TY  - BOOK
AU  - Hamayan,Else V.
AU  - Freeman,Rebecca D.
TI  - English language learners at school: a guide for administrators 
SN  - 0972750762
AV  - PE1128.A2 E487 2006
U1  - 428.0071 22
PY  - 2006///]
CY  - Philadelphia, Pa.
PB  - Caslon Pub.
KW  - English language
KW  - Study and teaching (Elementary)
KW  - Foreign speakers
KW  - Handbooks, manuals, etc
KW  - Education, Bilingual
KW  - United States
KW  - School administrators
KW  - School management and organization
N1  - 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
N2  - "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
ER  -