MARC details
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| fixed length control field |
11780cam a2200553 i 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221101223920.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
080519s2006 paua bf 001 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2005030470 |
| 011 ## - LINKING LIBRARY OF CONGRESS CONTROL NUMBER [OBSOLETE] |
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| Local cataloguing issues note |
BIB MATCHES WORLDCAT |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0972750762 |
| Qualifying information |
pbk. (alk. paper) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780972750769 |
| Qualifying information |
pbk. (alk. paper) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0972750789 |
| Qualifying information |
case cover |
| -- |
alk. paper |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780972750783 |
| Qualifying information |
case cover |
| -- |
alk. paper |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(ATU)b11326311 |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)62179150 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
DLC |
| Modifying agency |
BAKER |
| -- |
YDXCP |
| -- |
BTCTA |
| -- |
OXF |
| -- |
CBC |
| -- |
ATU |
| 043 ## - GEOGRAPHIC AREA CODE |
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| Geographic area code |
n-us--- |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
PE1128.A2 |
| Item number |
E487 2006 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
428.0071 |
| Edition number |
22 |
| 245 00 - TITLE STATEMENT |
|---|
| Title |
English language learners at school : |
| Remainder of title |
a guide for administrators / |
| Statement of responsibility, etc. |
edited by Else Hamayan and Rebecca Freeman ; with 57 contributors. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Philadelphia, Pa. : |
| Name of producer, publisher, distributor, manufacturer |
Caslon Pub., |
| Date of production, publication, distribution, manufacture, or copyright notice |
[2006] |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Date of production, publication, distribution, manufacture, or copyright notice |
©2006 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xxiii, 259 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
24 cm |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 00 - FORMATTED CONTENTS NOTE |
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| Miscellaneous information |
Ch. 1. Policies and accountability requirements for English language learners -- |
| Title |
How have laws regarding the English language learners evolved in the United States? / |
| Statement of responsibility |
Kate Menken -- |
| Title |
What does a valid and reliable accountability system for English language learners need to include? / |
| Statement of responsibility |
James Crawford -- |
| Title |
What are the state mandates for educating English language learners? / |
| Statement of responsibility |
Wayne E. Wright -- |
| Title |
How are programs for English language learners funded? / |
| Statement of responsibility |
Adela Weinstein, Maritza Meyers, Cindy Gross-Alvarez -- |
| Title |
How do you develop a language policy that is appropriate for your school and community context? / |
| Statement of responsibility |
Rebecca Freeman -- |
| Title |
How do you use assessment data to drive decision making? / |
| Statement of responsibility |
Margo Gottlieb -- |
| Title |
How do you use evidence on program effectiveness to inform policy? / |
| Statement of responsibility |
Judith Kwiat Yturriago -- |
| 505 80 - FORMATTED CONTENTS NOTE |
|---|
| Miscellaneous information |
ch. 2. |
| Title |
Linking the school and the community -- |
| -- |
What are the legal mandates for involving parents of English language barriers? / |
| Statement of responsibility |
Else Hamayan and Adela Weinstein -- |
| Title |
How do you communicate with parents of English language learners in ways that they can understand? / |
| Statement of responsibility |
Marla Hori -- |
| Title |
How do you create a positive school environment for English language learners and their parents/members of their households? / |
| Statement of responsibility |
Maritza Meyers, R.C. Rodriguez, Robert Fugate -- |
| Title |
What do parents of English language learners contribute to your school? What kinds of roles do they play? / |
| Statement of responsibility |
Judith Kwiat Yturriago -- |
| Title |
What can you tell parents of English language learners about language use at home? / |
| Statement of responsibility |
Judith Kwiat Yturriago -- |
| 505 80 - FORMATTED CONTENTS NOTE |
|---|
| Miscellaneous information |
ch. 3. |
| Title |
How children learn in two languages -- |
| -- |
How long does it take for an English language learner to become proficient in a second language? / |
| Statement of responsibility |
Jim Cummins -- |
| Title |
What is the role of culture in language learning? -- |
| -- |
/ |
| Statement of responsibility |
Eugene Garcia and Else Hamayan -- |
| Title |
How do English language learners acquire a second language at school? -- |
| -- |
/ |
| Statement of responsibility |
Fred Genesee -- |
| Title |
How does first language literacy development relate to second language literacy development? / |
| Statement of responsibility |
Diane August -- |
| Title |
Does learning in the native language delay the acquisition of English? / |
| Statement of responsibility |
Else Hamayan and Rebecca Freeman -- |
| 505 80 - FORMATTED CONTENTS NOTE |
|---|
| Miscellaneous information |
ch. 4. |
| Title |
Program development What kinds of programs are available for English language learners? / |
| Statement of responsibility |
Donna Christian -- |
| Title |
What are the most effective kinds of programs for English language learners? / |
| Statement of responsibility |
Kathryn Lindholm-Leary -- |
| Title |
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? / |
| Statement of responsibility |
Fred Genesee -- |
| Title |
What is the difference between English as a second language (ESL) and sheltered instruction/SDAIE? / |
| Statement of responsibility |
Wayne E. Wright -- |
| Title |
What is the best bilingual model of instruction? / |
| Statement of responsibility |
Kathryn Lindholm-Leary -- |
| Title |
How do you decide what kind of a program for English language learners is appropriate for your school? / |
| Statement of responsibility |
Ester de Jong and Diep Nguyen -- |
| Title |
How do you plan for language development? / |
| Statement of responsibility |
John Hilliard and Else Hamayan -- |
| Title |
How do you promote first/home language literacy development when you can't have a bilingual program? / |
| Statement of responsibility |
Diep Nguyen and Rebecca Freeman -- |
| Title |
What are the critical features of programs for English language learners? / |
| Statement of responsibility |
Nancy L. Commins -- |
| Title |
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? / |
| Statement of responsibility |
Cynthia Mosca -- |
| Title |
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? / |
| Statement of responsibility |
Cynthia Mosca and Maritza Meyers -- |
| Title |
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? / |
| Statement of responsibility |
Nancy L. Commins -- |
| 505 80 - FORMATTED CONTENTS NOTE |
|---|
| Miscellaneous information |
ch. 5. |
| Title |
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? / |
| Statement of responsibility |
Cynthia Mosca -- |
| Title |
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? / |
| Statement of responsibility |
Cynthia Mosca and Maritza Meyers -- |
| Title |
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? / |
| Statement of responsibility |
Jane Echevarria and Lynne Diaz-Rico -- |
| Title |
How should English language learners by grouped for instruction? / |
| Statement of responsibility |
Ester de Jong and Nancy L. Commins -- |
| Title |
How should you assess the language proficiency of English language learners? / |
| Statement of responsibility |
Margo Gottlieb -- |
| Title |
How should you assess the academic achievement of English language learners? / |
| Statement of responsibility |
Margo Gottlieb -- |
| Title |
When should English language learners exit their bilingual/English as a second language program? / |
| Statement of responsibility |
Ester de Jong -- |
| Title |
What should happen to English language learners after they leave the bilingual/English as a second language program designed for them? / |
| Statement of responsibility |
Ester de Jong -- |
| Title |
How do you use data on student performance to make decisions about the implementation of your program for English language learners? / |
| Statement of responsibility |
Diep Nguyen -- |
| Title |
What should an evaluation of a program for English language learners include? / |
| Statement of responsibility |
Karen Sakash -- |
| 505 80 - FORMATTED CONTENTS NOTE |
|---|
| Miscellaneous information |
ch. 6. |
| Title |
Classroom instruction and assessment -- |
| -- |
What are the best instructional approaches for English language learners? / |
| Statement of responsibility |
Yvonne S. Freeman and David Freeman -- |
| Title |
What can the mainstream classroom teacher do to teach English language learners effectively while they are in the mainstream class? / |
| Statement of responsibility |
Deborah J. Short -- |
| Title |
How do you ensure that English language learners develop English language proficiency? / |
| Statement of responsibility |
Yvonne S. Freeman and David Freeman -- |
| Title |
When should an English language learner begin to read and write in English? / |
| Statement of responsibility |
Erminda Garcia, Lynne Duffy, Monica Maccera Filppu -- |
| Title |
/How do you ensure that English language learners can read and write in all content areas? / |
| Statement of responsibility |
Maria Paula Ghiso -- |
| Title |
What materials are available for English language learners? / |
| Statement of responsibility |
John Hilliard -- |
| Title |
How can classroom assessment of English language learners be used in a climate of high-stakes testing? / |
| Statement of responsibility |
Else Hamayan -- |
| 505 80 - FORMATTED CONTENTS NOTE |
|---|
| Miscellaneous information |
ch. 7. |
| Title |
Professional development -- |
| -- |
What are the legal mandates regarding the professional development of teachers of English language learners? / |
| Statement of responsibility |
Adela Weinstein -- |
| Title |
What kinds of knowledge and skills does an administrator need in order to implement an effective program for English language learners? / |
| Statement of responsibility |
Barbara Marler -- |
| Title |
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? / |
| Statement of responsibility |
JoAnn (Jodi) Crandall with Holly Stein and John Nelson -- |
| Title |
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? / |
| Statement of responsibility |
David Rogers -- |
| Title |
How can administrators sustain and extend teachers' professional development regarding English language learners? / |
| Statement of responsibility |
Kelly Estrada, Renea Hamilton, Lynne Duffy -- |
| Title |
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? / |
| Statement of responsibility |
Nancy Cloud -- |
| 505 80 - FORMATTED CONTENTS NOTE |
|---|
| Miscellaneous information |
ch. 8. |
| Title |
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? / |
| Statement of responsibility |
Nancy Cloud and Ester de Jong -- |
| Title |
How can we distinguish between a language difficulty and a learning disability? / |
| Statement of responsibility |
Cristina Sanchez-Lopez -- |
| Title |
How can we best serve English language learners who do have special needs, such as a disability? / |
| Statement of responsibility |
Nancy Cloud -- |
| Title |
How can we best serve English language learners in their first language? / |
| Statement of responsibility |
Yvonne S. Freeman and David Freeman -- |
| Title |
How can we best serve migrant English language learner populations? / |
| Statement of responsibility |
Nadeen Ruiz -- |
| Title |
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? / |
| Statement of responsibility |
Barbara Marler -- |
| Title |
What happens when there are only a few English language students in a school district? / |
| Statement of responsibility |
Sue Wagner -- |
| Title |
How can we best serve English language learners when we have many different languages represented in each class and throughout the school? / |
| Statement of responsibility |
Barbara Marler -- |
| 505 80 - FORMATTED CONTENTS NOTE |
|---|
| Miscellaneous information |
ch. 9. |
| Title |
Advocacy -- |
| -- |
What are some key elements in advocating for education programs for English language learners? / |
| Statement of responsibility |
Stephen Krashen, Sharon M. O'Malley, Kelly Estrada -- |
| Title |
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? / |
| Statement of responsibility |
Maria Josefina (Josie) Yanguas -- |
| Title |
What are some resources to help us advocate on behalf of English language learners? / |
| Statement of responsibility |
Nancy Cloud - How can we move from advocacy for English language learners to activism by English language learners and their families? / |
| -- |
Nancy Santiago-Negron -- |
| Title |
What is bilingualism worth, and how much should I be willing to invest in it? / |
| Statement of responsibility |
Eugene Garcia, Rebecca Freeman and Else Hamayan. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"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. |
| 588 ## - SOURCE OF DESCRIPTION NOTE |
|---|
| Source of description note |
Machine converted from AACR2 source record. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching (Elementary) |
| -- |
Foreign speakers |
| Form subdivision |
Handbooks, manuals, etc. |
| 9 (RLIN) |
686585 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Education, Bilingual |
| Geographic subdivision |
United States |
| Form subdivision |
Handbooks, manuals, etc. |
| 9 (RLIN) |
717253 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
School administrators |
| Geographic subdivision |
United States |
| Form subdivision |
Handbooks, manuals, etc. |
| 9 (RLIN) |
710691 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
School management and organization |
| Geographic subdivision |
United States |
| Form subdivision |
Handbooks, manuals, etc. |
| 9 (RLIN) |
605153 |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Hamayan, Else V., |
| Relator term |
editor. |
| 9 (RLIN) |
1067056 |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Freeman, Rebecca D. |
| Fuller form of name |
(Rebecca Diane), |
| Dates associated with a name |
1960- |
| Relator term |
editor. |
| 9 (RLIN) |
408583 |
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20-03-18 |
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27-10-15 |
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| Koha item type |
Book |
| 945 ## - LOCAL PROCESSING INFORMATION (OCLC) |
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428.0071 ENG |
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| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
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20-03-18 |
| Cataloger's initials, CIN (RLIN) |
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