funds of knowledge in immigrant or minority communities. Available at http://www.cal.org/resources/ digest/ncrcds0l.html
18. Coelho, E. Raising bilingual children. Online article for parents, ready for translation. http://www.beyond-words.org/pdf_files/raising_bilingual_children.pdf
19. Coelho, E. (1998) Teaching and Learning in Multicultural Schools. Clevedon, UK: Multilingual Matters. Chapter 3, 'Getting Stared in the Multicultural School' and Chapter 4, An Inclusive School Environment', suggest various ways of welcoming newcomers and providing an environment that supports newcomer children and honours their cultural and linguistic backgrounds. Provides checklists for evaluating the school as a welcoming and inclusive environment.
20. Ferguson, C. (2005) Reaching Out to Diverse Populations: What Can Schools Do to Foster Family-School Connections? A Strategy Brief of the National Center for Family and Community Connections with Schools. This article gives practical research-based advice on parental involvement in a linguistically and culturally diverse community. Available online at www.sedl.org/connections
21. Gordon, E.E. (2005) Peer Tutoring: A Teacher's Resource Guide. Lanham, MD: Rowman & Littlefield Education. Drawing on research, this guide gives practical guidance on setting up a peer tutoring programme, training the tutors, and assessing student progress and programme effectiveness.
22. Hamayan, E., Marler, B., Sanchez-Lopez, C. and Damico, J. (2007) Special Education Considerations for English Language Learners: Delivering a Continuum of Services. Philadelphia, PA: Caslon Publishing. About the same percentage of minority-language or immigrant children have learning disabilities as in the general school population. This book suggests ways of identifying and providing appropriate interventions for L2Ls who need special education services.
23. Klingner, J., Hoover, J.J. and Baca, L. (2008) Why Do English Language Learners Struggle With Reading? Distinguishing Language Acquisition From Learning Disabilities. Thousand Oaks, CA: Corwin Press. This book will help educators distinguish between reading difficulties that are related to the normal process of language acquisition process and those that may be indicative of learning disabilities.
24. Walker, S., Edwards, V and Leonard, H. (1998) Write around the World. Reading, UK: National Centre for Language and Literacy. Useful information on making bilingual resource material, including such topics as word processing in various languages.
25. Baker, C. (2007) A Parents' and Teachers' Guide to Bilingualism 3rd edn. Clevedon: Multilingual Matters. Helpful advice for parents and teachers on raising and teaching bilingual children, presented in question-and-answer format.
26. Baker, C. (2011) Foundations of Bilingual Education and Bilingualism 5th edn. Bristol: Multilingual Matters. Thorough and readable introduction to bilingual education and bilingualism by one of the world's leading scholars in the field.
27. Barwell, E. (2008) ESL in the Mathematics Classroom. Toronto: Ontario Ministry of Education. Article discussing the special nature of mathematics languages and offering suggestions on how to help L2Ls in the mainstream mathematics classroom. Available at: http://www.edu.gov.on.ca/eng/ literacynumeracy/inspire/research/ESL_math.pdf
28. Brown, H.D. (2006) Principles of Language Learning and Teaching, 5th edn. Upper Saddle River, NJ: Pearson Education. Updated edition of a standard resource on language teaching. Provides a thorough overview of second language acquisition.
29. Chamot, A. (2009) The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach, 2nd edn. Upper Saddle River, NJ: Pearson Education. This is an updated edition of a well-known research-based approach to language and content instruction.
30. Coelho, E. (2007) How long does it take? Lessons from EQAO data on English language learners in Ontario schools. Inspire, The Journal of Literacy and Numeracy for Ontario. Analysis of some performance data from Ontario's provincial literacy assessments. Available at: www.edu.gov.on.ca/eng/ literacynumeracy/inspire/equity/index.html
31. Collier, VP. and Thomas, WP. (2004) The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2(1), 1-20. NABE is the National Association for Bilingual Education and this article provides evidence of the superior academic achievement of L2Ls in dual language programmes compared with that of L2Ls in English-only programmes. Available at: http://njrp.tamu.edu/2004.htm
32. Duffy, A. (2004) Class struggles: public education and the New Canadian. Why Canada's schools are failing newcomers. Toronto: Atkinson Foundation. Series of articles first published in the Toronto Star. Available at: http://www.atkinsonfoundation.ca/files/Duffy_web.pdf
33. Freeman, Y., Freeman, D. and Mercuri, S. (2002) Closing the Achievement Gap: How to Reach Limited-Formal-Schooling and Long-Term English Learners. Portsmouth, NH: Heinemann. Advice on programme development and classroom practice for English language learners who arrive with limited or interrupted schooling.
34. Garcia, G. (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. National Clearinghouse for Bilingual Education. Available at: http://www.ncela.gwu.edu/ publications/issuebriefs/
35. Garcia, G. (2003) English Learners: Reaching the Highest Level of English Literacy. Newark, DE: International Reading Association. This book focuses on literacy instruction for English language learners. Includes articles by experts such as Jim Cummins and Stephen Krashen.
36. Genesee, F (2008) Early dual language learning. Zero to Three, 29(1), 17-23. Reviews research on raising bilingual children and offers suggestions about dual language learning during the early years. Available at: http://main.zerotothree.org/site/DocServer/29-1_Genesee.pdf
37. Genesee, F (1994) Integrating language and content: lessons from immersion. National Center for Research on Cultural Diversity and Second Language Learning. Report on the effectiveness of immersion programmes in Canada and the United States, and the implications for the design and development of second language programmes in other contexts, such as programmes for minority-language students. Available at: http://escholarship.org/uc/item/61c8k7kh#page-1
38. Genesee, F (ed.) (1999) Programme Alternatives for Linguistically Diverse Students. Berkeley, CA: Center for Research on Education, Diversity and Excellence. Describes various programmes for educating students from diverse linguistic and cultural backgrounds. Available at: http://www.cal.org/crede/ pubs/edpracreports.html#8
39. Kaufman, D. and Crandall, J. (2005) Content-Based Instruction in Primary and Secondary School Settings. Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc. Practical approach to integrating language instruction with curriculum content.
40. Klesmer, H. (1994) Assessment and teacher perceptions of English language learner achievement. English Quarterly, 26(3), 8-11. A study of second language acquisition among school-aged children in Toronto, showing that even after six years of immersion in an English-language learning environment, ELLs still need support for language learning.
41. Krashen, S. (1982) Principles and Practice in Second Language Acquisition. Oxford, UK: Pergamon Press. Krashen's theories of second language acquisition are essential reading for all language teachers.
42. Krashen, S. (1997) Condemned without a Trial: Bogus Arguments against Bilingual Education. Portsmouth, NH: Heinemann. Analyzes arguments against bilingual education and provides useful research-based information and counter-arguments.
43. Lightbown, P. and N. Spada. (2006) How Languages Are Learned, 3rd edn. Oxford, UK: Oxford University Press. Introduces first and second language acquisition and discusses the implications for second language instruction.
44. Mace-Matluck, J., Alexander-Kasparik, R. and Queen, R.M. (1998) Through the Golden Door: Educational Approaches for Immigrant Adolescents with Limited Schooling. Washington, DC: Center for Applied Linguistics. Describes the educational needs of newcomer youth with limited schooling and provides guidelines for developing educational programmes for these students.
45. Mohan, B., Leung, C. and Davison, C. (2002) English as a Second Language in the Mainstream: Teaching, Learning, and Identity. Harlow, UK: Pearson Education. Describes programmes and policies for English language learners in Australia, Canada, and New Zealand. Several chapters on integrating language and content instruction.
46. Ovando, C.J., Collier, V P. and Combs, M.C. (2005) Bilingual and ESL Classrooms: Teaching in Multilingual Contexts, 4th edn. Columbus, OH: McGraw-Hill. Updated edition of a classic text on ESL, bilingual, and multicultural education. Includes chapters on content-based instruction in specific subjects, as well as research on bilingual education.
47. Pinker, S. (2007) The Language Instinct: How the Mind Creates Language. New York: Harper Collins (Perennial Classics).Very readable yet learned book; views language as a biological phenomenon, shared across cultures and languages.
48. Piper, T. (2001) And Then There Were Two, 2nd edn. Toronto: Pippin Publishing. Practical guide to second language acquisition among younger children.
49. Ruiz-de-Velasco, J., Fix, M.E. and Clewell, B.C. (2000) Overlooked and Underserved: Immigrant Students in U.S. Secondary Schools. Washington, DC: Urban Institute. This report focuses on students who arrive with disrupted schooling, and 'long-term' English language learners who still have not caught up to age peers in literacy development. Available at: www.urban.org/publications/310022. html
50. Sherris, A. (2008) Integrated Content and Language Instruction. Washington, DC: Center for Applied Linguistics. Overview of recent work in content-based language instruction. Available at: http:// www.cal.org/resources/digest/integratedcontent.html
51. Short, D. and Boyson, B. (2004) Creating Access: Language and Academic Programmes for Secondary School Newcomers. Washington, DC: Center for Applied Linguistics. Reporting on a study of 115 middle and high school newcomer programmes, this book identifies important implementation features and offers advice on setting up newcomer programmes.
52. Thomas, WP. and Collier, VP. (2002) A National Study of School Effectiveness for Language Minority Students' Long-term Academic Achievement. Berkeley, CA: Center for Research on Education, Diversity and Excellence. Longitudinal study of the relative effectiveness of various models of language education for L2Ls. Essential reading. Available at: http://crede.berkeley.edu/research/llaa/1.1_ final.html
53. Walqui, A. (2000). Access and Engagement: programme Design and Instructional Approaches for Immigrant Students in Secondary School. Washington, D.C.: Center for Applied Linguistics. Analyzes the special challenges faced by immigrant adolescents and describes the characteristics of schools and programmes that effectively meet their educational needs.
54. Baker, C. and Hornberger, N.H. (Eds). (2001) An Introductory Reader to the Writings of Jim Cummins. Clevedon: Multilingual Matters. Readings selected from three decades of Cummins' work include articles introducing the concept of BICS and CALP and the four-quadrant framework.
55. Cline, T. and Frederickson, N. (Eds). (1996) Curriculum Related Assessment, Cummins and Bilingual Children. Clevedon: Multilingual Matters. Articles showing how to apply Cummins' conceptual framework to curriculum-related assessment.
56. Coltrane, B. (2001) English Language Learners and High-Stakes Tests: An Overview of the Issues. Washington, DC: Center for Applied Linguistics. This digest discusses how English language learners can be included equitably in high-stakes tests. Addresses adaptation of test procedures and accurate interpretation of test results. Available at: http://www.cal.org/resources/digest/0207coltrane. html
57. Cummins, J. (2000) Language, Power and Pedagogy: Bilingual Children Caught in the Crossfire. Clevedon: Multilingual Matters. Detailed and updated explanations of BICS and CALP (academic and everyday language), and the four-quadrant framework.
58. Echevarria, J., Vogt, M.J. and Short, D. (2008) Making Content Comprehensible for English Learners: The SIOP Model, 3rd edn. Needham Heights, MA: Allyn & Bacon (Pearson Education). SIOP is a research-based model for adapting instruction in all subject areas for ELLs in elementary and secondary classrooms. Alternative versions of the book are available with a focus on elementary or secondary students.
59. Farr, B. P. and Trumbull, E. (1996) Assessment Alternatives for Diverse Classrooms. Norwood, MA: Christopher-Gordon Publishers. Provides a framework for equitable assessment in linguistically diverse schools and suggests alternative assessment strategies.
60. Genesee, F. and Upsur, J.A. (1996) Classroom-based Evaluation in Second Language Education. Cambridge, UK: Cambridge University Press. Advice on planning and implementing effective assessment and evaluation of second language learning in order to make instruction more effective.
61. Gottlieb, M., Katz, A. and Ernst-Slavit, G. (2009) Paper to Practice: Using the TESOL English Language Proficiency Standards in PreK-12 Classrooms. Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc. Examples of how to implement the TESOL English language proficiency standards into curriculum, instruction, and assessment. The Standards are available online (see Websites, below).
62. Klesmer, H. (1994) Assessment and teacher perceptions of English language learner achievement. English Quarterly, 26(3), 8-11. A study of second language acquisition among school-aged children in Toronto, showing that even after six years of immersion in an English-language learning environment, ELLs still need support for language learning - and that their teachers are often unaware of it.
63. McKay, P. (2006) Assessing Young Language Learners. Cambridge, UK: Cambridge University Press. This book provides a comprehensive review of research on the cognitive, social and linguistic development of young children and provides a framework for task-based assessment of proficiency in a second or foreign language. Includes a chapter on large-scale assessment.
64. Menken, K. (2000) What Are the Critical Issues in Wide-Scale Assessment of English Language Learners? Issue Brief No. 6. Washington, D.C.: National Clearinghouse for Bilingual Education. Discusses the inclusion of English language learners in large-scale assessments. Available at: http://www.ncela. gwu.edu/rcd/bibliography/BE020919
65. O'Malley, J.M. and Pierce, L.V (1996) Authentic Assessment for English Language Learners. Reading, MA: Addison Wesley (Pearson Education). How to develop and use assessment methods for various purposes, including initial placement. Includes reproducible checklists and rubrics that can be adapted as needed.
66. Ontario Ministry of Education. (2004) The Ontario Curriculum: Social Studies, Grades 1 to 6, History and Geography, Grades 7 and 8. Toronto: Queen's Printer for Ontario. Available at: http://www.edu.gov.on.ca/eng/curriculum/elementary/sstudies18curr.pdf.
67. Ontario Ministry of Education. (2007) The Ontario Curriculum Grades 1-8, Science and Technology. Toronto: Queen's Printer for Ontario. Available at: http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf.
68. Ontario Ministry of Education. (2008) Supporting English Language Learners: A practical guide for Ontario educators, Grades 1 to 8. Toronto: Queen's Printer for Ontario. Available at: http://www.edu.gov.on.ca/eng/document/esleldprogrammes/guide.pdf.
69. Ontario Ministry of Education. (2010) Growing Success: Assessment, evaluation and reporting in Ontario schools. First Edition, covering grades 1 to 12. Available at:http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
70. Roessingh, H., Kover, P. and Watt, D. (2005) Developing cognitive academic language proficiency: the journey. TESL Canada Journal, 23(1), 1-27.
71. Smyth, G. (2003) Helping Bilingual Pupils to Access the Curriculum. London: David Fulton Publishers. Well-respected publication from the UK provides practical advice for elementary and secondary school teachers on making make the curriculum as accessible as possible to these L2Ls.
72. Brown, R. (2008) The Grade 9 cohort of Fall 2002: a five-year cohort study, 2002-2007. A study of graduation rates and other achievement indicators disaggregated for various factors, including region or country of birth and language in the home. Available at: http://www.tdsb.on.ca/_site/ Viewltem.asp?siteid=172&menuid=28115&pageid=24177
73. Coelho, E. (2007) How long does it take? Lessons from EQAO data on English language learners in Ontario schools. Inspire, The Journal of Literacy and Numeracy for Ontario. Available at: www.edu.gov.on.ca/eng/literacynumeracy/inspire/equity/ELL_July30.html.
74. Gunderson, L. (2007) Where have all the immigrants gone? Contact, 33(2) (Research Symposium Special Edition), 118-129. Available at: http://www.teslontario.org/uploads/publications/researchsymposium/ResearchSymposium2007.pdf.
75. Ruiz-de-Velasco, J., Fix, M. and Clewell, B.C. (2000) Overlooked and underserved: immigrant students in US secondary schools. This report documents the needs of newcomers of secondary age who arrive with significant gaps in their schooling, and immigrant students who arrived is students from language minority homes who have been in U.S. schools longer, but still have not achieved grade = appropriate literacy skills. Available at: http://www.urban.org/pdfs/overlooked.pdf.
76. McAndrew, M. et al. (2009) Educational pathways and academic performance of youth of immigrant origin: comparing Montreal, Toronto and Vancouver. Ottawa: Canadian Council on Learning. This study examined the educational pathways and academic performance of students whose L1 is other than the language of instruction in Canada's three major immigrant destinations. Available at: http://www.ccl-cca.ca/pdfs/0therReports/CIC-CCL-Final12aout2009EN.pdf
77. Ontario Ministry of Education. (2005) Early School Leavers: Understanding the Lived Reality of Student Disengagement from Secondary School. Toronto: the Queen’s Printer for Ontario. This report identifies immigrants, racialised minorities, and L2Ls among the most vulnerable groups in the education system. Available at: www.edu.gov.on.ca/eng/parents/schoolleavers.pdf
78. Ontario Ministry of Education. (2005) Early School Leavers: Understanding the Lived Reality of Student Disengagement from Secondary School. Toronto: the Queen's Printer for Ontario. This report identifies immigrants, racialised minorities, and L2Ls among the most vulnerable groups in the education system. Available at: www.edu.gov.on.ca/eng/parents/schoolleavers.pdf.
79. Canadian Council on Learning. (2008) Understanding the Academic Trajectories of ESL Students. British Columbia: Canadian Council on Learning. This study shows gaps in achievement among various linguistic groups. Available at: http://www.ccl-cca.ca/CCL/Reports/LessonsInLearning/LinL20081002ESLStudents.html.
80. Worswick, C. (2001) School Performance of the Children of Immigrants in Canada, 1994-98. Ottawa: Statistics Canada. Logitudinal study of the children of immigrants in Canada. Available at: http://www.statcan.gc.ca/bsolc/olc-cel/olc-cel?catno=11F0019M2001178&lang=engEffectivepracticeandschoolimprovementforminoritystudentsandL2Ls
81. Brown, L. (2009) Popular Africentric school may need to add portables. Toronto Star. Available at: http:// www.parentcentral.ca/parent/education/schoolsandresources/article/709793--popular-africentric-school-may-need-to-add-portables
82. Center for Comprehensive School Reform and Improvement. (2006) Subgroup performance and school reform: the importance of a comprehensive approach. This article and others related to school improvement for L2Ls are available in the 'English Language Learners and Diverse Students’ section of this website: http://www.centerforcsri.org/index.php?option=com_content&task=view&id=21&Itemid=25
83. Collier, VP. and Thomas, WP. (2004) The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2(1), 1-20. Describes a longitudinal study demonstrating the potential of dual language instruction for enhancing student outcomes and closing the achievement gap for L2Ls. Available at: http://njrp.tamu.edu/2004.htm.
84. Doherty, R.W, Hilberg, R.S., Pinal, A. and Tharp, R.G. (2003) Five standards and student achievement. NABE Journal of Research and Practice, 1(1), 1-24. A study of the positive effects of classroom implementation of the five Standards developed by CREDE (see above). Available at: http://gse.berkeley.edu/research/credearchive/standards/standards_data.html.
85. Hamayan, E., Marler, B., Sanchez-Lopez, C., and Damico, J. (2007) Special education considerations for English language learners: Delivering a continuum of services. Philadelphia, PA: Caslon Publishing. This book explains the factors that affect achievement among L2Ls and provides practical strategies for identifying and supporting L2Ls who have learning difficulties.
86. Hood, L. (2003) Immigrant Students, Urban High Schools: The Challenge Continues. New York: Carnegie Corporation. Describes the challenge facing US schools in meeting the needs of immigrant students, and some innovative programmes that are meeting those needs. Available at: http://carnegie.org/fileadmin/Media/Publications/PDF/immigrantstudents.pdf.
87. Nusche, D. (2009) What works in migrant education? A review of evidence and policy options. OECD Education Working Papers, 22, 1-49. This paper looks at the ways in which education policies be developed to provide better educational opportunities for migrant students. Available at: http://ideas.repec.org/p/oec/eduaab/22-en.html.
88. Ovando, C.J., Combs, M.C. and Collier, VP. (2006) Bilingual and ESL Classrooms: Teaching in Multicultural Contexts, 4th edn. New York: McGraw-Hill. This new edition of a widely-respected book is for all educators who work with language minority students. Provides many examples of research-based effective practice.
89. Thomas, WP. and Collier, VP. (2002) A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement. Berkeley, CA: Center for Research on Education, Diversity and Excellence (CREDE). Longitudinal study of the relative effectiveness of various models of language education for L2Ls. Available at: http://crede.berkeley.edu/research/crede/research/ llaa/1.1_final.html
90. Trumbull, E. and Pacheco, M. (2005) Leading with Diversity: Cultural Competencies for Teacher Preparation and Professional Development. Providence, RI: Education Alliance at Brown University. Research-based information about the cultural competencies that teachers need in order to work with students from diverse cultural and linguistic backgrounds. The entire book is available online at: http://www.alliance.brown.edu/pubs/leading_diversity.
91. Webster, N.L. and Valeo, A. (2011) Teacher preparedness for a changing demographic of language learners. TESL Canada Journal, 28(2), 105-128. Available at: http://journals.sfu.ca/tesl/index.php/tesl/article/view/1075/894
92. Adams, M., Bell, L.A., and Griffin, P. (Eds). (2007) Teaching for Diversity and Social Justice: A Source Book. New York and London: Routledge. Provides conceptual, theoretical, pedagogical and curriculum design frameworks and foundations for educating for social justice, as well as examples of classroom activities.
93. Banks, J.A. (2010) Approaches to multicultural curriculum reform. In J. A. Banks and C. A. M. Banks (Eds) Multicultural Education: Issues and Perspectives, 7th edn. Hoboken, NJ: John Wiley &Sons. An updated edition of a book by a widely respected expert on multicultural education.
94. Coelho, E. (1998) Teaching and Learning in Multicultural Schools: An Integrated Approach. Clevedon: Multilingual Matters. Detailed and practical suggestions for culturally inclusive schools and classrooms.
95. Cole, R.W (Ed). (2001) More Strategies for Educating Everybody's Children. Alexandria, VA: Association for Supervision for Curriculum Development. Companion to the earlier volume (above).
96. Daniels, H. (2002) Literature Circles: Voice and Choice in Book Clubs and Reading Groups, 2nd edn. Portland, ME: Stenhouse Publishers. Practical advice on how to set up and manage literature circles in the classroom, using the principles of cooperative learning. DVD also available.
97. Derman-Sparks, L. and Hohensee, J.B. (1992) Implementing an anti-bias curriculum in early childhood classrooms. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. Shortarticle on how to begin equity work in the classroom with young children. Available at: http:// www.ericdhttp://nasgem.rpi.edu/pl/papers-presented-ncsm-04igests.org/1992-1/early.htm
98. Elementary Teachers' Federation of Ontario. (2003) We're Erasing Prejudice for Good, revised edn. This literature-based resource has a theme for each month of the school year and integrated lessons related to the curriculum. The kit has 360 lessons for Kindergarten-Grade 8, and a teacher resource guide. Available at: http://www.etfo.ca
99. Herrera, T. and Spicer, J. (2011) Integrating Mathematics of Worldwide Cultures into K-12 Instruction. Paper presented at the Conference of the National Council of Supervisors of Mathematics, Philadelphia, April 21, 2004; updated June 2011. Overview of the ways that multicultural perspectives can be integrated into the mathematics curriculum. Very useful list of resources and links for teachers. Available at: http://nasgem.rpi.edu/pl/papers-presented-ncsm-04
100. Lee, E., Menkart, D. and Okazawa-Rey, M. (Eds). (2006) Beyond Heroes and Holidays: A practical guide to K-12 anti-racist, multicultural education and staff development, revised edn. Washington, DC: Teaching for Change. A good source of readings for students as well as suggestions for presentation and discussion of the material.
101. National Council for Curriculum and Assessment (Ireland). (2005) Intercultural Education in the Primary School. Dublin: NCCA. This document and other resources, including videos, are available at the Intercultural Education site: http://www.action.ncca.ie/en/intercultural-education.
102. Oakes, J. and Lipton, M. (2006) Teaching to Change the World, 3rd edn. Boston: McGraw-Hill. Inspirational and very readable book on the role of schools and teachers in a diverse society. Many real-life examples bring social justice to life.
103. Park, C. (2006) Learning style preferences of Asian American (Chinese, Filipino, Korean and Vietnamese) students in secondary schools. In C. Park, R. Endo and A. Goodwin (Eds) Asian and Pacific American Education: Learning, Socialisation, and Identity. Charlotte, NC: Information Age Publishing.
104. Samway, K.D., Whang, G. and Pippitt, M. (1995) Buddy Reading: Cross-Age Tutoring in a Multicultural School. Portsmouth, NH: Heinemann. Authors recount their experiences with cross-grade tutoring in an elementary setting. Suggestions for setting up the programme and training tutors are helpful at all levels.
105. Schniedewind, N. and Davidson, E. (2006) Open Minds to Equality: A Sourcebook of Learning Activities to Promote Race, Sex, Class and Age Equity. Milwaukee: Rethinking Schools. http://www.rethinkingschools. org/ProdDetails.asp?ID = 9780942961324. Originally published by Prentice Hall and updated in 2006, this book provides cooperative learning activities that help students recognise and change inequities based on race, gender, class, age, language, sexual orientation, disability, and religion.
106. UNESCO. (2006) UNESCO Guidelines for Intercultural Education. UNESCO Section of Education for Peace and Human Rights, Division for the Promotion of Quality Education, Education Sector. Good overview of the guiding principles of intercultural education. Available, in French and Spanish as well as English, at: http://unesdoc.unesco.org/images/0014/001478/147878e.pdf
107. Zaslavsky, C. (2003) More Math Games and Activities from Around the World. Chicago: Chicago Review Press. This book provides classroom activities that help students learn about mathematical applications and inventions from many cultures. For information on other multicultural mathematics resources by the same author_ http://www.math.binghamton.edu/zaslav/cz.biblio.html
108. Baker, C. (2011) Foundations of Bilingual Education and Bilingualism, 5th edn. Bristol: Multilingual Matters. Comprehensive and authoritative introduction to bilingualism and bilingual education.
109. Baker, C. (2007) A Parents' and Teachers' Guide to Bilingualism, 3rd edn. Clevedon: Multilingual Matters. Helpful advice for parents and teachers on raising and teaching bilingual children, presented in question-and-answer format.
110. Center for Applied Linguistics. (1995) Fostering second language development in young children. Washington, DC: Center for Applied Linguistics. This digest article is based on a report Fostering Second Language Development in Young Children: Principles and Practices, published by the National Center for Research on Cultural Diversity and Second Language Learning, Santa Cruz, CA. The digest is available at: http://www.cal.org/resources/digest/ncrcds04.html. The full report is available at: http://escholarship.org/uc/item/23s607sr
111. Coelho, E. (no date) Raising bilingual children. Online article for parents, ready for translation. Available at: http://www.beyond-words.org/pdf_files/raising_bilingual_children.pdf
112. Cohen, S. and Sastri, P. (no date) Infusing dual language literacy through the library curriculum. Case study of the implementation of multilingual projects in an elementary school. Available at: http://www.multiliteracies.ca/index.php/folio/viewDocument/5/4843
113. Collier, VP. and Thomas, WP. (2004) The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2(1), 1-20. Results of longitudinal studies show that dual language instruction is the most effective instructional model for improving academic performance and closing the achievement gap for L2Ls. Available at: http://njrp.tamu.edu/2004/PDFs/Collier.pdf
114. Cummins, J. (no date). Bilingual children's mother tongue: why is it important for education? This article from Jim Cummins' website makes the case for promoting and building on students' home languages. Available at: http://iteachilearn.org/cummins/index.htm
115. Cummins, J., Cohen, S., Leoni, L., Bajwa, M., Hanif, S., Khalid, K. and Shahar, T. (2006) A language for learning: home languages in the multilingual classroom. Describes a dual language project that drew on students' own linguistic and cultural knowledge as a foundation for learning English and academic content. Four of the co-authors are students who were involved in the project when they were in Grades 7 or 8. Available at: http://www.teslontario.org/uploads/publications/ researchsymposium/ResearchSymposium2006.pdf
116. Cummins, J. (2007) Promoting Literacy in Multilingual Contexts: Research Monograph No. 5. Toronto: Ontario Ministry of Education. Based on recent research, this article recommends a transformative approach to literacy instruction that includes drawing on students' own languages. Available at: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Cummins.pdf
117. Cummins, J. (2008) Introduction to Volume 5 of N. Hornberger (Ed) Encyclopedia of Language and Education, 2nd edn. New York: Springer, pp. i-xi. This is Cummins' introduction to the volume on bilingual education. The 10-volume Encyclopedia is an essential reference work for faculties of education.
118. Cummins, J. and Early, M. (Eds). (2011) Identity Texts: The Collaborative Creation of Power in Multilingual Schools. Stoke-on-Trent, UK: Trentham Books. This book shows how the creation of identity texts engages learners in multilingual schools, with examples from around the world.
119. Edwards, V (1996) The Other Languages: Guide to Multilingual Classrooms. Reading, UK: National Centre for Language and Literacy. Helpful information includes suggestions for working with children to enhance the multilingual climate of the school, as well as templates for language surveys.
120. Genesee, F (2008) Early dual language learning. Zero to Three, September, 17-23. Advice for parents and teachers of very young children on raising children bilingually. Available at: http://main. zerotothree.org/site/DocServer/ZTT29-1_sep_08.pdf?doclD = 7242
121. Kenner, C. (2004) Becoming Biliterate: Young Children Learning Different Writing Systems. Stoke-on-Trent, UK: Trentham Books. This book is about how young bilingual children navigate different writing systems, and how they respond to culturally different styles of teaching.
122. Multilingual Resources for Children. (1995) Building Bridges: Multilingual Resources for Children. Clevedon: Multilingual Matters. Valuable guidance on how to use community languages as an asset in the school environment.
123. Skutnabb-Kangas, T. and Dunbar, R. (2010) Indigenous children's education as linguistic genocide and a crime against humanity? A global view. Journal of Indigenous Peoples Rights, No.1. This report views describes current approaches to indigenous and minority languages from a human rights perspective. Available online at the Resource Centre for the Rights of Indigenous Peoples: http:// www.e-pages.dk/grusweb/55/
124. Walker, S., Edwards, V and Leonard, H. (1998) Write around the World. Reading, UK: National Centre for Language and Literacy. Useful information on making bilingual resource material, including such topics as word processing in various languages.
125. Wong Fillmore, L. (1991) When learning a second language means losing the first. Early Childhood Research Quarterly, 6, 323-346. This classic article describes the negative consequences of first language loss and makes a strong case for maintaining the first language.
126. Bartram, M. and Walton, R. (1991) Correction: A Positive Approach to Language Mistakes. Hove, UK: Language Teaching Publications. Helpful advice on how to respond to students' mistakes in oral and written language.
127. Barwell, R. (2008) ESL in the Mathematics Classroom. Research Monograph No. 14. Toronto: Ontario Ministry of Education. Describes the linguistic challenges L2Ls face in mathematics and their need to solve problems through discussion. Available at: http://www.edu.gov.on.ca/eng/literacy numeracy/inspire/research/ESL_math.pdf
128. Bruce, C. (2007) Student Interaction in the Math Classroom: Stealing Ideas or Building Understanding. Research Monograph No.1. Toronto: Ontario Ministry of Education. Explains the importance of an interactive approach to mathematics and suggests a framework for guiding group work and classroom talk. Available at: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/ Bruce.pdf
129. Calderón, M., Slavin, R., and Sánchez, M. (2011) Effective Instruction for English Learners. The Future of Children VOL. 21/NO. 1/SPRING 2011. All the articles in this issue are focused on immigrant children. Available online at http://futureofchildren.org/
130. Celce-Murcia, M., Brinton D.M. and Goodwin, J.M. (1996) Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Languages. Cambridge, UK: Cambridge University Press. Comprehensive reference work for ESL teachers.
131. Coelho, E. (1991) Jigsaw. Toronto: Pippin Publishing. Content-based reading and discussion tasks and problem solving activities for English language learners in middle and secondary school.
132. Coelho, E. (1996) Learning Together in the Multicultural Classroom. Toronto: Pippin Publishing, 1994. Practical strategies for forming and managing groups to promote social interaction and language acquisition.
133. Coelho, E. and Winer, L. (1991) Jigsaw Plus. Toronto: Pippin Publishing. More content based reading and discussion tasks and problem solving activities.
134. Daniels, H. (2002) Literature Circles: Voice and Choice in Book Clubs and Reading Groups, 2nd edn. Portland, ME: Stenhouse Publishers. Practical advice on how to set up and manage literature circles in the classroom, using the principles of cooperative learning. DVD also available.
135. Dörnyei, Z. and Murphey, T. (2003) Group Dynamics in the Language Classroom. Cambridge, UK: Cambridge University Press. Practical advice on how to manage group work. The focus is on the language classroom but the ideas are applicable in every classroom where some or all of the students are learning the language of instruction.
136. Erickson, T., Craig, R. and Noll, S. (2005) Get It Together: Math Problems for Groups, Grades 4-12, 11th edn. Berkeley, CA: Equals Publication. Co-operative activities and student materials to promote the equitable participation of minorities and females in mathematics and science. An excellent model for the development of mathematics problems for groups to work on collaboratively. Available, also in Spanish, at: http://lawrencehallofscience.org/equals
137. Frey, N., Fisher, D. and Everlove, S. (2009) Productive Group Work: How to Engage Students, Build Teamwork, and Promote Understanding. Alexandria, VA: Association for Supervision and Curriculum Development. Practical strategies and routines to make classroom collaboration more effective.
138. Graham, C. (1978) Jazz Chants: Rhythms of American English for Students of English as a Second Language. New York: Oxford University Press. This enduring classic introduced a series of Jazz Chants titles. Available in book and audio format, the chants use jazz rhythms to help English learners improve pronunciation and intonation and practise specific grammar patterns.
139. Helmer, S. and Eddy, C. (2003) Look at Me When I Talk to You: ESL Learners in Non-ESL Classrooms, 2nd edn. Toronto: Pippin Publishing. Outlines areas of cultural difference and potential conflict in learning styles and expectations of classroom relationships. Essential reading for teachers in multilingual and multicultural classrooms.
140. Johnson, D.W and Johnson, R.T. (2009) Energizing learning: the instructional power of conflict. Educational Researcher, 38(1), 37-51. Summary of the research evidence on the power or constructive controversy by two of the world's leading experts on cooperative learning. Full text available at: http://edr.sagepub.com/content/38/1/37.full
141. Krashen, S. D. (1981) Principles and Practice in Second Language Acquisition. English Language Teaching Series. London: Prentice-Hall International. Foundational reading on second-language acquisition.
142. Lane, L. (2010) Tips for Teaching Pronunciation: A Practical Approach. White Plains, NY: Pearson Longman. Book and companion audio CD provide clear explanations and sample classroom activities for all areas of pronunciation.
143. Lombardi, J. (2004) Practical ways brain-based research applies to ESL learners. The Internet TESL Journal, X(8). Summarises 12 principles of effective instruction for L2Ls, drawn from research in language acquisition and brain-based learning. Available at: http://iteslj.org/Articles/Lombardi-BrainResearch.html
144. Swain, M. (1986) Communicative competence: some roles of comprehensible input and comprehensible output in its development. In S.M. Gass and C. G. Madden (Eds) Input in Second Language Acquisition. Rowley, MA: Newbury House, pp. 235-256. Complements Stephen Krashen's input theories by addressing the importance of providing opportunities for output or language production.
145. Swan, M. and Smith, B. (2001) Learner English: A Teacher's Guide to Interference and Other Problems, 2nd edn. Cambridge, UK: Cambridge University Press. Information about the phonological system and grammatical structure of more than 20 languages, as well as specific difficulties that may be experienced by speakers of those languages. CD also available.
146. Thomas, WP. and Collier, VP. (2002) A national study of school effectiveness for language minority students' long-term academic achievement. Berkeley, CA: Center for Research on Education, Diversity and Excellence. Longitudinal study of the relative effectiveness of various models of language education for L2Ls. Available at: http://crede.berkeley.edu/research/crede/research/llaa/1.1_final.html
147. Weinstein, N. (2000) Whaddaya Say: Guided Practice in Relaxed Speech, 2nd edn. White Plains, NY: Addison-Wesley (Pearson Education). Activities to help learners recognise and begin to produce the most common reduced forms of spoken English, such as gonna, wanna, etc.
148. Williamson, R. (2010) Productive group work for students. The Principals’ Partnership. This research brief answers the questions: What does the research say about the value of group work? How do you make work groups productive and contribute to student learning? Provides many useful links to other resources. http://www.educationpartnerships.org/pdfs/ProductiveWorkGroup.pdf
149. Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L. and Lynch, P. (2003/2004) First Steps Literacy, 2nd edn. Port Melbourne, Australia: Rigby Heinemann. This is a series of resource books published in Australia and in use around the world. The books provide developmental frameworks for assessment, and scaffolding strategies for teaching reading, writing, and speaking and listening in Kindergarten–Grade 12. Although not designed specifically for ELLs, the instructional strategies are suitable for these learners. For more information about the books, as well as professional development opportunities for teachers, go to: http://stepspd.com/us/resources/firststepsliteracy.\asp
150. Brookes, A. and Grundy, P. (1999) Beginning to Write: Writing activities for elementary and intermediate learners. Cambridge: Cambridge University Press. Offers advice on how to teach many aspects of writing, including writing for beginning learners of English, teaching spelling and punctuation, using the writing process, and assessment of writing.
151. Carasquillo, A., Kuker, S.B. and Abrams, R. (2004) Beyond the Beginnings: Literacy Interventions for Upper Elementary English Language Learners. Clevedon: Multilingual Matters. The authors offer detailed suggestions on literacy practices for English language learners who have acquired conversational fluency and basic literacy skills in English but need support in developing academic language skills.
152. Carr, J. et al. (2009) Making Mathematics Accessible to English Learners: A Guidebook for Teachers, Grades 6-12. San Francisco, CA: WestEd. An integrated approach to teaching mathematics and language skills, illustrated with sample lesson scenarios.
153. Carr, J., Sexton, U. and Lagunoff, R. (2007) Making Science Accessible to English Learners: A Guidebook for Teachers, Grades 6-12. San Francisco, CA: WestEd. Research-based strategies and sample lesson scenarios illustrate how to differentiate instruction for L2Ls in the science classroom.
154. Cary, S. (2007) Working with Second Language Learners: Answers to Teachers' Top Ten Questions, 2nd edn. Portsmouth, NH: Heinemann. Practical advice for all teachers, answering questions such as, 'How do I make a difficult textbook more readable?' and 'How do I help students improve their English writing?'.
155. Chamot, A. (2009) The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach, 2nd edn. White Plains, NY: Pearson Longman. CALLA is a research-based approach to integrating language and content instruction in various curriculum areas.
156. Chamot, A.U., Benhardt, S. and El-Dinary, P.B. (1999) The Learning Strategies Handbook. White Plains, NY: Pearson Education. Practical advice on how to implement a strategies-based approach that enables students to become more independent learners - for example, when dealing with challenging text.
157. Chen, L. and Mora-Flore, E. (2006) Balanced Literacy for English Language Learners, K-2. Portsmouth, NH: Heinemann. Practical research-based ideas for differentiated instruction with L2Ls in the early years.
158. Crandall, J., Jaramillo, A., Olsen, L. and Peyton, J.K. (2002) Using Cognitive Strategies to Develop English Language and Literacy. Washington, DC: Center for Applied Linguistics. Digest article on how to develop students' English language and literacy skills and make academic content challenging, interesting, and accessible. Available at: http://www.cal.org/resources/digest/0205crandall.html
159. Early, M. and Tang, G. (1991) Helping ESL students cope with content-based texts. TESL Canada Journal, 8(2), 34-44. This article explains how to use key visuals as a pre-reading strategy for L2Ls. Available at: http://www.teslcanadajournal.ca/index.php/tesl/article/viewFile/586/417
160. Echevarria, J., Vogt, M.J. and Short, D. (2008) Making Content Comprehensible for English Learners: The SIOP Model, 3rd edn. Needham Heights, MA: Allyn & Bacon (Pearson Education). SIOP is a research-based model for adapting instruction in all subject areas for ELLs in elementary and secondary classrooms. Alternative versions of the book are available with a focus on elementary or secondary students.
161. Franklin, E. (1999) Reading and Writing in More Than One Language. Alexandria, VA: Teachers of English to Speakers of Other Languages. Very helpful book for language teachers and mainstream classroom teachers.
162. Fried-Booth, D. (2002) Project Work, 2nd edn. Oxford, UK: Oxford University Press. A collection of project-based learning activities that help L2Ls to develop their skills for researching and making presentations. Projects can be adapted for various age groups and subject areas.
163. Gibbons, P. (2002) Scaffolding Language, Scaffolding Learning. Portsmouth, NH: Heinemann. Essential reading on how to integrate L2Ls into mainstream elementary classrooms.
164. Gunderson, L. (2009) ESL (ELL) Literacy Instruction: A Guidebook to Theory and Practice, 2nd edn. New York: Routledge. Very informative research-based book on literacy instruction for English languagelearners. Includes chapters with practical suggestions for younger and older learners, and recommends approaches for L2Ls already literate in L1 and those with gaps in their schooling.
165. Hill, J., Little, C. and Sims, J. (2004) Integrating English Language Learners in the Science Classroom. Markham, Ontario: Fitzhenry and Whiteside. This book offers practical strategies for adapting the middle school science curriculum for English language learners. The approaches are equally useful at the secondary level.
166. Lewis, M. and Wray, D. (1998) Writing across the Curriculum: Frames to Support Learning. Reading, UK: Reading and Language Information Centre. Examples of writing frames to support students' writing in a variety of subject areas.
167. Lewis, M. and Wray, D. (1996) Writing Frames: Scaffolding Children's Writing in a Range of Genres. Reading, UK: Reading and Language Information Centre. Outlines the characteristics of six non-fiction writing genres and provides blank templates to scaffold children's writing.
168. Manzo, U.C., Manzo, A.V and Thomas, M.V (2009) Content Area Literacy: Strategic Teaching for Strategic Learning, 5th edn. Hoboken, NJ: Wiley. Newly-updated edition of a highly-respected book on how to develop critical literacy skills across the curriculum.
169. Peregoy, S. and Boyle, O. (2008) Reading, Writing, and Learning in ESL: A Resource Book for Teaching K-12 English Learners, 5th edn. Needham Heights, MA: Allyn & Bacon (Pearson Education). An updated version of a very successful book that integrates research and practice, using classroom scenarios to illustrate how to support literacy development among English language learners by providing differentiated instruction.
170. Peyton, J.K. (1993) Dialogue Journals: Interactive Writing to Develop Language and Literacy. Washington, DC: Center for Applied Linguistics. Digest article on using dialogue journals with students who are learning English. Available at: http://www.cal.org/resources/digest/peyton01.html
171. Phillips, D., Burwood, S. and Dunford, H. (1999) Projects with Young Learners. Oxford, UK: Oxford University Press. Instructions for developing projects for language learning. Sample projects are intended for students aged 5-14 but are adaptable for all ages.
172. Richard-Amato, P. A. and Snow, M.A. (2005) Academic Success for English Language Learners: Strategies for K-12 Mainstream Teachers. White Plains, NY: Pearson Longman. Collection of articles on meeting the socio-cultural, cognitive, and academic language needs of L2Ls.
173. Rigg, P. and Allen, V (Eds) (1989) When They Don't All Speak English: Integrating the ESL Student into the Regular Classroom. Urbana, IL.: National Council of Teachers of English. Still available and still very useful, this book has articles on topics such as programme design, creating an effective language learning environment, language variation, language experience, and language through content. Includes an excellent article by Pat Rigg on the Language Experience approach with beginning-level L2Ls.
174. Spangenberg-Urbschat, K. and Pritchard, K. (Eds). (1994) Kids Come in All Languages: Reading Instruction for ESL Students. Newark, DE: International Reading Association. The articles in this popular book provide background information on reading and language instruction for L2Ls as well as specific instructional strategies.
175. Walqui, A. and Van Lier, L. (2010) Scaffolding the Academic Success of Adolescent English Language Learners: A Pedagogy of Promise. San Francisco, CA: WestEd. This book is about how to meet L2Ls' needs without 'watering down' the curriculum. Classroom vignettes and transcripts illustrate how to scaffold academically challenging lessons for L2Ls.
176. Wisconsin Department of Public Instruction. (1999) Strategic Learning in the Content Areas. Madison, WI: Wisconsin Department of Public Instruction. Analyses the linguistic and conceptual demands of several subject areas and provides examples of graphic organisers and other strategies
177. Bauman, J. (1996) The General Service List. Online version of The General Service List of 2000 high-frequency words that was first published in 1953. Available at: http://jbauman.com/index.html/
178. Blachowicz, C.L.Z., Fisher, PJ. and Watts-Taffe, S. (2005) Integrated Vocabulary Instruction: Meeting the Needs of Diverse Learners in Grades K—5. Naperville, IL: Learning Point Associates. Very helpful monograph on how to implement an integrated and comprehensive approach to vocabulary instruction in all areas of the curriculum. Available at: http://www.learningpt.org/pdfs/literacy/ vocabulary.pdf
179. Chamot, A.U., Benhardt, S and El-Dinary, P.B. (1999) The Learning Strategies Handbook. White Plains, NY: Pearson Education. Practical advice on how to implement a strategies-based approach that enables students to become more independent learners - for example, when dealing with challenging vocabulary.
180. Coxhead, A. (2000) The Academic Word List. 570 of the most useful academic words that make learning possible across subject areas. Available at: http://www.victoria.ac.nz/lals/resources/ academicwordlist/default.aspx
181. Coxhead, A. and Hirsh, D. (2007) A pilot science word list for EAR Revue Française de linguistique appliqueé, 12(2), 65-78. This is a list of English words that are frequently used in Science. Available at: http://www.victoria.ac.nz/lals/staff/Publications/Sci_EAP_sub_lists_Coxhead_and_Hirsh.pdf
182. Cummins, J. (2007) Promoting Literacy in Multilingual Contexts. Research Monograph No.5. Toronto: Ontario Ministry of Education. This monograph explains some important concepts including the difference between everyday and academic vocabulary and the length of time required for acquisition of L2. Available at: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/ Cummins.pdf
183. Grabe, W (2008) Reading in a Second Language: Moving from Theory to Practice. Cambridge, UK: Cambridge University Press. Explains the cognitive processes involved in reading. Chapter 13 focuses on vocabulary and reading comprehension.
184. Graves, M. (2006) The Vocabulary Book: Learning and Instruction. New York, NY: Teachers College Press (co-published by the International Reading Association and the National Council of Teachers of English). Chapter 5, 'Teaching Word-Learning Strategies', is available online at: http://www. reading.org/General/Publications/Books/bk9214.aspx?mode=redirect
185. Green, D.W, Crinion, J. and Price, C.J. (2007) Exploring cross-linguistic vocabulary effects on brain structures using voxel-based morphometry. Bilingualism: Language and Cognition, 10, 189-199. Somewhat technical article by neurolinguists; provides some interesting information about vocabulary knowledge and brain structure. Full text available at: http://www.ncbi.nlm.nih.gov/ pmc/articles/PMC2312335/
186. Krashen, S. (2004) Applying the comprehension hypothesis: some suggestions. Paper presented at the 13th International Symposium and Book Fair on Language Teaching, Taipei, 13 November 2004. Taipei: English Teachers Association of the Republic of China. Available at: http://www.sdkrashen.com/ articles/eta_paper/all.html
187. Krashen, S. (1993) The Power of Reading: Insights from the Research. Englewood, CO: Libraries Unlimited.Discusses the benefits of extensive reading on L2 acquisition, including vocabulary and spelling.
188. Marzano, R.J. and Pickering, D.J. (2005) Building Academic Vocabulary: Teacher's Manual. Alexandria, VA: Association for Supervision and Curriculum Development. Practical approaches and examples based on the research explained in Marzano's 2004 publication Building Background Knowledge for Academic Achievement: Research on What Works in Schools (see below).
189. Marzano, R. J. (2004) Building Background Knowledge for Academic Achievement: Research on What Works in Schools. Alexandria, VA: Association for Supervision and Curriculum Development. Thorough and inspiring analysis of what is needed and what works in vocabulary instruction. The Appendixprovides a list of 7923 terms to be taught systematically across 11 subject areas, subdivided according to grade clusters: Kindergarten-Grade 2, Grades 3-5, Grades 6-8, and Grades 9-12.
190. Nation, I.S.P. (2008) Teaching Vocabulary: Strategies and Techniques. Boston, MA: Heinle. This book by the world's leading expert on vocabulary development for L2Ls provides many examples of practical classroom activities involving listening comprehension, reading comprehension, and oral and written production. There is also a chapter on assessment.
191. Nation, I.S.P. (2001) Learning Vocabulary in Another Language. Cambridge, UK: Cambridge University Press. This very useful book includes instructional strategies and suggestions on assessment. Chapter 1 explains important concepts such as word families, function and content words, and high- and low-frequency words. This chapter is available online at: http://catdir.loc.gov/catdir/ samples/cam031/2001269892.pdf
192. Padak, N., Newton, E., Rasinski, K. and Newton, R.M. (2008) Getting to the root of word study: teaching Latin and Greek word roots in Elementary and Middle Grades. In A.E. Farstrup and S. J. Samuels (Eds) What Research Has to Say About Vocabulary Instruction. Newark, DE: International Reading Association. This useful article provides research background on the effects of word study as well as suggestions for classroom activities. This chapter available online at: http://www. reading.org/General/Publications/Books/bk698.aspx?mode = redirect
193. Simpson, J. and Weiner, E. (Eds) (1989) The Oxford English Dictionary. Oxford, UK: Oxford University Press. The world's most comprehensive and authoritative dictionary, published in 20 volumes, is now in revision. Information about the history and future of the OED is available at: http://www. oed.com/public/about
194. Zoul, J. and Link, L. (2007) Cornerstones of Strong Schools: Practices for Purposeful Leadership. Larchmont, NY: Eye on Education. This book describes how some school principals have developed effective learning communities for teachers and students. Applies many of the principles developed by Marzano, including a coordinated school-wide focus on vocabulary.