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CHAPTER 3 RESOURCES Valentino, R. A., & Reardon, S. F. (2014, March). Effectiveness of four instructional programs designed to serve English language learners: Variation by ethnicity and initial English proficiency. Retrieved from Stanford Center for Education Policy Analysis website: http://cepa.stanford.edu/sites/default/files/Valentino_Reardon_EL Programs_14_0326_2.pdf This study investigated the differences in academic achievement trajectories from elementary through middle school in English immersion, transitional bilingual, developmental bilingual, and dual immersion programs. van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Dordrecht, Netherlands: Kluwer Academic. This book provides foundational theories for a sociocultural approach to learning in a second language. It provides relevant examples from across the educational span. van Lier, L., & Walqui, A. (2012). Language and the Common Core State Standards. Retrieved from Stanford University, Graduate School of Education website: http://ell.stanford.edu/sites/default/files/pdf/academicpapers/04-Van%20Lier%20Walqui%20Language%20and%20CCSS%20FINAL.pdf This commissioned paper that analyzes the language development practices that do, and do not, prepare ELs for meeting rigorous standards for learning. It can serve as a tool for a discussion of disciplinary content and language practices and their implications for the education of ELs. Wainwright, A. (n.d.). 7 biggest classroom technology trends and challenges. Retrieved from http://www.securedgenetworks.com/blog/7-Biggest-Classroom-Technology-Trends-and-Challenges This article discusses current trends and challenges when using technology in the classroom. Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism, 9(2), 159–180. The article focuses on the sociocultural theory and instructional practices that promote high quality instruction for ELs, and includes a discussion of Lev Vygotsky’s work and its application to teaching and learning that supports grade-level academic learning. Walqui, A., & van Lier, L. (2010). Scaffolding the academic success of adolescent English language learners: A pedagogy of promise. San Francisco, CA: WestEd. The authors provide the theoretical foundation and deep and generative application of pedagogical scaffolding with teachers of ELs. It then focuses on the principles that sustain the Quality Teaching for English Learners professional development initiative at WestEd. White House Task Force on New Americans. (2015, April 14). Strengthening communities by welcoming all residents: A federal strategic action plan on immigrant & refugee integration. Retrieved from https://www.whitehouse.gov/sites/default/files/docs/final_tf_newamericans_report_4-14-15_clean.pdf This is a one-year progress report on an interagency effort to develop a coordinated federal strategy to better integrate new Americans into communities. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 3 • 33 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
CHAPTER 3 RESOURCES WIDA. (n.d.). Access for ELLs summative assessment. Retrieved from https://www.wida.us/assessment/access/ This Web page discusses options for assessing ELs using WIDA assessment tools. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 3 • 34 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
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U.S. Department of Education NEWCOM
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Contents Introduction . . . . . . .
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Chapter 5: Establishing Partnership
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CHAPTER 1: Who Are Our Newcomers? A
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Terms Used to Describe Newcomers
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Cultural Contributions Immigrants b
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IMMIGRANT SPOTLIGHT Paola Moya, CEO
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CHAPTER 1 RESOURCES PROFESSIONAL RE
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CHAPTER 1 RESOURCES Resource List A
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CHAPTER 1 RESOURCES Jacoby, T. (200
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CHAPTER 1 RESOURCES U.S. Citizenshi
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CHAPTER 2: Welcoming Newcomers to a
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It is fundamental to schools’ wor
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3. Communication with students and
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3. Communication with students and
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classes for parents, and an array o
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Page 41 and 42: Practice and Process Components of
Page 43 and 44: Practice and Process Components of
Page 45 and 46: CHAPTER 2 CLASSROOM TOOL Connecting
Page 47 and 48: CHAPTER 2 SCHOOLWIDE TOOL New York
Page 49 and 50: CHAPTER 2 PROFESSIONAL REFLECTION A
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Page 55 and 56: CHAPTER 2 RESOURCES Plyler v. Doe,
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Page 59 and 60: Cultivating Global Competencies New
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Page 63 and 64: process; learning a second language
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Page 67 and 68: Misconceptions (continued) • Deve
Page 69 and 70: Key Attributes of Dual Language Edu
Page 71 and 72: their individual needs. The focus o
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Page 93 and 94: Social Emotional Well-Being and Stu
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Page 107 and 108: CHAPTER 4 SCHOOLWIDE TOOL Discrimin
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Page 129 and 130: Highly successful schools spend tim
Page 131 and 132: Schools should develop strategies t
Page 133 and 134: Processes and Strategies to Facilit
Page 135 and 136: Model and Support Parents’ Engage
Page 137 and 138: Stories From the Field: Four Blog P
Page 139 and 140: CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 PROFESSIONAL REFLECTION A
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CHAPTER 5 RESOURCES Bridging Refuge
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CHAPTER 5 RESOURCES Education Devel
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CHAPTER 5 RESOURCES Mapp, K. L., &
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CHAPTER 5 RESOURCES Short, D. J., &
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U.S. Department of Education
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