English language learners at school : a guide for administrators /
English language learners at school : a guide for administrators /
edited by Else Hamayan and Rebecca Freeman ; with 57 contributors.
- xxiii, 259 pages : illustrations ; 24 cm
Includes bibliographical references and index.
How have laws regarding the English language learners evolved in the United States? / What does a valid and reliable accountability system for English language learners need to include? / What are the state mandates for educating English language learners? / How are programs for English language learners funded? / How do you develop a language policy that is appropriate for your school and community context? / How do you use assessment data to drive decision making? / How do you use evidence on program effectiveness to inform policy? / Kate Menken -- James Crawford -- Wayne E. Wright -- Adela Weinstein, Maritza Meyers, Cindy Gross-Alvarez -- Rebecca Freeman -- Margo Gottlieb -- Judith Kwiat Yturriago -- Ch. 1. Policies and accountability requirements for English language learners -- Linking the school and the community -- What are the legal mandates for involving parents of English language barriers? / How do you communicate with parents of English language learners in ways that they can understand? / How do you create a positive school environment for English language learners and their parents/members of their households? / What do parents of English language learners contribute to your school? What kinds of roles do they play? / What can you tell parents of English language learners about language use at home? / Else Hamayan and Adela Weinstein -- Marla Hori -- Maritza Meyers, R.C. Rodriguez, Robert Fugate -- Judith Kwiat Yturriago -- Judith Kwiat Yturriago -- ch. 2. How children learn in two languages -- How long does it take for an English language learner to become proficient in a second language? / What is the role of culture in language learning? -- / How do English language learners acquire a second language at school? -- / How does first language literacy development relate to second language literacy development? / Does learning in the native language delay the acquisition of English? / Jim Cummins -- Eugene Garcia and Else Hamayan -- Fred Genesee -- Diane August -- Else Hamayan and Rebecca Freeman -- ch. 3. Program development What kinds of programs are available for English language learners? / What are the most effective kinds of programs for English language learners? / 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? / What is the difference between English as a second language (ESL) and sheltered instruction/SDAIE? / What is the best bilingual model of instruction? / How do you decide what kind of a program for English language learners is appropriate for your school? / How do you plan for language development? / How do you promote first/home language literacy development when you can't have a bilingual program? / What are the critical features of programs for English language learners? / 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? / 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? / 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? / Donna Christian -- Kathryn Lindholm-Leary -- Fred Genesee -- Wayne E. Wright -- Kathryn Lindholm-Leary -- Ester de Jong and Diep Nguyen -- John Hilliard and Else Hamayan -- Diep Nguyen and Rebecca Freeman -- Nancy L. Commins -- Cynthia Mosca -- Cynthia Mosca and Maritza Meyers -- Nancy L. Commins -- ch. 4. 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? / 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? / 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? / How should English language learners by grouped for instruction? / How should you assess the language proficiency of English language learners? / How should you assess the academic achievement of English language learners? / When should English language learners exit their bilingual/English as a second language program? / What should happen to English language learners after they leave the bilingual/English as a second language program designed for them? / How do you use data on student performance to make decisions about the implementation of your program for English language learners? / What should an evaluation of a program for English language learners include? / Cynthia Mosca -- Cynthia Mosca and Maritza Meyers -- Jane Echevarria and Lynne Diaz-Rico -- Ester de Jong and Nancy L. Commins -- Margo Gottlieb -- Margo Gottlieb -- Ester de Jong -- Ester de Jong -- Diep Nguyen -- Karen Sakash -- ch. 5. Classroom instruction and assessment -- What are the best instructional approaches for English language learners? / What can the mainstream classroom teacher do to teach English language learners effectively while they are in the mainstream class? / How do you ensure that English language learners develop English language proficiency? / When should an English language learner begin to read and write in English? / /How do you ensure that English language learners can read and write in all content areas? / What materials are available for English language learners? / How can classroom assessment of English language learners be used in a climate of high-stakes testing? / Yvonne S. Freeman and David Freeman -- Deborah J. Short -- Yvonne S. Freeman and David Freeman -- Erminda Garcia, Lynne Duffy, Monica Maccera Filppu -- Maria Paula Ghiso -- John Hilliard -- Else Hamayan -- ch. 6. Professional development -- What are the legal mandates regarding the professional development of teachers of English language learners? / What kinds of knowledge and skills does an administrator need in order to implement an effective program for English language learners? / 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? / 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? / How can administrators sustain and extend teachers' professional development regarding English language learners? / 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? / Adela Weinstein -- Barbara Marler -- JoAnn (Jodi) Crandall with Holly Stein and John Nelson -- David Rogers -- Kelly Estrada, Renea Hamilton, Lynne Duffy -- Nancy Cloud -- ch. 7. 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? / How can we distinguish between a language difficulty and a learning disability? / How can we best serve English language learners who do have special needs, such as a disability? / How can we best serve English language learners in their first language? / How can we best serve migrant English language learner populations? / 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? / What happens when there are only a few English language students in a school district? / How can we best serve English language learners when we have many different languages represented in each class and throughout the school? / Nancy Cloud and Ester de Jong -- Cristina Sanchez-Lopez -- Nancy Cloud -- Yvonne S. Freeman and David Freeman -- Nadeen Ruiz -- Barbara Marler -- Sue Wagner -- Barbara Marler -- ch. 8. Advocacy -- What are some key elements in advocating for education programs for English language learners? / 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? / What are some resources to help us advocate on behalf of English language learners? / What is bilingualism worth, and how much should I be willing to invest in it? / Stephen Krashen, Sharon M. O'Malley, Kelly Estrada -- Maria Josefina (Josie) Yanguas -- Nancy Cloud - How can we move from advocacy for English language learners to activism by English language learners and their families? / Nancy Santiago-Negron -- Eugene Garcia, Rebecca Freeman and Else Hamayan. ch. 9.
"A practical handbook for administrators of schools serving ELLs; experts answer administrators' questions with 72 research-based responses on policy and accountability, parents and community, learning in two languages, program development, implementation and evaluation, classroom instruction and assessment, professional development, and advocacy; includes self-surveys to guide program implementation"--Provided by publisher.
0972750762 9780972750769 0972750789 9780972750783
2005030470
English language--Study and teaching (Elementary)--Foreign speakers--Handbooks, manuals, etc.
Education, Bilingual--United States--Handbooks, manuals, etc.
School administrators--United States--Handbooks, manuals, etc.
School management and organization--United States--Handbooks, manuals, etc.
PE1128.A2 / E487 2006
428.0071
Includes bibliographical references and index.
How have laws regarding the English language learners evolved in the United States? / What does a valid and reliable accountability system for English language learners need to include? / What are the state mandates for educating English language learners? / How are programs for English language learners funded? / How do you develop a language policy that is appropriate for your school and community context? / How do you use assessment data to drive decision making? / How do you use evidence on program effectiveness to inform policy? / Kate Menken -- James Crawford -- Wayne E. Wright -- Adela Weinstein, Maritza Meyers, Cindy Gross-Alvarez -- Rebecca Freeman -- Margo Gottlieb -- Judith Kwiat Yturriago -- Ch. 1. Policies and accountability requirements for English language learners -- Linking the school and the community -- What are the legal mandates for involving parents of English language barriers? / How do you communicate with parents of English language learners in ways that they can understand? / How do you create a positive school environment for English language learners and their parents/members of their households? / What do parents of English language learners contribute to your school? What kinds of roles do they play? / What can you tell parents of English language learners about language use at home? / Else Hamayan and Adela Weinstein -- Marla Hori -- Maritza Meyers, R.C. Rodriguez, Robert Fugate -- Judith Kwiat Yturriago -- Judith Kwiat Yturriago -- ch. 2. How children learn in two languages -- How long does it take for an English language learner to become proficient in a second language? / What is the role of culture in language learning? -- / How do English language learners acquire a second language at school? -- / How does first language literacy development relate to second language literacy development? / Does learning in the native language delay the acquisition of English? / Jim Cummins -- Eugene Garcia and Else Hamayan -- Fred Genesee -- Diane August -- Else Hamayan and Rebecca Freeman -- ch. 3. Program development What kinds of programs are available for English language learners? / What are the most effective kinds of programs for English language learners? / 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? / What is the difference between English as a second language (ESL) and sheltered instruction/SDAIE? / What is the best bilingual model of instruction? / How do you decide what kind of a program for English language learners is appropriate for your school? / How do you plan for language development? / How do you promote first/home language literacy development when you can't have a bilingual program? / What are the critical features of programs for English language learners? / 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? / 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? / 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? / Donna Christian -- Kathryn Lindholm-Leary -- Fred Genesee -- Wayne E. Wright -- Kathryn Lindholm-Leary -- Ester de Jong and Diep Nguyen -- John Hilliard and Else Hamayan -- Diep Nguyen and Rebecca Freeman -- Nancy L. Commins -- Cynthia Mosca -- Cynthia Mosca and Maritza Meyers -- Nancy L. Commins -- ch. 4. 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? / 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? / 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? / How should English language learners by grouped for instruction? / How should you assess the language proficiency of English language learners? / How should you assess the academic achievement of English language learners? / When should English language learners exit their bilingual/English as a second language program? / What should happen to English language learners after they leave the bilingual/English as a second language program designed for them? / How do you use data on student performance to make decisions about the implementation of your program for English language learners? / What should an evaluation of a program for English language learners include? / Cynthia Mosca -- Cynthia Mosca and Maritza Meyers -- Jane Echevarria and Lynne Diaz-Rico -- Ester de Jong and Nancy L. Commins -- Margo Gottlieb -- Margo Gottlieb -- Ester de Jong -- Ester de Jong -- Diep Nguyen -- Karen Sakash -- ch. 5. Classroom instruction and assessment -- What are the best instructional approaches for English language learners? / What can the mainstream classroom teacher do to teach English language learners effectively while they are in the mainstream class? / How do you ensure that English language learners develop English language proficiency? / When should an English language learner begin to read and write in English? / /How do you ensure that English language learners can read and write in all content areas? / What materials are available for English language learners? / How can classroom assessment of English language learners be used in a climate of high-stakes testing? / Yvonne S. Freeman and David Freeman -- Deborah J. Short -- Yvonne S. Freeman and David Freeman -- Erminda Garcia, Lynne Duffy, Monica Maccera Filppu -- Maria Paula Ghiso -- John Hilliard -- Else Hamayan -- ch. 6. Professional development -- What are the legal mandates regarding the professional development of teachers of English language learners? / What kinds of knowledge and skills does an administrator need in order to implement an effective program for English language learners? / 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? / 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? / How can administrators sustain and extend teachers' professional development regarding English language learners? / 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? / Adela Weinstein -- Barbara Marler -- JoAnn (Jodi) Crandall with Holly Stein and John Nelson -- David Rogers -- Kelly Estrada, Renea Hamilton, Lynne Duffy -- Nancy Cloud -- ch. 7. 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? / How can we distinguish between a language difficulty and a learning disability? / How can we best serve English language learners who do have special needs, such as a disability? / How can we best serve English language learners in their first language? / How can we best serve migrant English language learner populations? / 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? / What happens when there are only a few English language students in a school district? / How can we best serve English language learners when we have many different languages represented in each class and throughout the school? / Nancy Cloud and Ester de Jong -- Cristina Sanchez-Lopez -- Nancy Cloud -- Yvonne S. Freeman and David Freeman -- Nadeen Ruiz -- Barbara Marler -- Sue Wagner -- Barbara Marler -- ch. 8. Advocacy -- What are some key elements in advocating for education programs for English language learners? / 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? / What are some resources to help us advocate on behalf of English language learners? / What is bilingualism worth, and how much should I be willing to invest in it? / Stephen Krashen, Sharon M. O'Malley, Kelly Estrada -- Maria Josefina (Josie) Yanguas -- Nancy Cloud - How can we move from advocacy for English language learners to activism by English language learners and their families? / Nancy Santiago-Negron -- Eugene Garcia, Rebecca Freeman and Else Hamayan. ch. 9.
"A practical handbook for administrators of schools serving ELLs; experts answer administrators' questions with 72 research-based responses on policy and accountability, parents and community, learning in two languages, program development, implementation and evaluation, classroom instruction and assessment, professional development, and advocacy; includes self-surveys to guide program implementation"--Provided by publisher.
0972750762 9780972750769 0972750789 9780972750783
2005030470
English language--Study and teaching (Elementary)--Foreign speakers--Handbooks, manuals, etc.
Education, Bilingual--United States--Handbooks, manuals, etc.
School administrators--United States--Handbooks, manuals, etc.
School management and organization--United States--Handbooks, manuals, etc.
PE1128.A2 / E487 2006
428.0071