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[xmca] "Educating English Learners: Research-Based Approaches"
The California Department of Education has developed a new publication in
the same spirit as Schooling Language Minority Students: A Theoretical
Framework. Entitled "Educating English Learners: Research-Based
Approaches", we expect the volume to be available in early October.
For more inFormation, contact:
CDE Press Sales Office, Phone: 800-995-4099 Fax: 916-323-0823
1430 N Street, Suite 3207, Sacramento, CA 95814
Web site: www.cde.ca.gov/re/pn/rc E-mail: firstname.lastname@example.org
To receive updates on the availability of this and other CDE Press
to the CDE Press e-mail list http://www.cde.ca.gov/re/pn/rc/cpumail.asp.
As you can see from the letter, we are looking to let the field know
about the availability of this publication.
Whatever assistance you are able to provide would be very much
Improving Education for English Learners:
California Department of Education - Scheduled Availability October 2009
California Superintendent of Public Instruction, Jack O'Connell, has
suggested that the academic achievement gap between ethno-linguistic
minority students and other students, as represented by test scores,
dropout rates, and college admissions and completion rates, is the
most persistent and pressing challenge facing public schools
nationwide. Although the achievement gap exists everywhere in the
United States, in California it affects a significantly large
population of students who speak a language other than English at
home. The United States Department of Education estimates that
5,119,500 English learners were enrolled in public schools across the
United States in 2007. California's proportion is approximately 36
percent of the national total and California has more English learners
than the next six states combined. With one of every four students
being an English learner, no state has a greater stake in the
education of these students than California. For this reason, The
California Department of Education (CDE), as part of its role to
provide assistance to local educational agencies and teacher training
institutions, has undertaken the development of this volume as a way
of providing guidance to the field.
Overview: Improving Education for English Learners: Research-Based
Approaches represents an anchor publication to assist school districts
in the design, implementation, and evaluation of programs for English
learners over the coming years. It is intended to assist educators in
addressing the instructional needs of English learners and to support
the implementation of the English language development as well as the
subject-matter standards and frameworks. The book will also assist
school staff to meet educational obligations required by the No Child
Left Behind Act and other federal and state statutes and regulations.
The chapters are directed to an audience of classroom teachers,
resource teachers, administrators, teacher educators, and providers of
professional development. Program designers and policymakers are also
likely to find the volume useful.
Chapter 1 by Veronica Aguila, CDE. Description of the historical
challenges faced by educators of English learners.
Chapter 2 by William Saunders, UCLA, and Claude Goldenberg, Stanford
University. Synthesis and analysis of the research foundations of
English language development (ELD) also referred to as English as a
Second Language (ESL).
Chapter 3 by Marguerite Ann Snow, California State University-Los
Angeles, and Anne Katz, School for International Training. Discussion
of ELD instructional practices in kindergarten through grade five.
Chapter 4 by Susana Dutro, E.L. Achieve, and Kate Kinsella, San
Francisco State University. Discussion of ELD instructional practices
in grades six through twelve.
Chapter 5 by Diane August, Center for Applied Linguistics, and Timothy
Shanahan, University of Illinois. A research-based framework for
English literacy development for second language learners.
Chapter 6 by Jana Echevarria, California State University-Long Beach,
and Deborah Short, Center for Applied Linguistics. Description of
sheltered content instruction for the purposes of subject-matter
teaching and academic language development.
Chapter 7 by Kathryn Lindholm-Leary, San Jose State University, and
Fred Genesee, McGill University. Presentation on alternative programs
of instruction including various types of dual-language/bilingual
Chapter 8 by David Dolson, CDE, and Lauri Burnham-Massey, CDE. Options
for the contemporary design and delivery of English-medium programs.
Special Features: Several steps were taken during the development of
the volume with the explicit aim of improving content as well as the
delivery of critical messages to an educator audience.
Each chapter is the result of a paper commissioned by the CDE and
written by a team of two prominent scholars. The authors are
recognized experts in their fields with substantial research, teacher
education, and previous writing experience.
The volume is based on research. Recommendations are supported by
scientific investigations that meet the standards of contemporary
research such as those promoted by NCLB and those advanced by the
National Panel on Literacy Instruction commissioned by the U.S.
Department of Education.
The authors were asked to respond to a series of questions commonly
posed by practitioners. The attention to these questions ensures that
the information in this volume is of practical value to those working
in the field.
Close collaboration between the authors and practitioners was an
integral part of the developmental process. A panel of experienced
field colleagues read drafts of the papers and provided feedback to
the authors during development of the volume. These reviewers
encouraged the authors to craft explanations of complex issues in a
fashion that would be understood readily by practitioners.
The authors provided feedback to each other during the development of
the papers. These efforts focused on articulation among and between
the chapters and challenged all of the teams to adhere to rigorous,
Experienced content and copy editors were asked to review the book to
ensure that the papers functioned as a set of coherent chapters,
communicated key messages clearly, and were thorough and current in
research-based representations of recommended practices.
Additional information on this publication is available at:
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