Preventing Long-Term ELs: Transforming Schools to Meet Core Standards

Front Cover
Corwin Press, Oct 22, 2010 - Education - 176 pages

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

 

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

A Call for Change
1
Chapter 2 The ELs
15
The Framework for Preventing LTELs
25
Chapter 4 Instructional Program Options for ELs
41
Chapter 5 Selecting and Teaching Academic Vocabulary Discourse
51
Chapter 6 Reading in the Content Areas
67
Chapter 7 Writing Strategies for ELs and Struggling Writers
77
Chapter 8 Engaging ELs via Cooperative Learning and Classroom Management
91
What Administrators Need to Do
107
A Principals Perspective
119
Partnering to Ensure EL Success
131
Chapter 12 LTELs and Core Standards
141
References
148
Index
153
Copyright

Other editions - View all

Common terms and phrases

About the author (2010)

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.

Bibliographic information