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The resources listed here support the TLC activities. At each category’s start, organizations are listed with their web links (current as of spring, 2008). These organizations’ materials support the TLC project’s goals. In addition, key texts and articles are also listed.
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Advocacy and Information about English learners
Education Week has a web page with links to information, articles, and other resources about English learners. Their research center is only available by subscription. If you are at a university with access: http://www.edweek.org/rc/issues/english-language-learners/
The National Association for Bilingual Education (http://www.nabe.org) and the California Association for Bilingual Education (http://www.bilingualeducation.org) are both excellent organizations that advocate for English learners.
The National Clearinghouse for English Language Acquisition (NCELA) at the Federal Department of Education has online access to many important reports and papers published on English learners and English language development, as well as links to other sources: http://www.ncela.gwu.edu/
The Toolkit for Effective Instruction of English Learners contains basic information about tools for instruction of English learners. For lesson plans and activities, click on the "What it Looks Like" sections related to each tool.
http://www.ncela.gwu.edu/practice/itc/
UCLA’s Institute for Democracy, Education and Access has several great programs, including Teaching to Change LA and Just Schools California. Access to all these programs is through UCLA/IDEA at http://www.idea.gseis.ucla.edu/
The Center for the Future of Teaching and Learning has a number of good publications on its website at http://www.cftl.org/. See their legislation page for a rundown of all recent teacher workforce legislation.
California Tomorrow, at http://www.californiatomorrow.org/ has reports and publications available for purchase, as well as good links to follow for more in depth information about English learners in California and other school reform issues.
EdSource published a report in September 2007 that examined the connections between effective-schools practices and the academic achievement of English learners. A summary of the report is available for download on EdSource Online, at http://www.edsource.org/pub_abs_el_lay07.cfm.
The Education Trust works for the high academic achievement of all students at all levels, pre-kindergarten through college, and forever closing the achievement gaps that separate low-income students and students of color from other youth. Our basic tenet is this — All children will learn at high levels when they are taught to high levels. http://www2.edtrust.org/edtrust/
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Instruction of English Learners
The Center for Applied Linguistics (CAL), http://www.cal.org/ is an excellent resource--a private, nonprofit organization working to improve communication through better understanding of language and culture, specifically in the fields of bilingual, English as a second language, literacy, and foreign language education; dialect studies; language policy; refugee orientation; and the education of linguistically and culturally diverse adults and children.
The Center for Applied Linguistics has a page devoted to the SIOP, with many SIOP resources. We recommend An Insider's Guide to SIOP Coaching, designed for teacher educators, staff developers, and others who know the SIOP Model and are helping teachers implement it in their lessons. The guide offers practical suggestions for establishing productive coaching relationships, helping teachers with effective SIOP lesson planning, conducting observations and providing feedback, and sustaining SIOP implementation over time. http://www.cal.org/siop/
This resource page from the National Council of Teachers of English focuses on teaching strategies, lessons, and readings on teaching English learners.
http://www.ncte.org/collections/elemell
Recommended Reading
Asher, James. 1977. Learning another language through actions: The complete teacher's guidebook. Los Gatos, CA: Sly Oaks Productions. See also http://www.tpr-world.com/.
Banks, J. & Banks, C. (2003). Handbook on research on multicultural education (2nd Ed.). San Francisco: Jossey-Bass.
Bauer, L. & Trudgill, P. (1998). Language myths. New York: Penguin.
Faltis & Hudelson. (1998.) “A Theoretical Framework for Learning and Language Acquisition in Bilingual Education Settings.”
Echevarria, J., Vogt, M., and Short, D. (2004). Making content comprehensible for English learners: The SIOP model. Boston: Pearson Allyn and Bacon.
Gibbons, P. (1991). Learning to learn in a second language. Portsmouth, NH: Heinemann. See Chapter 2, “Planning for a Language for Learning.”
Genesee F. (Ed.) (1994). Educating second language children: The whole child, the whole curriculum, the whole community. Cambridge: Cambridge University Press.
Gibbons, P. (2002) Scaffolding Language, Scaffolding Learning. Portsmouth, NH: Heinemann.
Krashen, Stephen D. (1987). Principles and Practice in Second Language Acquisition. New York: Prentice-Hall International.
Krashen, Stephen D. (1988). Second Language Acquisition and Second Language Learning. New York: Prentice-Hall International.
Richard-Amato, P.A. (1996). Making it happen: Interaction in the second language classroom: From theory to practice. (2nd Ed.). White Plains: Addison-Wesley Publishing Group. Literacy development based on the idea that students can learn to write by dictating to the teacher what they already know and can express verbally, and that they can then read that which has been written.
Samway, K. D. & McKeon, D. (2007). Myths and realities, second edition: Best practices for English language learners. Portsmouth, NH: Heinemann. This accessible book challenges many common assumptions about instructional methods for English learners. We used an earlier edition in both the TLC for K-5 classroom teachers, and TLC for teacher educators.
Skutnabb-Kangas,T. (1995). Multilingualism and the education of minority children. In O. García & C. Baker (Eds.), Policy and practice in bilingual education: Extending the foundations (pp. 40–62). Clevedon, England: Multilingual Matters.
Recommended Viewing
We Speak American, produced by California Tomorrow
http://www.californiatomorrow.org/resources/publications/index.php?cat_id=2&pub_id=27
Studies in Native American Education: Improving Education for Zuni Children
A teacher professional development videotape of best practices in the Zuni Public School District. Exemplars of CREDE’s Five Standards are featured, as well as two additional standards developed from education research in Native American Communities: Modeling, and Student Directed Activity.
Differentiated Instruction and the English Learner. Jo Gusman presents a powerful and compelling model to differentiate instruction in our nation’s culturally and linguistically diverse classrooms. (2004). Available at http://www.nprinc.com/ell/vell.htm
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K-8 Literacy—Reading
Recommended Programs
Using the Learning Record, Guided Reading, Running Records, and Reading Recovery will effectively provide targeted reading instruction. Any one of them will significantly increase students’ reading ability within a relatively short time period in contrast to typical whole group instruction without specific formative assessment of each learner. Each approach is described briefly here.
The Learning Record
http://www.cwrl.utexas.edu/~syverson/olr/intro.html
Developed in London in the mid-1980's, where inner-city schools were challenged by large class sizes, ethnic and linguistic diversity among incoming immigrant students, and few resources. Teachers thought standardized testing could not properly measure the students’ literacy development, and they recognized that literacy development is fundamental to students' progress and achievement in all subjects. From the theories of James Britton and Lev Vygotsky, Myra Barrs, Hilary Hester, and Sue Ellis.
Guided Reading: Good First Teaching for All Children
(1996) Fountas, I. C. & Pinnell, G.S. Guided reading helps students become good readers. The teacher provides support for small groups of readers as they learn to use various reading strategies (context clues, letter and sound relationships, word structure, and so forth). Leveled books, Running Records, and Reading Recovery provide mutual support for Guided Reading.
Leveled books for Guided Reading: http://www.rcowen.com/BYL-FP-Packages.htm\
Guide to the Primary Learning Record
(1993). Hester, H., Ellis, S., & Barrs, M. Centre for Language in Primary Education, Webber Row, London SE1 8QW, England, United Kingdom.
This book is a teachers' guide to the "Primary Learning Record," a development of the "Primary Language Record," for record-keeping of children's language and literacy progress and development.
Running Records
http://www.readinga-z.com/guided/runrecord.html
Developed by Marie Clay, this is records of reading behaviors that readers make as they are reading. http://www.readingrecovery.org/reading_recovery/marie_clay/index.asp, and provides assessment and support for Guided Reading. Teachers can quickly and easily assess their students' reading behaviors "on the run." Ken Goodman says that reading “miscues” are “windows into the reading process.” They give teachers a clear picture of the cueing systems that each student knows how to use and which systems s/he needs to learn.
Reading Recovery
http://www.readingrecovery.org/
Reading Recovery serves the lowest-achieving first graders—the students who are not catching on to the complex set of concepts that make reading and writing possible. Individual students receive a half-hour lesson each school day for 12 to 20 weeks with a specially trained Reading Recovery teacher. This is a highly effective short-term intervention of one-to-one tutoring for low-achieving first graders. The intervention is most effective when it is available to all students who need it and is used as a supplement to good classroom teaching.
Recommended Reading
Freeman, David, E. & Freeman, Yvonne, S. (2000). Teaching reading in multilingual classrooms. Portsmouth, NH: Heinemann.
Gibbons, Pauline. (1991). Learning to learn in a second language. Portsmouth, NH: Heinemann.
Hicks, D. (2002). Reading lives: Working-class children and literacy. New York: Teachers College Press.
Keene, E. O. & Zimmermann S. (1997). Mosaic of thought: Teaching comprehension in a reader's workshop. Portsmouth, NH: Heinemann.
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K-8 Literacy—Writing
The National Writing Project has extensive resources. At their website, many articles are available to help teachers and teacher educators improve writing instruction and to integrate writing into all subject areas.. Many of the articles are by teachers, who write about the success of using various NWP strategies in their classrooms.
http://www.nwp.org/cs/public/print/doc/resources/topics.csp
The Developmental Studies Center, Being a Writing Program
http://www.devstu.org/
Literacy through Photography
http://cds.aas.duke.edu/ltp/index.html
Ewald, W. & Lightfoot, A. (1992). I wanna take me a picture: Teaching photography and writing to children. Boston: Beacon Press.
A TLC teacher used this book in her photography inquiry project.
Resources on Interactive Journals
Cress, S. W. (Sept., 1998.) A sense of story: Interactive journal writing in kindergarten. Early Childhood Education Journal. 26(1).
McCarrier, A., Pinnell, G. S., Fountas, I. C. (2000.) Interactive writing: How language and literacy come together, K-2. Portsmouth, NH: Heinemann.
O’Malley, J. M. & Valdez-Pierce, L. (1996). Authentic assessment for English language learners. Reading, MA: Addison-Wesley.
Recommended Reading
Angelillo, Janet. (2003). Writing about reading: From book talk to literacy essays, grades 3-8. Portsmouth, NH: Heinemann.
Calkins, L., Hartman, A. & White, Z. R. (2005.) One to One: The Art of Conferring with Young Writers. Portsmouth, NH: Heineman.
Calkins, L. (1994.) The Art of Teaching Writing. Portsmouth, NH: Heineman.
Christensen, L. (2000). Reading, writing, and rising up: Teaching about social justice and the power of the written word. Milwaukee, WI: Rethinking Schools
Fraser, J. W. (1997). Reading, writing, and justice: School reform as if democracy. Albany: State University of New York Press.
Hubbard, R. (1989). Authors of pictures, draughtsmen of words. Portsouth, NH: Heinemann.
Shor, I. & Pari, C. (Eds.). (1999). Critical literacy in action: Writing words, changing worlds. Portsmouth, NH: Boynton/Cook.
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K-8 Literacy—Mathematics
http://www.algebra.org/history.php
Robert P. Moses founded The Algebra Project in 1982. A Harlem-born and Harvard-educated Civil Rights leader, Moses used his MacArthur Fellowship award to create AP. One of our TLC teachers used Moses’ work and the Algebra Project as a jumping off point for her 5th grade inquiry project in experiential mathematics and math conferencing.
Recommended Reading
Chapin, S.H., O'Connor, C., Anderson, N.C. (2003). Classroom discussions: Using math talk to help students learn, grades 1-6. Math Solutions Publications. ISBN 0-941355-53-5.
Van De Walle, J. A. (2007) 6th edition. Elementary and Middle School Mathematics: Teaching Developmentally. Pearson/AB Longman. ISBN 0-205-48392-5.
This is a useful and detailed guide for teachers who want to explore ways to bring communication into their mathematics lessons and have students actively engaged in math talk that results in deeper mathematical understanding.
http://www.nwrel.org/msec/images/nwteacher/winter2005/winter2005.pdf
This article discusses integrating algebra into grades 3-5 and emphasizes scaffolding of students’ thinking development as they make mathematics meaningful.
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Connecting Home and School
The Developmental Studies Center (http://www.devstu.org/ ) works with communities to enhance student learning and development by making strong connections between home and school. Their “Homeside Activities” are activities that students do with their families that are integrated with what is happening in the classroom. (Spanish and English)
The Developmental Studies Center, Homeside Activities
How it works
Activities presented in each package’s Homeside Activity Book (each is grade specific) begin in the classroom, develop at home, and then conclude in the classroom with group interaction and sharing. These activities give children an opportunity to share their school lives with the adults at home and give those adults an avenue for communicating with the children about what happens at school. The activities, 18 for each grade, are provided in Spanish as well as English.
We especially recommend Homeside Activities: Conversations and Activities that Bring Parents into Children’s Schoolside Learning. (Video).
“Instructional conversations are discussion-based lessons geared toward creating opportunities for students' conceptual and linguistic development. They focus on an idea or a concept that has educational value and that has meaning and relevance for students. The teacher encourages expression of students' own ideas, builds upon information students provide and experiences they have had, and guides students to increasingly sophisticated levels of understanding” (Goldenberg, 1991). Goldenberg’s paper, “Instructional Conversations and Their Classroom Applications” is available as a pdf download from http://repositories.cdlib.org/crede/ncrcdslleducational/EPR02/ It is also available in html on NCELA’s website at http://www.ncela.gwu.edu/pubs/ncrcdsll/epr2/index.htm
Engaging Students in Reading Comprehension Using Instructional Conversation
The video is available from the Center for Research on Education, Diversity, and Excellence.http://crede.berkeley.edu/ This video demonstrates CREDE's Five Standards for Effective Pedagogy through a reading lesson in a first-grade classroom. Filmed in a documentary style, the video shows a two-way immersion teacher instructing a small group of students in the reading process. The teacher displays comprehension instruction guided by clear academic goals. Several steps are illustrated such as connecting the text's theme to the academic goals, activating student background knowledge, setting a purpose for reading, eliciting cognitive strategies while reading, and assisting students to weave prior knowledge with new information in the text. Throughout, the teacher models Instructional Conversation-sustained, purposeful teacher-student dialogue that enhances student comprehension of text. (Peggy Estrada). Short activities that students do with a family member to foster communication at home, and link school learning with home experiences and perspectives.
Recommended Reading
Kyle D. W., McIntyre, E., Miller, K.B., & Moore, G.H. (2002.) Reaching out: A K-8 resource for connecting families and schools. Thousand Oaks, CA: Corwin Press.
Hull G. & Schultz K. (2002). School's out: Bridging out-of-school literacies with classrooms. New York: Teachers College Press.
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Progressive and Effective Pedagogy
Rethinking Schools is a quarterly national publication that promotes learning through student-centered education and helps teachers to work within and around the political hurdles they often face. Although more focused on high school teaching, it often has good material on elementary teaching, too. http://www.rethinkingschools.org
This page, part of the site "Focusing on Effectiveness" sponsored by the Northwest Regional Educational Laboratory which shows 30 classroom examples using research-based teaching strategies that are integrated with technology, some of which are specific for English Learners.http://www.netc.org/focus/challenges/ell.php
Recommended Reading
Allen, J. (Ed.). (1999). Class actions: Teaching for social justice in elementary and middle school. New York: Teachers College Press.
Apple, M. (1990). Ideology and curriculum. New York: Routledge. Cadiero-Kaplan, K. (May, 2002.) “Literacy Ideologies: Critically engaging the language arts curriculum. Language Arts. V 79 n 5.
Charney, Ruth, S. (1991). Teaching Children to Care. Northeast Foundation for Children. This text provides a down-to-earth rationale for and approach to developing a caring learning community.
Corson, D. “Social Justice, Language Policy, and English Only.” (2001). “Social justice, language policy, and English only.” In R. D. Gonzalez & I. Melis (Eds.), Language ideologies: Critical perspectives on the official English movement, Volume 2: History, theory, and policy (pp. 95-120). Urbana, IL: National Council of Teachers of English and Mahwah, NJ: Lawrence Erlbaum Associates.
Darder, A. Culture and power in the classroom. “Chapter 4: Critical pedagogy as a foundation for bicultural education.”
Freire. P. (1998). Teachers as Cultural Workers: Letter to Those who Dare to Teach. Boulder CO: Westview Press. We asked teacher educators to read the first chapter entitled First Words: A Pedagogical Trap.
Freire, P. (1970/2007). Pedagogy of the oppressed. New York: Continuum.
Freire, P., & Horton, M. (1990). In Bell B., Gaventa J. and Peters J. (Eds.), We make the road by walking: Conversations on education and social change. Philadelphia: Temple University Press. Both of the above books were used in our teacher education faculty development seminars. Freire and Horton were grassroots educators who did not side-step the political dimensions of teaching and learning. Moreover, these readings provide a framework and a language for deep discussions about what we all need most to learn. Recommended for both classroom and teach ed faculty.
Giroux, H. (2001). Theory and resistance in education: Towards a pedagogy for the opposition (2nd Ed.). Westport, CT: Bergin & Garvey.
Hicks, D. (2002). Reading lives: Working-class children and literacy learning. New York: Teachers College Press.
Horton, Myles. (1998) The long haul. NYC: Teachers College Press.
Kozol, J. (1991). Savage inequalities: Children in America’s schools. New York, NY: HarperCollins.
LeCompte, M. D. “Some notes on power, agenda, and voice: A researcher’s personal evolution toward critical collaborative research.” In Critical theory and educational research. McLaren, P. L., & Giarelli, J. M., editors. State University of New York Press (Chapter 5)
Maal, N. “Engage all of the senses to increase learning.” In National Staff Development Council, Tools for Schools. (February/March, 2005.)
McLaren, P. (1997). Revolutionary multiculturalism: Pedagogies of dissent for the new millennium. Boulder, CO: Westview.
Nieto, S. (2002). Language, culture, and teaching: Critical perspectives for a new century. Mahwah, NJ: Lawrence Erlbaum.
Rose, M. (2000). Lives on the boundary: A moving account of the struggles and achievements of America’s educationally underprepared. New York: Penguin Books.
Rothenberg, Paula. White privilege: Essential readings on the other side of racism. (2002). New York: Worth Publishers.
Tharp, R.G., Estrada, P., Dalton, S. S., Yamauchi, L. A. (2000.) Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Boulder, CO: Westview Press. The Tharp, et al. text was used extensively with our classroom teachers. This work is integrated with the CREDE standards (above) and helps teacher engage their students in meaningful activities and conversations for learning.
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Adult Learning
Recommended Reading
Bents, M., & Bents, R. (1990, April). Perceptions of good teaching among novice, advanced beginner and expert teachers. Paper presented at meetings of the American Educational Research Association, Boston, MA.
Berliner, D. C. (1987). In pursuit of the expert pedagogue. Educational Researcher, 15, 5-13.
Brookfield, S.D. (1986). Understanding and facilitating adult learning. San Francisco: Jossey-Bass.
Fischer, K.W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, Vol. 87, No. 6.
Phillips, D. K. & Carr, K. (2006). Becoming a teacher through action research: Process, context, and self-study. New York: Routledge.
Moon, J. A. (2000). Reflection in learning and professional development: Theory and practice. New York: Routledge.
Tang, S. Y. (2004). The dynamic of school-based learning in initial teacher education. Research papers in education, Vol. 19, No. 2.
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