English language learners at school : a guide for administrators / edited by Else Hamayan and Rebecca Freeman ; with 57 contributors.

Includes bibliographical references and index.

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.

"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.

Machine converted from AACR2 source record.