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| 005 | 20221101223920.0 | ||
| 008 | 080519s2006 paua bf 001 0 eng d | ||
| 010 | _a 2005030470 | ||
| 011 | _aBIB MATCHES WORLDCAT | ||
| 020 |
_a0972750762 _qpbk. (alk. paper) |
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_a9780972750769 _qpbk. (alk. paper) |
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_a0972750789 _qcase cover _qalk. paper |
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_a9780972750783 _qcase cover _qalk. paper |
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| 035 | _a(ATU)b11326311 | ||
| 035 | _a(OCoLC)62179150 | ||
| 040 |
_aDLC _beng _erda _cDLC _dBAKER _dYDXCP _dBTCTA _dOXF _dCBC _dATU |
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| 043 | _an-us--- | ||
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_aPE1128.A2 _bE487 2006 |
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_a428.0071 _222 |
| 245 | 0 | 0 |
_aEnglish language learners at school : _ba guide for administrators / _cedited by Else Hamayan and Rebecca Freeman ; with 57 contributors. |
| 264 | 1 |
_aPhiladelphia, Pa. : _bCaslon Pub., _c[2006] |
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| 264 | 4 | _c©2006 | |
| 300 |
_axxiii, 259 pages : _billustrations ; _c24 cm |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_aunmediated _bn _2rdamedia |
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| 338 |
_avolume _bnc _2rdacarrier |
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| 504 | _aIncludes bibliographical references and index. | ||
| 505 | 0 | 0 |
_gCh. 1. Policies and accountability requirements for English language learners -- _tHow have laws regarding the English language learners evolved in the United States? / _rKate Menken -- _tWhat does a valid and reliable accountability system for English language learners need to include? / _rJames Crawford -- _tWhat are the state mandates for educating English language learners? / _rWayne E. Wright -- _tHow are programs for English language learners funded? / _rAdela Weinstein, Maritza Meyers, Cindy Gross-Alvarez -- _tHow do you develop a language policy that is appropriate for your school and community context? / _rRebecca Freeman -- _tHow do you use assessment data to drive decision making? / _rMargo Gottlieb -- _tHow do you use evidence on program effectiveness to inform policy? / _rJudith Kwiat Yturriago -- |
| 505 | 8 | 0 |
_gch. 2. _tLinking the school and the community -- _tWhat are the legal mandates for involving parents of English language barriers? / _rElse Hamayan and Adela Weinstein -- _tHow do you communicate with parents of English language learners in ways that they can understand? / _rMarla Hori -- _tHow do you create a positive school environment for English language learners and their parents/members of their households? / _rMaritza Meyers, R.C. Rodriguez, Robert Fugate -- _tWhat do parents of English language learners contribute to your school? What kinds of roles do they play? / _rJudith Kwiat Yturriago -- _tWhat can you tell parents of English language learners about language use at home? / _rJudith Kwiat Yturriago -- |
| 505 | 8 | 0 |
_gch. 3. _tHow children learn in two languages -- _tHow long does it take for an English language learner to become proficient in a second language? / _rJim Cummins -- _tWhat is the role of culture in language learning? -- _t/ _rEugene Garcia and Else Hamayan -- _tHow do English language learners acquire a second language at school? -- _t/ _rFred Genesee -- _tHow does first language literacy development relate to second language literacy development? / _rDiane August -- _tDoes learning in the native language delay the acquisition of English? / _rElse Hamayan and Rebecca Freeman -- |
| 505 | 8 | 0 |
_gch. 4. _tProgram development What kinds of programs are available for English language learners? / _rDonna Christian -- _tWhat are the most effective kinds of programs for English language learners? / _rKathryn Lindholm-Leary -- _tWhat 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? / _rFred Genesee -- _tWhat is the difference between English as a second language (ESL) and sheltered instruction/SDAIE? / _rWayne E. Wright -- _tWhat is the best bilingual model of instruction? / _rKathryn Lindholm-Leary -- _tHow do you decide what kind of a program for English language learners is appropriate for your school? / _rEster de Jong and Diep Nguyen -- _tHow do you plan for language development? / _rJohn Hilliard and Else Hamayan -- _tHow do you promote first/home language literacy development when you can't have a bilingual program? / _rDiep Nguyen and Rebecca Freeman -- _tWhat are the critical features of programs for English language learners? / _rNancy L. Commins -- _tHow 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? / _rCynthia Mosca -- _tHow 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? / _rCynthia Mosca and Maritza Meyers -- _tHow 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? / _rNancy L. Commins -- |
| 505 | 8 | 0 |
_gch. 5. _tProgram implementation and evaluation -- _tHow 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? / _rCynthia Mosca -- _tHow do you articulate your program so that it provides the intensity, continuity, and length of time that English learners need to acquire academic English? / _rCynthia Mosca and Maritza Meyers -- _tHow 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? / _rJane Echevarria and Lynne Diaz-Rico -- _tHow should English language learners by grouped for instruction? / _rEster de Jong and Nancy L. Commins -- _tHow should you assess the language proficiency of English language learners? / _rMargo Gottlieb -- _tHow should you assess the academic achievement of English language learners? / _rMargo Gottlieb -- _tWhen should English language learners exit their bilingual/English as a second language program? / _rEster de Jong -- _tWhat should happen to English language learners after they leave the bilingual/English as a second language program designed for them? / _rEster de Jong -- _tHow do you use data on student performance to make decisions about the implementation of your program for English language learners? / _rDiep Nguyen -- _tWhat should an evaluation of a program for English language learners include? / _rKaren Sakash -- |
| 505 | 8 | 0 |
_gch. 6. _tClassroom instruction and assessment -- _tWhat are the best instructional approaches for English language learners? / _rYvonne S. Freeman and David Freeman -- _tWhat can the mainstream classroom teacher do to teach English language learners effectively while they are in the mainstream class? / _rDeborah J. Short -- _tHow do you ensure that English language learners develop English language proficiency? / _rYvonne S. Freeman and David Freeman -- _tWhen should an English language learner begin to read and write in English? / _rErminda Garcia, Lynne Duffy, Monica Maccera Filppu -- _t/How do you ensure that English language learners can read and write in all content areas? / _rMaria Paula Ghiso -- _tWhat materials are available for English language learners? / _rJohn Hilliard -- _tHow can classroom assessment of English language learners be used in a climate of high-stakes testing? / _rElse Hamayan -- |
| 505 | 8 | 0 |
_gch. 7. _tProfessional development -- _tWhat are the legal mandates regarding the professional development of teachers of English language learners? / _rAdela Weinstein -- _tWhat kinds of knowledge and skills does an administrator need in order to implement an effective program for English language learners? / _rBarbara Marler -- _tWhat 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? / _rJoAnn (Jodi) Crandall with Holly Stein and John Nelson -- _tWhat 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? / _rDavid Rogers -- _tHow can administrators sustain and extend teachers' professional development regarding English language learners? / _rKelly Estrada, Renea Hamilton, Lynne Duffy -- _tHow should an administrator evaluate teachers of English language learners? \ Jack Fields -- _tWhat are recommended resources for the professional development of teachers who work with English language learners? / _rNancy Cloud -- |
| 505 | 8 | 0 |
_gch. 8. _tWhen challenges arise -- _tWhat 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? / _rNancy Cloud and Ester de Jong -- _tHow can we distinguish between a language difficulty and a learning disability? / _rCristina Sanchez-Lopez -- _tHow can we best serve English language learners who do have special needs, such as a disability? / _rNancy Cloud -- _tHow can we best serve English language learners in their first language? / _rYvonne S. Freeman and David Freeman -- _tHow can we best serve migrant English language learner populations? / _rNadeen Ruiz -- _tHow 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? / _rBarbara Marler -- _tWhat happens when there are only a few English language students in a school district? / _rSue Wagner -- _tHow can we best serve English language learners when we have many different languages represented in each class and throughout the school? / _rBarbara Marler -- |
| 505 | 8 | 0 |
_gch. 9. _tAdvocacy -- _tWhat are some key elements in advocating for education programs for English language learners? / _rStephen Krashen, Sharon M. O'Malley, Kelly Estrada -- _tHow can I use information about the program for English language learners to advocate for further development? \ Else Hamayan -- _tRegarding English language learners, whom do we advocate with, and about what? / _rMaria Josefina (Josie) Yanguas -- _tWhat are some resources to help us advocate on behalf of English language learners? / _rNancy Cloud - How can we move from advocacy for English language learners to activism by English language learners and their families? / _rNancy Santiago-Negron -- _tWhat is bilingualism worth, and how much should I be willing to invest in it? / _rEugene Garcia, Rebecca Freeman and Else Hamayan. |
| 520 | _a"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 | _aMachine converted from AACR2 source record. | ||
| 650 | 0 |
_aEnglish language _xStudy and teaching (Elementary) _xForeign speakers _vHandbooks, manuals, etc. _9686585 |
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| 650 | 0 |
_aEducation, Bilingual _zUnited States _vHandbooks, manuals, etc. _9717253 |
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| 650 | 0 |
_aSchool administrators _zUnited States _vHandbooks, manuals, etc. _9710691 |
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| 650 | 0 |
_aSchool management and organization _zUnited States _vHandbooks, manuals, etc. _9605153 |
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| 700 | 1 |
_aHamayan, Else V., _eeditor. _91067056 |
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| 700 | 1 |
_aFreeman, Rebecca D. _q(Rebecca Diane), _d1960- _eeditor. _9408583 |
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| 907 |
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