Supporting infusion of ESOL into teacher education programs is the purpose of this Resources page presented by experts in the field of teaching English to Speakers of Other Languages.
Augustin, M. (1992). Bilingual Education Through the Arts (Project BETA) (Community School District 7. 1991-92 Final Evaluation Profile. OERA Report). Brooklyn, NY: New York City Board of Education. Office of Research, Evaluation, and Assessment. (ERIC Document Reproduction Service No. ED357123)
Ching, J. P. (1993). Using art as a means of language development and of finding one's voice: One case study of an ESL learner. (ERIC Document Reproduction Service No. ED373351)
Moore, C. R., Koller, J. A., & Arago, M. K. (1994). The role of art in language learning. Journal of the Imagination in Language Learning and Teaching, 2. Retrieved April 21, 2008, from http://www.njcu.edu/cill/vol2/moore.html
New Jersey Department of Education. (1999, Winter). Instructional adaptations for students with diverse needs. Instructional adaptations for students with limited English proficiency. In New Jersey visual and performing arts curriculum framework: A document in support of the core curriculum content standards in the visual and performing arts (chap. 5, pp. 167-174). Retrieved April 21,2008, from http://www.state.nj.us/njded/frameworks/arts/chap5.pdf
Preece, R. (1997). Modelling language instruction on collaborative design projects. Journal of the Imagination in Language Learning and Teaching, 4. Retrieved April 21, 2008, from http://www.njcu.edu/CILL/vol4/preece.html
Preece, R., & Tomlinson, G. (1996). Philadelphia Museum of Art ESL Activity. (ERIC Document Reproduction Service No. ED394339)
Rucinski-Hatch, C. J. (1996). Grandma Moses meets ESL: Art for speaking and writing activities. Journal of the Imagination in Language Learning and Teaching, 3. Retrieved April 21, 2008, from http://www.njcu.edu/cill/vol3/rucinski-hatch.html
Richardson, A. S. (1990). Reaction: Integrating the arts in the foreign/second language curriculum: Fusing the affective and the cognitive. Foreign Language Annals, 23, 317-318, 323-324.
Shier, J. H. (1990). Integrating the arts in the foreign/second language curriculum: Fusing the affective and the cognitive. Foreign Language Annals, 23, 301-313.
Shoemaker, M. K. (1998). "Art is a wonderful place to be": ESL students as museum learners. Art Education, 51 (2), 40-45.
Adkins, S. (1997). Connecting the powers of music to the learning of languages. The Journal of the Imagination in Language Learning and Teaching, 4. Retrieved April 21, 2008, from http://www.njcu.edu/cill/vol4/adkins.html
Baez, R. (1993). Reinforcing E.S.L. with Los Cumbancheros Choral Performance Group (Los Cumbancheros) (Final evaluation report, 1992-93. OERA report). Brooklyn, NY: New York City Board of Education. Office of Research, Evaluation, and Assessment. (ERIC Document Reproduction Service No. ED371610)
Lems, K. (1996, March). For a song: Music across the ESL curriculum. Paper presented at the annual meeting of Teachers of English to Speakers of Other Languages, Chicago, IL. (ERIC Document Reproduction Service No. ED396542)
Medina, S. L. (2000, Fall). Songs + techniques = enhanced language acquisition. MEXTESOL Journal, 24 (2). Retrieved April 21, 2008, from http://www.geocities.com/ESLmusic/articles/print/article03.html
Medina, S. L. (2000). Acquiring vocabulary through story-songs. Retrieved April 21, 2008, from http://www.geocities.com/ESLmusic/articles/print/article05.html
Medina, S. L. (2000). The effects of music upon second language vocabulary acquisition. Retrieved April 21, 2008, from http://www.geocities.com/ESLmusic/articles/print/article02.html
Sjolie, D. (1997). Beyond passive listening: The ESL class becomes a band. Journal of the Imagination in Language Learning and Teaching, 4. Retrieved April 21, 2008, from http://www.njcu.edu/cill/vol4/sjolie.html
Anton, R. J. (1990). Combining singing and psychology. Hispania, 73, 1166-1170.
Katchen, J. E. (1995). Tell it with music. TESOL Journal, 4 (3), 28.
Murphy, T. (1992). The discourse of pop songs. TESOL Quarterly, 26, 770-774.
New Jersey Department of Education. (1999, Summer). Instructional Adaptations for Students with Diverse Needs. In Curriculum Framework: New Jersey Comprehensive Health Education and Physical Education Curriculum Framework (chap. 9, part 2, pp. 547-558). Retrieved April 21, 2008, from http://www.state.nj.us/njded/frameworks/chpe/chapter9.pdf
Gil, G. L., & Gil, R. S. (1989). LEP students and PE: Overcoming the language barrier. Journal of Physical Education, Recreation & Dance, 60 (6), 10.
Glakas, B. A. (1993). Teaching secondary physical education to ESL students. Journal of Physical Education, Recreation & Dance, 64 (7), 20-24.
Swisher, K., & Swisher, C. (1986). A multicultural physical education approach: An attitude. Journal of Physical Education, Recreation & Dance, 57 (7), 35-39.
Torbert, M., & Schnieder, L. B. (1986). Positive multicultural interaction: Using low organized games. Journal of Physical Education, Recreation & Dance, 57 (7), 40-44.
Casbarro, S. N. (1996). Content Area Reading Strategies for English Speakers of Other Languages (CARS for ESOL). Master's thesis, Nova Southeastern University, Ft. Lauderdale, Florida. (ERIC Document Service Reproduction No. ED400689)
Short, D. J., & Echevarria, J. (1999). The Sheltered Instruction Observation Protocol: A tool for teacher-researcher collaboration and professional development. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved April 21, 2008, from http://www.cal.org/resources/digest/sheltered.html
Montes, F. (2002). Enhancing content areas through a Cognitive Academic Language Learning based collaborative in South Texas. Bilingual Research Journal, 26, 697-716. Retrieved April 21, 2008, from http://brj.asu.edu/content/vol26_no3/pdf/art12.pdf
Papai, N. D. (2000). Literacy development through content based instruction: A case study. Working Papers in Educational Linguistics, 16 (2), 81-95. (ERIC Document Reproduction Service No. ED452705)
Crane, B. E. (1999). Using the Internet in content-based language instruction. Information Searcher, 11 (2), 25-32.
Crane, B. E. (1999). Taking the Internet to the second language classroom. Information Searcher, 11 (1), 10-15.
Olson, M. W., & Gee, T. C. (1991). Content reading instruction in the primary grades: Perceptions and strategies. The Reading Teacher, 45, 298-307.
Rivera, E. B. (1995, February). Fusing cross-content areas into literature pieces using a whole language approach for the elementary LEP student. Paper presented at the annual meeting of the National Association for Bilingual Education, Phoenix, AZ. (ERIC Document Reproduction Service No. ED38321)
Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved May 2, 2008 http://www.cal.org/resources/digest/0110anderson.html
Bredekamp, S. (2000). What early childhood teachers need to know about language. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved May 2, 2008, from http://www.cal.org/resources/digest/0007bredekamp.html
Collier, V. P. (1995). Acquiring a second language for school. Directions in Language & Education, 1. Retrieved April 21, 2008, from http://www.ncela.gwu.edu/pubs/directions/04.htm
Coltrane, B. (2003), Working With Young English Language Learners: Some Considerations. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved May 2, 2008, from http://www.cal.org/resources/digest/0301coltrane.html
De Houwer, A. (1999). Two or more languages in early childhood: Some general points and practical recommendations. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved May 2, 2008, from http://www.cal.org/resources/Digest/earlychild.html
Lee, P. (1996). Cognitive development in bilingual children: A case for bilingual instruction in early childhood education. The Bilingual Research Journal, 20, 499-522. Retrieved April 21, 2008, from http://www.ncela.gwu.edu/pubs/nabe/brj/v20/20_34_lee.pdf
Flores, B. M. (1990, September). Children's sociopsychogenesis of literacy and biliteracy. In Proceedings of the First Research Symposium on Limited English Proficient Student Issues. Washington, DC: United States Department of Education, Office of Bilingual Education and Minority Languages Affairs. Retrieved April 21, 2008, from http://www.ncela.gwu.edu/pubs/symposia/first/children.htm
Genesee, F. (1995). Integrating language and content: Lessons from immersion. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved May 2, 2008, from http://www.ncela.gwu.edu/pubs/ncrcdsll/epr11.htm
Genesee, F. (2000). Brain research: Implications for second language learning. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved May 2, 2008, from http://www.cal.org/resources/digest/0012brain.html
Krashen, S. D. (1981). Second language acquisition and second language learning. New York: Pergamon Press. Retrieved May 2, 2008, from http://www.sdkrashen.com/SL_Acquisition_and_Learning/index.html
Marcos, K. (2001). Why, how, and when should my child learn a second language? Rockville, MD: ACCESS ERIC. Retrieved May 2, 2008, from http://www.eric.ed.gov/resources/parent/language.html
McLaughlin, B. (1995). Fostering second language development in young children. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved on May 2, 2008, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/14/2a/0a.pdf
McLaughlin, B., & McLeod, B. (1996). Educating all our students: Improving education for children from culturally and linguistically different backgrounds. Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning. Retrieved May 2, 2008, from http://www.ncela.gwu.edu/pubs/ncrcdsll/edall.htm
Náñez, J. E., Sr., & Padilla, R. V. (1995). Bilingualism and processing of elementary cognitive tasks by Chicano adolescents. The Bilingual Research Journal, 19, 249-260. Retrieved April 21, 2008, from http://www.ncela.gwu.edu/pubs/nabe/brj/v19/19_2_nanez.pdf
Nelson, J., et al. (1997, March). Evaluating elementary school LEP language skills: A comprehensive model. Paper presented at the annual meeting of the Teachers of English to Speakers of Other Languages, Orlando, FL. (ERIC Document Reproduction Service No. ED409727)
Nissani, H. (1993). Early childhood programs for language minority students. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved May 2, 2008, from http://www.cal.org/resources/digest/nissan01.html
Research notes: Language learning and the developing brain. (1996). Learning Languages, 1 (2), 17. Retrieved May 2, 2008, from http://www.cal.org/earlylang/benefits/research_notes.html
Walqui, A. (2000). Contextual factors in second language acquisition. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved May 2, 2008, from http://www.cal.org/resources/digest/0005contextual.html
Wong Fillmore, L., & Snow, C. E. (2000). What teachers need to know about language. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved May 2, 2008, from http://faculty.tamu-commerce.edu/jthompson/Resources/FillmoreSnow2000.pdf
Wong Fillmore, L., & Snow, C. E. (2000). What elementary teachers need to know about language. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved May 2, 2008, from http://www.ericdigests.org/2001-3/need.htm
Zehler, A. (1994, Summer). Working with English language learners: Strategies for elementary and middle school teachers (NCBE Program Information Guide Series, No. 19). Retrieved April 21, 2008, from http://www.ncela.gwu.edu/pubs/pigs/pig19.htm
Begley, S. (1996). Your child's brain. Newsweek, 127 (8), 54.
Craig, D. V. (2001). Building a "working" theory of second language acquisition: For classroom and ESL teachers. (ERIC Document Reproduction Service No. ED454701)
Dumas, L. S. (1999, February). Learning a second language. Child, 72-77.
Foster-Cohen, S. (2001). First language acquisition . . . second language acquisition: 'What's Hecuba to him or he to Hecuba?'. Second Language Research, 17, 329-344.
Johnson, J. S., & Newport, E. L. (1995). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. In H. D. Brown & S. Gonzo (Eds.), Readings on second language acquisition (pp. 75-115). Upper Saddle River, NJ: Prentice Hall Regents.
Meadows, B. (1999). Small talk. People Weekly, 51 (20), 121-122.
Spada, N., & Lightbown, P. M. (1999). Instruction, first language influence, and developmental readiness in second language acquisition. The Modern Language Journal, 83, 1-22.
Tabors, P. O. (1998). What early childhood educators need to know: Developing effective programs for linguistically and culturally diverse children and families. Young Children, 53 (6), 20-26.
Anstrom, K. (with Mauro, L.). (1998, August). Preparing secondary education teachers to work with English language learners: English language arts (P. DiCerbo, Ed. NCBE Resource Collection Series, No. 14). Washington, DC: Center for the Study of Language and Education, The George Washington University. Retrieved April 21, 2008, from http://www.ncela.gwu.edu/pubs/resource/ells/language.htm
Blachowicz, C. (2005) Integrated Vocabulary Instruction: Meeting the Needs of Diverse Learners in Grades Kñ5. Naperville, Ill.: Learning Point Associates, 2005. Retrieved May 2, 2008, from http://www2.learningpt.org/catalog/item.asp?SessionID=758179091&productID=207
Making English language arts comprehensible to the English language learner. (2001). In The help! kit: A resource guide for secondary teachers of migrant English language learners (chap. 4, pp. 81-96). Oneonta, NY: ESCORT. Retrieved April 21, 2008, from http://escort.org/files/active/0/Chap4.pdf
New Jersey Department of Education. (1998, Fall). Adaptations for students. Adaptations for students with limited English proficiency. In New Jersey Language Arts Literacy Curriculum Framework. (chap. 7, pp. 365-386). Retrieved April 21, 2008, from http://www.nj.gov/education/frameworks/lal/chapt7.pdf
NY State Department of Education (2000). The teaching of language arts to limited English proficient/English language learners: A resource guide for all teachers. Albany: The University of the State of New York, The State Education Department, Office of Bilingual Education. Retrieved April 21, 2008, from http://www.ncela.gwu.edu/pubs/nysed/languagearts/
Prado-Olmos, P. L. (1994). Exploring structure and interaction in small groups: An ethnographic study of cooperative group life in a bilingual elementary classroom. Bilingual Research Journal, 18, 135-159. Retrieved April 25, 2008, from http://www.ncela.gwu.edu/pubs/nabe/brj/v18/18_34_prado.htm
Fránquiz, M. E., & Reyes, M. de la Luz. (1998). Creating inclusive learning communities through English language arts: From chanclas to canicas . Language Arts, 75, 211-220.
Kachru, B. B. World Englishes: Approaches, issues, and resources. In H. D. Brown & S. Gonzo (Eds.), Readings on second language acquisition (pp. 229-261). Upper Saddle River, NJ: Prentice Hall Regents.
Brock, C. H., McVee, M. B., Shojgreen-Downer, A. M., & Dueñas, L. F. (1998). No habla inglés: Exploring a bilingual child's literacy learning opportunities in a predominantly English-speaking classroom. Bilingual Research Journal, 22, 175-200. Retrieved April 25, 2008, from http://brj.asu.edu/v22234/articles/art5.html
Center for Research on Education, Diversity & Excellence. (1998). Developing language proficiency and connecting school to students' lives: Two standards for effective teaching. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved April 25, 2008, from http://www.cal.org/resources/digest/daltoneric.html
Crandall, J., Jaramillo, A., Olsen, L., & Peyton, J. K. (2002). Using cognitive strategies to develop English language and literacy. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved April 25, 2008, from http://www.cal.org/resources/digest/0205crandall.html
Durán, R. (1996, January). English immigrant language learners: Cultural accommodation and family literacy. In L. A. Benjamin & J. Lord (Eds.), Family literacy: Directions in research and implications for practice. Summary and papers of a national symposium. Washington, DC: U.S. Government Printing Office. Retrieved April 25, 2008, from http://www.ed.gov/pubs/FamLit/english.html
Goodman, K., Goodman, Y., & Flores, B. (1979). Reading in the bilingual classroom: Literacy and biliteracy. Rosslyn, VA: National Clearinghouse for Bilingual Education. Retrieved April 25, 2008, from http://www.ncela.gwu.edu/pubs/classics/reading/index.htm
Greenberg, E., Macías, R. F., Rhodes, D., & Chan, T. (2001, August). English literacy and language minorities in the United States (NCES Publication No. 2001-464). Washington, DC: National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Department of Education. Retrieved May 2, 2008, from http://nces.ed.gov/pubs2001/2001464.pdf
Hamayan, E., & Pfleger, M. (1987). Developing literacy in English as a second language: Guidelines for teachers of young children from non-literate backgrounds. Teacher resource guide. Washington, DC: Center for Applied Linguistics. (ERIC Document Reproduction Service No. ED290343)
Hernández, A. C. (2001). The expected and unexpected literacy outcomes of bilingual students. Bilingual Research Journal, 25, 301-326. Retrieved April 25, 2008, from http://brj.asu.edu/v253/articles/art4.html
Papai, N. D. (2000). Literacy development through content based instruction: A case study. Working Papers in Educational Linguistics, 16 (2), 81-95. (ERIC Document Reproduction Service No. ED452705)
Promoting literacy (by any means necessary). (1998). In Help! They don't speak English starter kit for primary teachers: A resource guide for educators of limited English proficient migrant students, grades pre-K - 6 (3rd ed., chap. 3, pp. 37-57). Arlington, VA: Eastern Stream Center on Resources and Training (ESCORT), Region IV Comprehensive Center at AEL, Region XIV Comprehensive Center, Center for Applied Linguistics. Retrieved April 25, 2008, from http://escort.org/files/active/0/Chapter3.pdf
Roberts, C. A. (1994). Transferring literacy skills from L1 to L2: From theory to practice. The Journal of Educational Issues of Language Minority Students, 13, 209-221. Retrieved April 25, 2008, from http://www.ncela.gwu.edu/pubs/jeilms/vol13/transf13.htm
Simich-Dudgeon, C. (1989, Summer). English literacy development: Approaches and strategies that work with limited English proficient children and adults. Occasional Papers in Bilingual Education, No. 12. Retrieved April 25, 2008, from http://www.ncela.gwu.edu/pubs/classics/focus/12eld.htm
Soto, L. D. (2002). Young bilingual children's perceptions of bilingualism and biliteracy: Altruistic possibilities. Bilingual Research Journal, 26, 599-610. Retrieved April 25, 2008, from http://brj.asu.edu/content/vol26_no3/pdf/art7.pdf
Urzúa, C. (1995). Cross-age tutoring in the literacy club. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved April 25, 2008, from http://www.cal.org/ericcll/digest/urzua001.html
Bialystok, E. (2002). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 52 (1), 159-199.
Boyle, O. & Peregoy, S. Literacy scaffolds: Strategies for first- and second-language readers and writers, The Reading Teacher, 44 (3), 194-200.
Carrasquillo, A. L., & Rodriguez, V. (1996). Language minority students in the mainstream classroom. Clevedon, England: Multilingual Matters. (The integrated development of oral and written language, 75-89).
Carrasquillo, A. L., & Rodriguez, V. (1996). Language minority students in the mainstream classroom. Clevedon, England: Multilingual Matters. (Instructional strategies for LEP students' oral and written English language development, 90-106).
Levine, L. N. (2000/2001). Young English language learners: "Making it" in a literate world. Sunshine State TESOL Journal, 1-10.
Coonrod, D., & Hughes, S. (1994). Using children's literature to promote the language development of minority students. The Journal of Educational Issues of Language Minority Students, 14, 319-332. Retrieved April 25, 2008, from http://www.ncela.gwu.edu/pubs/jeilms/vol14/coonrod.htm
Dietrich, D., & Ralph, K. S. (1995). Crossing borders: Multicultural literature in the classroom. The Journal of Educational Issues of Language Minority Students, 15. Retrieved April 25, 2008, from http://www.ncela.gwu.edu/pubs/jeilms/vol15/crossing.htm
Gasparro, M., & Falletta, B. (1994). Creating drama with poetry: Teaching English as a second language through dramatization and improvisation. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved April 25, 2008, from http://www.cal.org/resources/digest/gaspar01.html
Nathenson-Mejia, S. & Escamilla K. (2003). Connecting with Latino children: Bridging cultural gaps with childrenís literature. Bilingual Research Journal, 27 (1), 101-116. Retrieved May 3, 2008, from http://brj.asu.edu/content/vol27_no1/documents/art5.pdf
Saunders, W., O'Brien, G., Lennon, D., & McLean, J. (1999). Successful transition into mainstream English: Effective strategies for studying literature (Educational Practice Report No. 2). Santa Cruz, CA: Center for Research on Education, Diversity & Excellence. Retrieved April 25, 2008, from http://repositories.cdlib.org/crede/edupractrpts/epr02/
Strong, G. (1996). Using literature for language teaching in ESOL. Thought Currents in English Literature, 69, 291-305.(ERIC Document Reproduction Service No. ED407860)
Chamot, A. U., & O'Malley, J. M. (1994). The CALLA handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley. (CALLA literature and composition, 281-314, 332-333).
Eeds, M., & Hudelson, S. (1995). Literature as foundation for personal and classroom life. Primary Voices K-6, 3 (2), 2-7.
Hough, R. A., Nurss, J. R., & Enright, D. S. (1986). Story reading with limited English speaking children in the regular classroom. The Reading Teacher, 39, 510-514.
Oscarsson, K. L. (1992). Haitian folktales as a literacy strategy for elementary Haitian ESOL students. (ERIC Document Reproduction Service No. ED355821)
Teaching ESL through multicultural literature. (1997). In STARS for ESL. Strategies, techniques and resources: Meeting higher standards in grades 6-8 (pp. 180-186). New York: New York Board of Education, Brooklyn, NY. Office of Bilingual Education. (ERIC Document Reproduction Service No. ED416697)
Anstrom, K. (1999, December). Preparing secondary education teachers to work with English language learners: MATHEMATICS (P. DiCerbo, Ed., NCBE Resource Collection Series, No. 14). Washington, DC: Center for the Study of Language and Education, Graduate School of Education & Human Development, The George Washington University. Retrieved April 25, 2008, from http://www.ncela.gwu.edu/pubs/resource/ells/math.pdf
Buchanan, K., & Helman, M. (1993, Fall). Reforming mathematics instruction for ESL literacy students. NCBE Program Information Guide Series, No. 15. Retrieved April 25, 2008, from http://www.cal.org/resources/digest/buchan01.html
Crandall, J., Spanos, G., Christian, D., Simich-Dudgeon, C., & Willetts, K. (1987, September). Integrating language and content instruction for language minority students. NCBE Teacher Resource Guide Series, No. 4. Retrieved April 25, 2008, from http://www.ncela.gwu.edu/pubs/pigs/pig7.htm
Henderson, R. W., & Landesman, E. M. (1992). Mathematics and middle school students of Mexican descent: The effects of thematically integrated instruction. NCRCDSLL Research Report, No. 5. Retrieved April 29, 2008, from http://repositories.cdlib.org/crede/ncrcdsllresearch/rr05/
Kiplinger, V. L., Haug, C. A., & Abedi, J. (2000, April). Measuring math - not reading - on a math assessment: A language accommodations study of English language learners and otherspecial populations. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED441813)
Kopriva, R., & Saez, S. (1997). Guide to scoring LEP student responses to open-ended mathematics items. Washington, DC: Council of Chief State School Officers. (ERIC Document Reproduction Service No. ED454704)
Jarrett, D. (1999). The inclusive classroom: Teaching mathematics and science to English-language learners. It's just good teaching. Portland, OR: Northwest Regional Educational Laboratory. Retrieved April 25, 2008, from http://www.nwrel.org/msec/images/resources/justgood/11.99.pdf
Leon, R. E. (1994). The effects of the presence of extraneous information in mathematical word problems on the performance of Hispanic learning disabled students. New York State Association for Bilingual Education Journal, 9, 15-26. Retrieved April 29, 2008, from http://www.ncela.gwu.edu/pubs/nysabe/vol9/mathprob.htm
Lockwood, K. (1994-2002). Limited English proficiency students and mathematics: An annotated bibliography. Retrieved April 29, 2008, from http://mathforum.org/~sarah/Discussion.Sessions/biblio.bilingual.html
Raborn, D. T. (1995). Mathematics for students with learning disabilities from language-minority backgrounds: Recommendations for teaching. New York State Association for Bilingual Education Journal, 10, 25-33. Retrieved April 29, 2008, from http://www.ncela.gwu.edu/pubs/nysabe/vol10/nysabe104.htm
Radford, L., Netten, J., & Duquette, G. (1997). Developing target second language skills through problem-solving activities in mathematics. NYSABE Journal, 12, 84-97. Retrieved April 29, 2008, from http://www.ncela.gwu.edu/pubs/nysabe/vol12/nysabe125.htm
Reyhner, J., & Davison, D. M. (1993, September). Improving mathematics and science instruction for LEP middle and high school students through language activities. In Proceedings of the Third National Research Symposium on Limited English Proficient Student Issues: Focus on Middle and High School Issues. Washington, DC: United States Department of Education, Office of Bilingual Education and Minority Languages Affairs. Retrieved April 29, 2008, from http://www.ncela.gwu.edu/pubs/symposia/third/reyhner.htm
Rhine, S. (1995, April). Students' language proficiency effects upon teachers' assessment of students' mathematical understanding. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. (ERIC Document Reproduction Service No. ED392600)
Schwartz, W. (1991). Teaching limited English proficient students to understand and use mathematics. ERIC/CUE Digest, No. 70, 1-5. Retrieved April 29, 2008, from http://searcheric.org/digests/ed334310.html
Secada, W. (1992, August). Evaluating mathematics education of LEP students in a time of educational change. In Proceedings of the Second National Research Symposium on Limited English Proficient Student Issues: Focus on Evaluation and Measurement. Washington, DC: United States Department of Education, Office of Bilingual Education and Minority Languages Affairs. Retrieved April 29, 2008, from http://www.ncela.gwu.edu/pubs/symposia/second/vol2/evaluate.htm
Secada, W. G. (1998). School mathematics for language enriched pupils. In S. H. Fradd & O. Lee (Eds.), Creating Florida's multilingual global work force: Policies and practices in assessing and instructing students learning English as a new language. Tallahassee, FL: Florida Department of Education. Retrieved April 29, 2008, from http://www.ncela.gwu.edu/miscpubs/florida/workforce98/secada/mathematics.htm
Secada, W. G., & Carey, D. A. (with Schucher, R.). (1989, Summer). Innovative strategies for teaching mathematics to limited English proficient students. NCBE Program Information Guide Series, No. 10. Retrieved April 25, 2008, from http://www.ncela.gwu.edu/pubs/classics/pig/10math.htm
Chamot, A. U., & O'Malley, J. M. (1994). The CALLA handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley. (CALLA mathematics, 221-252, 330-332).
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