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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: sales@cde.ca.gov
  To receive updates on the availability of this and other CDE Press
  publications, subscribe
  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
  Publication Description
  Improving Education for English Learners:
  Research-Based Approaches
  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,
  research-based standards.
  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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