What are the state mandates for educating English language learners?

Wright

Wayne E.

Wright, Wayne E.

Author

Brisk

María Estela

1940-

Brisk, María Estela, 1940-

Dept. of Teacher Education, Special Education, Curriculum and Instruction, Lynch School of Education

Author

Sanchez

Maria Teresa

Sanchez, Maria Teresa

Author

Commins

Nancy L.

Commins, Nancy L.

Author

text

book part

2006 2006 monographic

2006

monographic

English eng

English

eng

English language learners at school A guide for administrators Hamayan Else V. Hamayan, Else V. Editor Freeman Rebecca D. (Rebecca Diane) 1960- Freeman, Rebecca D. (Rebecca Diane), 1960- Editor text book handbook pau Philadelphia, Pa. Caslon Pub. c2006 2006 monographic eng Ch. 1. Policies and accountability requirements for English language learners -- How have laws regarding the English language learners evolved in the United States? / Kate Menken -- What does a valid and reliable accountability system for English language learners need to include? / James Crawford -- What are the state mandates for educating English language learners? / Wayne E. Wright -- How are programs for English language learners funded? / Adela Weinstein, Maritza Meyers, Cindy Gross-Alvarez -- How do you develop a language policy that is appropriate for your school and community context? / Rebecca Freeman -- How do you use assessment data to drive decision making? / Margo Gottlieb -- How do you use evidence on program effectiveness to inform policy? / Judith Kwiat Yturriago -- ch. 2. Linking the school and the community -- What are the legal mandates for involving parents of English language barriers? / Else Hamayan and Adela Weinstein -- How do you communicate with parents of English language learners in ways that they can understand? / Marla Hori -- How do you create a positive school environment for English language learners and their parents/members of their households? / Maritza Meyers, R.C. Rodriguez, Robert Fugate -- What do parents of English language learners contribute to your school? What kinds of roles do they play? / Judith Kwiat Yturriago -- What can you tell parents of English language learners about language use at home? / Judith Kwiat Yturriago -- ch. 3. How children learn in two languages -- How long does it take for an English language learner to become proficient in a second language? / Jim Cummins -- What is the role of culture in language learning? -- / Eugene Garcia and Else Hamayan -- How do English language learners acquire a second language at school? -- / Fred Genesee -- How does first language literacy development relate to second language literacy development? / Diane August -- Does learning in the native language delay the acquisition of English? / Else Hamayan and Rebecca Freeman -- ch. 4. Program development What kinds of programs are available for English language learners? / Donna Christian -- What are the most effective kinds of programs for English language learners? / Kathryn Lindholm-Leary -- What is the best way to promote the English language development and academic achievement in English of English language learners when you don't have a bilingual program? / Fred Genesee -- What is the difference between English as a second language (ESL) and sheltered instruction/SDAIE? / Wayne E. Wright -- What is the best bilingual model of instruction? / Kathryn Lindholm-Leary -- How do you decide what kind of a program for English language learners is appropriate for your school? / Ester de Jong and Diep Nguyen -- How do you plan for language development? / John Hilliard and Else Hamayan -- How do you promote first/home language literacy development when you can't have a bilingual program? / Diep Nguyen and Rebecca Freeman -- What are the critical features of programs for English language learners? / Nancy L. Commins -- How do you ensure that everyone in the school shares the responsibility for educating English language learners, not just those who are specialists in the field? / Cynthia Mosca -- How do you articulate your program so that it provides the intensity, continuity, and length of time that English language learners need to acquire academic English? / Cynthia Mosca and Maritza Meyers -- How do you ensure that the mainstream teachers and English as a second language teachers collaborate with each other to effectively address the content and language needs of the English language learners? / Nancy L. Commins -- ch. 5. Program implementation and evaluation -- How do you ensure that everyone in the school shares the responsibility for educating English language learners, not just those who are specialists in the field? / Cynthia Mosca -- How do you articulate your program so that it provides the intensity, continuity, and length of time that English learners need to acquire academic English? / Cynthia Mosca and Maritza Meyers -- How do you ensure that the mainstream teachers and English as a second language teachers collaborate with each other to effectively address the content and language needs of the English language learners? / Jane Echevarria and Lynne Diaz-Rico -- How should English language learners by grouped for instruction? / Ester de Jong and Nancy L. Commins -- How should you assess the language proficiency of English language learners? / Margo Gottlieb -- How should you assess the academic achievement of English language learners? / Margo Gottlieb -- When should English language learners exit their bilingual/English as a second language program? / Ester de Jong -- What should happen to English language learners after they leave the bilingual/English as a second language program designed for them? / Ester de Jong -- How do you use data on student performance to make decisions about the implementation of your program for English language learners? / Diep Nguyen -- What should an evaluation of a program for English language learners include? / Karen Sakash -- ch. 6. Classroom instruction and assessment -- What are the best instructional approaches for English language learners? / Yvonne S. Freeman and David Freeman -- What can the mainstream classroom teacher do to teach English language learners effectively while they are in the mainstream class? / Deborah J. Short -- How do you ensure that English language learners develop English language proficiency? / Yvonne S. Freeman and David Freeman -- When should an English language learner begin to read and write in English? / Erminda Garcia, Lynne Duffy, Monica Maccera Filppu -- /How do you ensure that English language learners can read and write in all content areas? / Maria Paula Ghiso -- What materials are available for English language learners? / John Hilliard -- How can classroom assessment of English language learners be used in a climate of high-stakes testing? / Else Hamayan -- ch. 7. Professional development -- What are the legal mandates regarding the professional development of teachers of English language learners? / Adela Weinstein -- What kinds of knowledge and skills does an administrator need in order to implement an effective program for English language learners? / Barbara Marler -- What kinds of knowledge and skills do mainstream teachers, English as a second language teachers, bilingual teachers, and support staff need to implement an effective program for English language learners? / JoAnn (Jodi) Crandall with Holly Stein and John Nelson -- What levels of language proficiency in the language of instruction does a bilingual teacher need to have in order to teach effectively in a bilingual program? / David Rogers -- How can administrators sustain and extend teachers' professional development regarding English language learners? / Kelly Estrada, Renea Hamilton, Lynne Duffy -- How should an administrator evaluate teachers of English language learners? \ Jack Fields -- What are recommended resources for the professional development of teachers who work with English language learners? / Nancy Cloud -- ch. 8. When challenges arise -- What do you do when English language learners seem to take a particularly long time to acquire English? How do you even know what that is due to? / Nancy Cloud and Ester de Jong -- How can we distinguish between a language difficulty and a learning disability? / Cristina Sanchez-Lopez -- How can we best serve English language learners who do have special needs, such as a disability? / Nancy Cloud -- How can we best serve English language learners in their first language? / Yvonne S. Freeman and David Freeman -- How can we best serve migrant English language learner populations? / Nadeen Ruiz -- How can we best serve "newcomers," students who come with interrupted formal schooling and from educational backgrounds that are very different from those in the United States? / Barbara Marler -- What happens when there are only a few English language students in a school district? / Sue Wagner -- How can we best serve English language learners when we have many different languages represented in each class and throughout the school? / Barbara Marler -- ch. 9. Advocacy -- What are some key elements in advocating for education programs for English language learners? / Stephen Krashen, Sharon M. O'Malley, Kelly Estrada -- How can I use information about the program for English language learners to advocate for further development? \ Else Hamayan -- Regarding English language learners, whom do we advocate with, and about what? / Maria Josefina (Josie) Yanguas -- What are some resources to help us advocate on behalf of English language learners? / Nancy Cloud - How can we move from advocacy for English language learners to activism by English language learners and their families? / Nancy Santiago-Negron -- What is bilingualism worth, and how much should I be willing to invest in it? / Eugene Garcia, Rebecca Freeman and Else Hamayan. 0972750762 (pbk. : alk. paper) 9780972750769 (pbk. : alk. paper) 0972750789 (case cover : alk. paper) 9780972750783 (case cover : alk. paper) 2005030470 http://www.loc.gov/catdir/toc/ecip062/2005030470.html 10 14 pp. 10-14 ocm62179150

English language learners at school A guide for administrators

English language learners at school

A guide for administrators

Hamayan

Else V.

Hamayan, Else V.

Editor

Freeman

Rebecca D.

(Rebecca Diane)

1960-

Freeman, Rebecca D. (Rebecca Diane), 1960-

Editor

text

book

handbook

pau Philadelphia, Pa. Caslon Pub. c2006 2006 monographic

pau

Philadelphia, Pa.

Caslon Pub.

c2006

2006

monographic

eng

Ch. 1. Policies and accountability requirements for English language learners -- How have laws regarding the English language learners evolved in the United States? / Kate Menken -- What does a valid and reliable accountability system for English language learners need to include? / James Crawford -- What are the state mandates for educating English language learners? / Wayne E. Wright -- How are programs for English language learners funded? / Adela Weinstein, Maritza Meyers, Cindy Gross-Alvarez -- How do you develop a language policy that is appropriate for your school and community context? / Rebecca Freeman -- How do you use assessment data to drive decision making? / Margo Gottlieb -- How do you use evidence on program effectiveness to inform policy? / Judith Kwiat Yturriago --

ch. 2. Linking the school and the community -- What are the legal mandates for involving parents of English language barriers? / Else Hamayan and Adela Weinstein -- How do you communicate with parents of English language learners in ways that they can understand? / Marla Hori -- How do you create a positive school environment for English language learners and their parents/members of their households? / Maritza Meyers, R.C. Rodriguez, Robert Fugate -- What do parents of English language learners contribute to your school? What kinds of roles do they play? / Judith Kwiat Yturriago -- What can you tell parents of English language learners about language use at home? / Judith Kwiat Yturriago --

ch. 3. How children learn in two languages -- How long does it take for an English language learner to become proficient in a second language? / Jim Cummins -- What is the role of culture in language learning? -- / Eugene Garcia and Else Hamayan -- How do English language learners acquire a second language at school? -- / Fred Genesee -- How does first language literacy development relate to second language literacy development? / Diane August -- Does learning in the native language delay the acquisition of English? / Else Hamayan and Rebecca Freeman --

ch. 4. Program development What kinds of programs are available for English language learners? / Donna Christian -- What are the most effective kinds of programs for English language learners? / Kathryn Lindholm-Leary -- What is the best way to promote the English language development and academic achievement in English of English language learners when you don't have a bilingual program? / Fred Genesee -- What is the difference between English as a second language (ESL) and sheltered instruction/SDAIE? / Wayne E. Wright -- What is the best bilingual model of instruction? / Kathryn Lindholm-Leary -- How do you decide what kind of a program for English language learners is appropriate for your school? / Ester de Jong and Diep Nguyen -- How do you plan for language development? / John Hilliard and Else Hamayan -- How do you promote first/home language literacy development when you can't have a bilingual program? / Diep Nguyen and Rebecca Freeman -- What are the critical features of programs for English language learners? / Nancy L. Commins -- How do you ensure that everyone in the school shares the responsibility for educating English language learners, not just those who are specialists in the field? / Cynthia Mosca -- How do you articulate your program so that it provides the intensity, continuity, and length of time that English language learners need to acquire academic English? / Cynthia Mosca and Maritza Meyers -- How do you ensure that the mainstream teachers and English as a second language teachers collaborate with each other to effectively address the content and language needs of the English language learners? / Nancy L. Commins --

ch. 5. Program implementation and evaluation -- How do you ensure that everyone in the school shares the responsibility for educating English language learners, not just those who are specialists in the field? / Cynthia Mosca -- How do you articulate your program so that it provides the intensity, continuity, and length of time that English learners need to acquire academic English? / Cynthia Mosca and Maritza Meyers -- How do you ensure that the mainstream teachers and English as a second language teachers collaborate with each other to effectively address the content and language needs of the English language learners? / Jane Echevarria and Lynne Diaz-Rico -- How should English language learners by grouped for instruction? / Ester de Jong and Nancy L. Commins -- How should you assess the language proficiency of English language learners? / Margo Gottlieb -- How should you assess the academic achievement of English language learners? / Margo Gottlieb -- When should English language learners exit their bilingual/English as a second language program? / Ester de Jong -- What should happen to English language learners after they leave the bilingual/English as a second language program designed for them? / Ester de Jong -- How do you use data on student performance to make decisions about the implementation of your program for English language learners? / Diep Nguyen -- What should an evaluation of a program for English language learners include? / Karen Sakash --

ch. 6. Classroom instruction and assessment -- What are the best instructional approaches for English language learners? / Yvonne S. Freeman and David Freeman -- What can the mainstream classroom teacher do to teach English language learners effectively while they are in the mainstream class? / Deborah J. Short -- How do you ensure that English language learners develop English language proficiency? / Yvonne S. Freeman and David Freeman -- When should an English language learner begin to read and write in English? / Erminda Garcia, Lynne Duffy, Monica Maccera Filppu -- /How do you ensure that English language learners can read and write in all content areas? / Maria Paula Ghiso -- What materials are available for English language learners? / John Hilliard -- How can classroom assessment of English language learners be used in a climate of high-stakes testing? / Else Hamayan --

ch. 7. Professional development -- What are the legal mandates regarding the professional development of teachers of English language learners? / Adela Weinstein -- What kinds of knowledge and skills does an administrator need in order to implement an effective program for English language learners? / Barbara Marler -- What kinds of knowledge and skills do mainstream teachers, English as a second language teachers, bilingual teachers, and support staff need to implement an effective program for English language learners? / JoAnn (Jodi) Crandall with Holly Stein and John Nelson -- What levels of language proficiency in the language of instruction does a bilingual teacher need to have in order to teach effectively in a bilingual program? / David Rogers -- How can administrators sustain and extend teachers' professional development regarding English language learners? / Kelly Estrada, Renea Hamilton, Lynne Duffy -- How should an administrator evaluate teachers of English language learners? \ Jack Fields -- What are recommended resources for the professional development of teachers who work with English language learners? / Nancy Cloud --

ch. 8. When challenges arise -- What do you do when English language learners seem to take a particularly long time to acquire English? How do you even know what that is due to? / Nancy Cloud and Ester de Jong -- How can we distinguish between a language difficulty and a learning disability? / Cristina Sanchez-Lopez -- How can we best serve English language learners who do have special needs, such as a disability? / Nancy Cloud -- How can we best serve English language learners in their first language? / Yvonne S. Freeman and David Freeman -- How can we best serve migrant English language learner populations? / Nadeen Ruiz -- How can we best serve "newcomers," students who come with interrupted formal schooling and from educational backgrounds that are very different from those in the United States? / Barbara Marler -- What happens when there are only a few English language students in a school district? / Sue Wagner -- How can we best serve English language learners when we have many different languages represented in each class and throughout the school? / Barbara Marler --

ch. 9. Advocacy -- What are some key elements in advocating for education programs for English language learners? / Stephen Krashen, Sharon M. O'Malley, Kelly Estrada -- How can I use information about the program for English language learners to advocate for further development? \ Else Hamayan -- Regarding English language learners, whom do we advocate with, and about what? / Maria Josefina (Josie) Yanguas -- What are some resources to help us advocate on behalf of English language learners? / Nancy Cloud - How can we move from advocacy for English language learners to activism by English language learners and their families? / Nancy Santiago-Negron -- What is bilingualism worth, and how much should I be willing to invest in it? / Eugene Garcia, Rebecca Freeman and Else Hamayan.

0972750762 (pbk. : alk. paper)

9780972750769 (pbk. : alk. paper)

0972750789 (case cover : alk. paper)

9780972750783 (case cover : alk. paper)

2005030470

http://www.loc.gov/catdir/toc/ecip062/2005030470.html

10 14 pp. 10-14

pp. 10-14

ocm62179150

MChB English eng

MChB

English eng

English

eng