References

Asher, J.J. (with Adamski, C.). (2000a). Learning another language through actions (6th ed.). Los Gatos, CA: Sky Oaks Productions.

Asher, J.J. (2000b). Year 2000 update for the Total Physical Response, known world-wide as TPR. Los Gatos, CA: Sky Oaks Productions. Retrieved April 22, 2003, from www.tpr-world.com/tpr-y2k.html

August, D., & Hakuta, K. (Eds.). (1997). Improving schooling for language minority children: A research agenda. Washington, DC: National Academy Press.

Berman, P., Minicucci, C., McLaughlin, B., Nelson, B., & Woodworth, K. (1995). School reform and student diversity: Case studies of exemplary practices for LEP students. Washington, DC: National Clearinghouse for Bilingual Education. Retrieved March 4, 2003, from www.ncela.gwu.edu/miscpubs/schoolreform/

Calderon, M. (2001). Curricula and methodologies used to teach Spanish-speaking Limited English Proficient students to read English. In R.E. Slavin & M. Calderon (Eds.), Effective programs for Latino students. (pp. 251–305). Mahwan, N.J.: Erlbaum.

Calderon, M. (1991). Benefits of cooperative learning for Hispanic students. Texas Research Journal, 2, 39–57.

Carasquillo, A.L., & Rodriguez, V. (2002). Language minority students in the mainstream classroom (2nd ed.). Philadelphia, PA: Multilingual Matters.

Chamot, A.U., & O’Malley, J.M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley.

Chamot, A.U., & O’Malley, J.M. (1996). The Cognitive Academic Language Learning Approach (CALLA): A model for linguistically diverse classrooms. The Elementary School Journal 96(3), 259–273.

Cochran, C. (1989). Strategies for involving LEP students in the all-English-medium classroom: A cooperative learning approach (NCBE Program Information Guide Series No.12). Washington, DC: National Clearinghouse for Bilingual Education. Retrieved February 27, 2003, from www.ncela.gwu.edu/ncbepubs/classics/pig/12allenglish.htm

Cohen, E.G., Lotan, R.A., Scarloss, B.A., & Arellano, A.R. (1999). Complex instruction: Equity in cooperative learning classrooms. Theory into Practice, 38(2), 80–86.

Costantino, M. (with St. Charles, J., Tepper, S., & Baird, E.). (1999). Reading and second language learners: Research report. Olympia, WA: Evergreen State College, Evergreen Center for Education Improvement. Retrieved April 22, 2003, from www.evergreen.edu/ecei/reports/2ndLangLrners.doc

Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In Schooling and language minority students: A theoretical framework (pp. 3–49). Los Angeles, CA: California State University, Evaluation, Dissemination, and Assessment Center.

Cummins, J. (1996). Negotiating identities: Education for empowerment in a diverse society. Ontario, CA: California Association for Bilingual Education.

Derrick-Mescua, M., Grognet, A.G., Rodriguez, M., Tran, H., & Wrigley, P. (1998). Help! They don’t speak English starter kit for primary teachers. A resource guide for educators of limited English proficient migrant students, grades Pre-K–6 (3rd ed.). Oneonta, NY: Eastern Stream Center on Resources and Training. Retrieved February 21, 2003, from www.escort.org/products/helpkit.html

Doherty, R.W., Hilberg, R.S., Pinal, A., & Tharp, R.G. (2003). Five standards and student achievement. NABE Journal of Research and Practice, 1(1), 1–24. Retrieved April 18, 2003, from www.uc.edu/njrp/pdfs/Doherty.pdf

Echevarria, J., & Short, D. (2003). The effects of sheltered instruction on the achievement of limited English proficient students. Washington, DC: Center for Applied Linguistics. Retrieved April 20, 2003, from www.cal.org/crede/si.htm

Echevarria, J., Vogt, M., & Short, D. (2000). Making content comprehensible for English language learners: The SIOP model. Boston, MA: Allyn & Bacon.

Fillmore, L.W., & Snow, C.E. (2000). What teachers need to know about language. Washington, DC: Center for Applied Linguistics, ERIC Clearinghouse on Languages and Linguistics. Retrieved December 12, 2002, from www.cal.org/ericcll/teachers/teachers.pdf

Freeman, D.E., & Freeman, Y.S. (1994). Between worlds: Access to second language acquisition. Portsmouth, NH: Heinemann.

Freeman, D.E., & Freeman, Y.S. (2001). Between worlds: Access to second language acquisition (2nd ed.). Portsmouth, NH: Heinemann.

Genesee, F. (Ed.). (1999). Program alternatives for linguistically diverse students (Educational Practice Report No. 1). Santa Cruz, CA: Center for Research on Education, Diversity & Excellence. Retrieved April 20, 2003, from www.cal.org/crede/pubs/edpractice/EPR1.pdf

Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.

Hakuta, K., Butler, Y.G., & Witt, D. (2000). How long does it take English learners to attain proficiency? Santa Barbara, CA: University of California, Linguistic Minority Research Inst.

Hamayan, E.V. (1990). Preparing mainstream classroom teachers to teach potentially English proficient students. In Proceedings of the First Research Symposium on Limited English Proficient Student Issues. Washington, DC: U.S. Department of Education, Office of Bilingual Education and Minority Languages Affairs. Retrieved December 12, 2002, from www.ncela.gwu.edu/ncbepubs/symposia/first/preparing.htm

Herrell, A.L. (2000). Fifty strategies for teaching English language learners. Upper Saddle River, NJ: Merrill.

Jameson, J. (1998). Three principles for success: English language learners in mainstream content classes (From Theory to Practice Issue No. 6). Tampa, FL: Center for Applied Linguistics, Region XIV Comprehensive Center. Retrieved December 12, 2002, from www.cal.org/cc14/ttp6.htm

Johnson, D.W., Johnson, R.T., & Holubec, E.J. (1994). New circles of learning: Cooperation in the classroom and school. Alexandria, VA: Association for Supervision and Curriculum Development.

Kagan, S. (1994). Cooperative learning. San Clemente, CA: Kagan Cooperative.

Kindler, A.L. (2002). Survey of the states’ limited English proficient students and available educational programs and services: 2000–2001 summary report. Washington, DC: U.S. Department of Education, Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students.

Krashen, S.D. (1981). Second language acquisition and second language learning. New York, NY: Pergamon Press.

Krashen, S.D., & Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. Englewood Cliffs, NJ: Prentice Hall.

Linquanti, R. (1999). Fostering academic success for English language learners: What do we know? San Francisco, CA: WestEd. Retrieved February 21, 2003, from www.wested.org/policy/pubs/fostering/

Lucas, T., & Katz, A. (1994). Reframing the debate: The roles of native languages in English-only programs for language minority students. TESOL Quarterly, 28(3), 537–561.

Marzano, R.J., Gaddy, B.B., & Dean, C. (2000). What works in classroom instruction. Aurora, CO: Mid-continent Research for Education and Learning.

McGroarty, M. (1989). The benefits of cooperative learning arrangements in second language instruction. NABE: The Journal for the National Association for Bilingual Education, 13(2), 127–143.

Oregon Department of Education. (n.d.). English language learners’ program guide. Salem, OR: Author. Retrieved February 28, 2003, from www.ode.state.or.us/iasa/t3/ellguide.htm

Pease-Alvarez, L., Garcia, E., & Espinosa, P. (1991). Effective instruction for language minority students: An early childhood case study. Early Childhood Research Quarterly, 6(3), 347–363.

Peterson, C.L., Caverly, D.C., Nicholson, S.A., O’Neal, S., & Cusenbary, S. (2000). Strategies: Dictated stories/ Language Experience Approach (LEA). In Building reading proficiency at the secondary school level: A guide to resources (pp. 83–85). Austin, TX: Southwest Educational Development Laboratory. Retrieved April 20, 2003, from www.sedl.org/pubs/reading16/buildingreading.pdf

Peyton, J.K. (2000). Dialogue journals: Interactive writing to develop language and literacy. Washington, DC: National Center for ESL Literacy Education. Retrieved April 20, 2003, from www.cal.org/ncle/digests/dialogue_journals.html

Pica, T., Holliday, L., Lewis, N., & Morgenthaler, L. (1989). Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, 11(1), 63–90.

Pica, T., Lincoln-Porter, F., Paninos, D., & Linnell, J. (1996). Language learners’ interaction: How does it address the input, output, and feedback needs of L2 learners? TESOL Quarterly, 30(1), 59–84.

Ramirez, J.D., Yuen, S.D., & Ramey, D.R. (with Pasta, D.J., & Billings, D.K.). (1991). Longitudinal study of structured English immersion strategy, early-exit, and late-exit transitional bilingual education programs for language-minority children. San Mateo, CA: Aguirre International.

Reid, L. (1997). Exploring the ways that dialogue journaling affects how and why students write: An action research project. Teaching and Change, 5(1), 50–57.

Rennie, J. (1993). ESL and bilingual program models [ERIC Digest]. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved April 17, 2003, from www.cal.org/ericcll/digest/rennie01.html

Robson, A. (1995). The assessment of bilingual children. In M.K. Verma, K.B. Corrigan, & S. Firth (Eds.), Working with bilingual children: Good practice in the primary classroom. Clevedon, England: Multilingual Matters.

Saravia-Shore, M., & Garcia, E. (1995). Diverse teaching strategies for diverse learners. In R.W. Cole (Ed.), Educating everybody’s children: Diverse teaching strategies for diverse learners. What research and practice say about improving achievement (pp. 47–74). Alexandria, VA: Association for Supervision and Curriculum Development.

Short, D.J. (1991). Integrating language and content instruction: Strategies and techniques (NCBE Program Information Guide Series No. 7). Washington, DC: National Clearinghouse for Bilingual Education. Retrieved April 25, 2003, from www.ncela.gwu.edu/ncbepubs/pigs/pig7.htm

Slavin, R.E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Boston, MA: Allyn & Bacon.

Sowers, J. (2000). Language arts in early education. Albany, NY: Delmar/Thomson Learning.

Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16(3), 371–391.

Teachers of English to Speakers of Other Languages. (1997). ESL standards for pre-K–12 students. Alexandria, VA: Author.

Thomas, W.P., & Collier, V. (1997). School effectiveness for language minority students. (NCBE Resource Collection Series No. 9). Washington, DC: National Clearinghouse for Bilingual Education. Retrieved April 18, 2003, from www.ncela.gwu.edu/ncbepubs/resource/effectiveness/

Thomas, W.P., & Collier, V.P. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence. Retrieved February 21, 2003, from www.crede.ucsc.edu/research/llaa/1.1_final.html

U.S. Department of Education. (2001). Language instruction for limited-English- proficient and immigrant students (Title III of the No Child Left Behind Act of 2001, PL 107–110). Washington, DC: Author.

Wrigley, P. (2001). The Help! Kit: A resource guide for secondary teachers of migrant English language learners. Oneonta, NY: ESCORT. Retrieved February 21, 2003, from www.escort.org/products/HSc1c12.pdf