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• Assessing Writing Bilingually and Authentically: International Community School and ALAS In 2001-2002, its first year of existence, the International Community School (ICS), which serves 300 kindergarten through fifth graders in the predominantly Latino Fruitvale neighborhood of Oakland,... March 11, 2003 by Jill Davidson - Assessment, Using Rubrics
• Dos and Don'ts with Refugee Students As an English as a Second Language teacher at Chicago's Sullivan High School, Naomi Nakayama works with many refugee students who have come to the United States after years of disjointed or... March 10, 2003 by Naomi Nakayama - Instruction, Personalization
• English Language Learners in Essential Schools We recognize the fact that no two of our students are exactly the same, and that each changes over time. All this bubbling variety is inconvenient. It would be handy if each thirteen year old was a... March 10, 2003 by Jill Davidson - Instruction, Personalization
• Language Learning Terminology: Key Concepts for Shared Understanding Bilingual A person fluent in two languages. Bilingual Education Pedagogy conducted in two languages for the purpose of maintaining native language skills and building on... March 11, 2003
• Myths and Realities: Best Practices for Language Minority Students "My immigrant grandparents were thrown into school with kids who spoke English and they survived. Why can't kids do that today?" Some broadly held beliefs about language learning persist and strongly... March 11, 2003 by Denise McKeon, Katherine Davies Samway - Instruction, Personalization
• Resources for Learning More About Language Minority Students National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA) Funded by the U.S. Department of Education's Office of English... March 11, 2003 - Instruction, Personalization
• The Growing Numbers of Limited English Proficient Students, 1991-2002 Each year, the United States Department of Education’s Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students issues data... March 11, 2003
• The Long Haul: An Autobiography The Long Haul, one of our all-time favorite books, is an auto-biography of Myles Horton, who, through his High-lander Folk School in New Market, Tennessee, helped train Martin Luther King, Jr., Rosa... March 11, 2003 by Myles Horton - Curriculum, Essential Questions
• The Skin that We Speak: Thoughts on Language and Culture in the Classroom Exploring the connections between language, race, identity, and school success, The Skin That We Speak's thirteen essays delve into how speakers of "nonstandard" English —mostly varieties of... March 11, 2003 by Lisa Delpit - Classroom Culture
• Why Don't They Learn English? Separating Fact from Fallacy in the U.S. Language Debate Through a synthesis of recent research and individual, personal stories, Lucy Tse concisely, efficiently, and lucidly debunks persistent, widespread misconceptions about immigrants' language use... March 11, 2003 by Lucy Tse
• Working with Culturally and Linguistically Diverse Families Deborah A. Bruns, faculty member at Southern Illinois University, and Robert M. Corso, researcher/educator at the University of Illinois at Urbana-Champaign, analyzed research and current best... March 11, 2003 by Deborah A. Bruns, Robert M. Corso - Family Collaboration