Preview

Reference

Best Essays
Open Document
Open Document
1215 Words
Grammar
Grammar
Plagiarism
Plagiarism
Writing
Writing
Score
Score
Reference
References

Alliance for Excellent Education. (2005). Six key strategies for teachers of English language learners. Retrieved February 6, 2013 from http://www.all4ed.org/files/archive/publications/SixKeyStrategies.pdf
Allot, R. (2003). Imitations in language and speech. Proceedings of the AISB ’03 Second International Symposium on Imitation in Animals and Artifacts. The University of Aberystwyth Wales, 105-112.
August, D., & Hakuta, K. (Eds.). (1997). Improving schooling for language-minority children: A research agenda. Washington, DC: National Academy Press.
August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: A report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
AYP Yearbook. (2011). Instructional strategies that support English language learners. Retrieved February 9, 2013 from http://dpi.wi.gov/ssos/pdf/ayp_ell.pdf
Bitter, C., & Golden, L. (2010). Approaches to promoting college readiness for English learners. Washington, DC: American Institutes for Research. Retrieved February 9, 2013 from http://www.air.org/focus-area/education/index.cfm?fa=viewcontent&content_id=777
Callahan, R. (2005). Tracking and high school English learners: Limiting opportunity to learn. American Educational Research Journal, 42(2), 305–328.
Chamot, A., & O’Malley, M. (1996). Implementing the cognitive academic language learning approach (CALLA). In R. Oxford (Ed.), Language learning strategies around the world: Crosscultural perspectives (pp. 167–173). Honolulu: Second Language Teaching and Curriculum Centre, University of Hawaii.
Chamot, A.U. (2009). The CALLA handbook: Implementing the Cognitive Academic Language Learning Approach (2nd ed.). White Plains, NY: Pearson Education/Longman.
Cohen, A.D. (2010). Focus on the language learner: Styles, strategies and motivation. In N. Schmitt (Ed.), An introduction to applied linguistics (pp.



References: Alliance for Excellent Education. (2005). Six key strategies for teachers of English language learners. Retrieved February 6, 2013 from http://www.all4ed.org/files/archive/publications/SixKeyStrategies.pdf Allot, R August, D., & Hakuta, K. (Eds.). (1997). Improving schooling for language-minority children: A research agenda. Washington, DC: National Academy Press. August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: A report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. AYP Yearbook. (2011). Instructional strategies that support English language learners. Retrieved February 9, 2013 from http://dpi.wi.gov/ssos/pdf/ayp_ell.pdf Bitter, C., & Golden, L Callahan, R. (2005). Tracking and high school English learners: Limiting opportunity to learn. American Educational Research Journal, 42(2), 305–328. Chamot, A.U. (2009). The CALLA handbook: Implementing the Cognitive Academic Language Learning Approach (2nd ed.). White Plains, NY: Pearson Education/Longman. Cohen, A.D. (2010). Focus on the language learner: Styles, strategies and motivation. In N. Schmitt (Ed.), An introduction to applied linguistics (pp. 161–178). (2nd ed.). London: Hodder Education. Cohen, A.D Conley, M.W. (2008). Cognitive strategy instruction for adolescents: What we know about the promise, what we don’t know about the potential. Harvard Educational Review, 78(1), 84–106. Ellis, R. (2008). Principles of instructed second language acquisition. CAL Digest. Retrieved February 7, 2013 from http://www.cal.org/resources/digest/instructed2ndlang.html Freeman, Y., Freeman, D., & Mercuri, S Freeman, Y.S., & Freeman, D.E. (2009). Academic language for English language learners and struggling readers. Portsmouth, NH: Heinemann. Galguera, T., & Hakuta, K. (1997). Linguistically diverse students. In H.J. Walberg & G.D. Haertel (Eds.), Psychology and educational practice (pp. 387–407). Berkeley, CA: McCutchan Publishers. Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2006). Educating English language learners. NY: Cambridge University Press. Goldenberg, C. (2006). Improving achievement for English learners: What the research tells us. Education Week, July 26, pp. 34–36. Goldenberg, C. (2008). Teaching English language learners: What the research does — and does not — say. American Educator, 32(2), 8–24, 42–44. Goldenberg, C., & Coleman, R. (2010). Promoting academic achievement among English learners: A guide to the research. Thousand Oaks, CA: Corwin. Hakuta, K. (1998). Improving education for all children: Meeting the needs of language minority children. In D. Clark (Ed.), Education and the development of American youth. Washington, DC: The Aspen Institute. Howard, J., & Major, J. (2005). Guidelines for designing effective English language teaching materials. Seoul, South Korea: Ninth Conference of the Pan-Pacific Association of Applied Linguistics, Oct 2004, 101–109. Hull, J. & Singhasiri, W. (2006). rEFLections. KMUUT Journal of Language Education, 8, 1-7. Krashen, S. (1985). The input hypothesis: Issues and implications. Harlow, England: Longman. Krashen, S.D. (1981). Second language acquisition and second language learning. New York, NY: Pergamon Press. Lessard-Clouston, M. (1997, December). Language learning strategies: An overview for L2 teachers. The Internet TESL Journal, 3(12). Lucas, T., & Katz, A. (1994). Reframing the debate: The roles of native languages in English-only programs for language minority students. TESOL Quarterly, 28(3), 537–561. Marzano, R.J. (1998). A theory-based meta-analysis of research on instruction. Aurora, CO: Mid-continent Research for Education and Learning. Oxford, R. (Ed.). (1996). Language learning strategies around the world: Cross-cultural perspectives. Honolulu: Second Language Teaching and Curriculum Centre, University of Hawaii. Phillipson, R. (1992). Linguistic imperialism. Oxford, England: Oxford University Press. Pica, T., Holliday, L., Lewis, N., & Morgenthaler, L. (1989). Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second LanguageAcquisition, 11(1), 63–90. Pica, T., Lincoln-Porter, F., Paninos, D., & Linnell, J Schunk, D.H. (1996). Goal and self-evaluative influences during children’s cognitive skill learning. American Educational Research Journal, 33, 359–382. Spaulding, S., Carolino, B., & Amen, K. (2004). In K.B. Smith (Ed.), Immigrant students and secondary school reform: Compendium of best practices. Washington, DC: Council of Chief State School Officers. Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16(3), 371–391. Thomas, W.P., & Collier, V.P. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence. Vygotsky, L Zimmerman, B.J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.

You May Also Find These Documents Helpful

  • Powerful Essays

    Language Acquisition

    • 1999 Words
    • 8 Pages

    The authors state that the purpose of their article is, “to provide teachers with selected background knowledge and strategies that enhance the learning process for English as a Second Language (ESL) students in secondary classrooms.” (Ernst-Slavit, Moore, and Maloney, 2002).…

    • 1999 Words
    • 8 Pages
    Powerful Essays
  • Powerful Essays

    The challenges of helping English Language Learners succeed academically is profound. Culturally and linguistically diverse students need to develop academic English language…

    • 5405 Words
    • 22 Pages
    Powerful Essays
  • Powerful Essays

    References: Fisher, D. Rothenberg, C. (2007). Teaching English language learners: A differentiated approach. Upper Saddle River, NJ: Pearson Education, Inc.…

    • 1412 Words
    • 6 Pages
    Powerful Essays
  • Best Essays

    The number of students who do not speak English is growing on a national basis. In fact, students in the United States do not speak with one voice; they speak in more than 149 different voices or languages (Holmes, Rutledge, & Gauthier, 2009). As this population of students continues to grow in size, it is imperative that all teachers employ strategies to successfully bridge ELLs learning from their native tongue to English. Some strategies are tied to appropriate grouping of students within the classroom. Teachers must utilize comprehensible input and give specific and immediate feedback to their students. Further, ways to build background and develop vocabulary play a significant role in a teacher’s portfolio of instructional strategies.…

    • 3891 Words
    • 16 Pages
    Best Essays
  • Better Essays

    Hill, J.D., & Flynn, K.M. (2006). Classroom instruction that works with English language learner. Alexandria, Virginia: Association for Supervision and Curriculum Development.…

    • 949 Words
    • 4 Pages
    Better Essays
  • Better Essays

    It is no secret that the debate over what is the best course of action to educate our non-native English language students across the country is a highly charged topic that runs from the classroom to Capitol Hill. There have been many shifts in direction and focus of educational programs for English Language Learning (ELL) students during the past century in our nation's history. In 1968, with the passage of the Bilingual Education Act (Title VII of the Elementary and Secondary Education Act) legislation was adopted to support programs for educating language-minority students. For the first time, this federal law provided legal guidelines and funding for transitional bilingual education programs. This legislation was further developed in 1974 as a result of the US Supreme Court ruling in Lau V Nichols where a group of Chinese immigrant parents in San Francisco argued that the school district was not adequately providing an equal and effective education because they failed to address their students' needs to learn English. As a result of this ruling the mandate to school districts was established to focus funding and attention around a sufficient bilingual education program. Several rulings following this case helped to clarify the need for adequate pedagogy, a sufficient number of qualified teachers to implement the program and a system to measure the effectiveness (Mora,2009).…

    • 1184 Words
    • 5 Pages
    Better Essays
  • Good Essays

    Esl Case Study

    • 1066 Words
    • 5 Pages

    The Department of Education is dedicated to serving the needs of English Language Learners (ELLs)—students who speak a language other than English at home and score below proficient on English assessments. ELLs, former ELLs, immigrants, and their families are provided by the Office of English Language Learners with fairness and access to an excellent education. We create a strict learning environment that focuses on academic achievement, language development, and cross-cultural support by providing demanding professional development to teachers, staff, and leaders, improving material resources, promoting parental involvement, and creating targeted solutions for different ELL populations,.…

    • 1066 Words
    • 5 Pages
    Good Essays
  • Better Essays

    Bulfin, Scott; Koutsogiannis, Dimitris. Language & Education: An International Journal. Jul2012, Vol. 26 Issue 4, p331-346.…

    • 1019 Words
    • 3 Pages
    Better Essays
  • Powerful Essays

    Study Mode

    • 3528 Words
    • 15 Pages

    These problems can be solved by more rigorous training in the above said weak areas. This…

    • 3528 Words
    • 15 Pages
    Powerful Essays
  • Good Essays

    Education reform is a major effort of the government to provide fair education for primary and secondary students with different social economic backgrounds, culture diversity and the English language learners. The Elementary and Secondary Education Act signed in 1965 by President Johnson marked the first movement of the reform effort. Originally, this Act supposed to end by 1970, however, it was reauthorized every five years and most recently the name was changed to Education Consolidation and Improvement Act of 1981 then Improving America’s School Act in 1994 and finally is called No Child Left Behind in 2001 under President Bush administration. Throughout different administrations and name changes the Act retained its purpose to provide educational access, establish accountability and standards, create an equal opportunity for all students to achieve the highest education level; the funding is also to support teachers in their professional development, additional resources for educational program, instructional materials and parental involvement to assist underprivileged students to close the achievement gap (No Child Left Behind Act, 2002-2011).…

    • 870 Words
    • 4 Pages
    Good Essays
  • Powerful Essays

    Klapper, J (1998) Language Learning at School and University , Language Learning journal 18, p23-27…

    • 6976 Words
    • 24 Pages
    Powerful Essays
  • Powerful Essays

    Richards, J. C., Platte, J. & Platte, H. (1992). Dictionary of language teaching and applied linguistics. London: Longman.…

    • 5952 Words
    • 24 Pages
    Powerful Essays
  • Better Essays

    DISSERTATION

    • 21481 Words
    • 80 Pages

    Gardner, R. (1985) Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold in Lightbown, P. & Nina Spada (1993) How Languages are Learned. Oxford: Oxford University Press…

    • 21481 Words
    • 80 Pages
    Better Essays
  • Powerful Essays

    english

    • 3797 Words
    • 15 Pages

    Then the different subtopics are presented which deal about the difference between style and strategy, styles and strategies of language learning, the most used strategies in (EFL) English Foreign Language Learning, Teaching and learning performance and others that are very important for us like future teachers.…

    • 3797 Words
    • 15 Pages
    Powerful Essays
  • Powerful Essays

    Benefite of English

    • 7678 Words
    • 31 Pages

    Doyle, P.G., Goh, C.C.M & Jun Zhang, L.(2004). Language Education Concepts: A Guide For English Language Teachers. Singapore: Prentice Hall-Pearson Education South Asia Pte. Ltd..…

    • 7678 Words
    • 31 Pages
    Powerful Essays