10 keys to keeping English learners from falling through the cracks
Students who struggle with English are likely to struggle with academic content throughout their school years. Many drop out. This practical guidebook’s 10 components for success will help educators at all levels close this achievement gap. Included are step-by-step instructions for integrating language, literacy, and subject matter to improve student learning. Key features include:
- A clearly articulated, evidence-based professional development program for effectively teaching English language learners
- Research-based coaching practices for improving instruction
- Ways to implement the program while concurrently meeting core standards and content objectives
|Product dimensions:||6.90(w) x 9.90(h) x 0.50(d)|
About the Author
Margarita Calderón, a native of Juárez, Mexico, is Professor Emerita and Senior Research Scientist at Johns Hopkins University’s Graduate School of Education. She is President/CEO of Margarita Calderón & Associates, Inc.
Margarita has served on several national panels, among others: the National Research Council’s Committee on Teacher Preparation; the U. S. Department of Education Institute for Education Sciences’ National Literacy Panel for Language Minority Children and Youth; the Carnegie Adolescent English Language Learners Literacy Panel; and the California Pre-School Biliteracy Panel.She was principal investigator in three five-year studies on Expediting Reading Comprehension for English Language Learners (ExC-ELLTM) Programs, one that focuses on professional development of science, social studies, and language arts teachers in New York City’s middle and high schools, funded by the Carnegie Corporation of New York; and two other studies, the Bilingual Cooperative Reading and Composition (BCIRC) in El Paso, Texas, and another funded by the U. S. Department of Education in the Pacific Islands for fourth- and fifth-grade teachers and students, and in middle and high schools in Alaska.
She was co-principal investigator with Robert Slavin on the five-year national randomized evaluation of English immersion, transitional, and two-way bilingual programs, funded by the Institute for Education Sciences.
She has published over 100 articles, chapters, books, and teacher training manuals and is invited to present at national and international conferences and professional development events.
Liliana Minaya-Rowe is bilingual training coordinator at the Hartford Public Schools, where she works in professional development plans and practices for two-way immersion, bilingual, and ESL programs; effective first and second language instruction; teachers’ learning communities; and parent/family involvement practices. Minaya-Rowe is also professor emeritus of the Neag School of Education at the University of Connecticut. Her research interests, publications, and teaching include teacher education, literacy, bilingual program development and implementation, and discourse analysis of bilinguals. She holds a master’s degree in Applied Linguistics and a Ph.D. in Education. Minaya-Rowe’s 80+ publications include journal articles, books, chapters, teacher’s manuals, and guidebooks.
Table of ContentsPrologueAbout the AuthorsAcknowledgments1. U.S. Schools are Failing ELs: A Call for Change2. The ELs3. Tools For Schools: The Framework for Preventing LT-ELs4. Instructional Program Options for ELs5. Selecting and Teaching Academic Vocabulary / Discourse6. Reading in the Content Areas7. Writing Strategies for ELs and Struggling Writers8. Engaging ELs via Cooperative Learning and Classroom Management9. Race to the Top: What Administrators Need to Do10. How a Middle School went from Reconstituted to Highest Performing in Two Years: A Principal's Perspective11. Systemic School Reform: Partnering to Ensure EL Success12. LT-ELs and Core StandardsReferencesIndex