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ELL
Research Guide
ELL/CLDL
English Language/Culturally and Linguistically Diverse Learners
Task Force / Readings /
Assessment / Library Holdings / Web
Sites
Task Force
Mission Statement:
To support faculty in diversity course and program transformation with a primary focus on the needs of ELL/Linguistically and Culturally Diverse students.
Vision Statement:
To ensure that our educators are adequately prepared to teach ELL/CLD students with and without special needs at different levels of English Proficiency by providing equitable access to exemplary cultural and linguistically responsive curriculum and instruction, standards-based assessment and adequate resources.
Membership:
Carey Belasario, Marcia Bromfield, Vivian Dalila Carlo, Susan Cusack,
Harriet Deane, Gail Carney, Marie Gannon, Alice Pierce-Bonifaz (Lissa),
Margery Staman Miller, Solange de Azambuja Lira, Marie de Lourdes B.
Serpa, William
Stokes, Sarah Nieves-Squires
TASK FORCE DOCUMENTS: Principal Task Force documents available for download.
Readings
What is the role of culture in language learning?
Assessment
Massachusetts Comprehensive Assessment System
Massachusetts English Language Assessment-Oral (MELA-O) is the state-mandated
assessment of listening and speaking skills in English for LEP students in
grades K-12. The MELA-O is administered by observing students performing academic
and social tasks in the classroom over a period of time.
The MELA-O must only be administered by a qualified school staff either
as a Qualified MELA-O Administrator (QMA) or a Qualified MELA-O Trainer
(QMT).
A QMA has received a ten-hour training and qualified to administer the
MELA-O to LEP students; a QMT has received three full-day training sessions
and is
qualified to both train QMAs and administer MELA-O to LEP students. Massachusetts
English Language Assessment – Oral (MELA- O) pg. 199-120 of benchmarks.
Assessment for Teaching English Language Learners.
This instrument can be used as a self-assessment as well as a classroom observation tool. This version was adapted by Solange Lira from "Two Way Bilingual Immersion: Teaching Strategies Checklist" by Luporine-Hakmi and Molina, Center for Applied Linguistics.
assessteachell.doc (download)
TESTS: Which tests are commonly used to determine English and/or Spanish
language proficiency?
Library Holdings
Videos
EDUCATING LINGUISTICALLY AND CULTURALLY DIVERSE STUDENTS (KIT)
Publisher; Alexandria, VA: Association for Supervision and Curriculum Development
Copyrighted 1998
Presents materials and activities on the topic of educating
linguistically and culturally diverse students for use by educators in study
groups. Includes 1 videotape.
Call number: Media LC3731 .E38 1998
ENGLISH ONLY IN AMERICA?
Physical Color; Sound; 25 min
Copyrighted 1997
Distributor Films for the Humanities
Producer Open University
In this program advocates for and against the policy of making English the
official language of the United States present their viewpoints. Examines
the topic from social, legal, and educational standpoints. Looks at issues
of national unity and saving money by eliminating bilingual programs vs. the
constitutionality of California's law making English its official language
and the advantages of a bilingual education.
FEAR AND LEARNING AT HOOVER ELEMENTARY
Physical Color; Sound; 53 min
Copyrighted 1997
Distributor New Day Films
Producer Josepha Producciones
A documentary by Los Angeles teacher Laura Angelica Simon, exploring the impact
of California's Proposition 187 on the immigrant community. The subject is
Hoover Street Elementary School, where Simon candidly explores the attitudes
and emotions of teachers, students and parents, focusing on a ten year old
Salvadorian girl.
HELPING ENGLISH LEARNERS SUCCEED:
AN OVERVIEW OF THE SIOP MODEL
Physical Color; Sound; 26 min
Copyrighted 2002
Distributor Center for Applied Linguistics
Producer Center for Applied Linguistics
Provides an introduction to a research-based model of sheltered instruction
for English language learners. This video uses classroom footage and researcher
narration to concisely present the eight components of the SIOP Model.
HOW WE FEEL: HISPANIC STUDENTS SPEAK OUT
Physical Color; Sound; 21 min
Copyrighted 1991
Distributor Landmark Films, Inc. (0547)
Synopsis Successful high school students from Spanish speaking backgrounds reflect upon their schooling experiences and suggest ways to improve schools for Hispanic and other minority students.
INSTRUCTIONAL CONVERSATIONS: UNDERSTANDING THROUGH DISCUSSION
Physical Color; Sound; 26 min
Copyrighted 1995
Distributor Model Teaching Documentary Project
Producer University of CA, Santa Cruz
Series Meeting the Challenge
Showcases the Instructional Conversation (IC) approach with culturally diverse
students in elementary and middle school classrooms. This approach is designed
to achieve academic and linguistic goals through thoughtful discussion of
meaningful content. The guiding principles and practices of IC are explained,
including: thematic focus, utilization of student background knowledge,
elicitation of complex language and expression and self-selected student
turn-taking and limited teacher talk. Teachers discuss the challenges and
rewards of using this approach.
Guide Guide Available
LOST IN TRANSLATION: LATINOS, SCHOOLS AND SOCIETY
Physical Color; Closed Captioned; 60 min
Copyrighted 1998
Distributor PBS Video
Producer PBS Video
This progam looks at possible reasons for the high drop-out rate of Latinos
in the United States. At the time of this program (produced in 1998), the
Latino drop-out rate was 2.5 times higher than that of blacks and 3.5 times
than that of whites. John Merrow explores the possible causes behind this,
including language problems, inadequate resources, lack of opportunities,
poverty, and the lure of the street. He also examines the future of Latino
youth in the United States and the impact of California's Proposition 227
on bilingual education.
MAXIMIZING LEARNING FOR ENGLISH LANGUAGE LEARNERS
Physical Color; Sound; 105 min
Copyrighted 2003
Distributor ASCD
Producer ASCD
This three-part video series and facilitator's guide are designed for teachers
who seek to strengthen their knowledge of and skills in teaching English
language learners. The series introduces viewers to the varied backgrounds
of linguistically diverse learners, the challenges of developing assessments
to meet the needs of English language learners, and the impact of district
standards on classroom lessons and assessments for English language learners.
Contents 3 tapes + 1 guide : Tape 1, Models for teaching, Tape 2, Teaching
strategies, Tape 3, Ensuring success in all classrooms, Facilitator's Guide
Guide Guide Available
PROFILE OF EFFECTIVE BILINGUAL TEACHING: FIRST GRADE
Physical Color; Sound; 27 min
Copyrighted 1994
Distributor University of CA, Santa Cruz
Producer Model Teaching Documentary Project
Series Meeting the Challenge
Shows Erminda Garcia in the process of teaching her bilingual first-grade
class, and demonstrates the many methods and techniques she uses (including
thematic instruction and writers' workshops) to engage her students and
to promote effective bilingual teaching at the first-grade level.
Guide Guide Available
PROFILE OF EFFECTIVE BILINGUAL TEACHING: KINDERGARTEN
Physical Color; Sound; 27 min
Copyrighted 1994
Distributor University of CA, Santa Cruz
Producer Model Teaching Documentary Project
Series Meeting the Challenge
Shows teacher Pola Espinoza in the process of teaching her bilingual
kindergarten class, and the many methods, techniques, etc., she
uses to promote effective
bilingual teaching at the kindergarten level. Techniques include:
thematic instruction, creative classroom organization, oral language development
activities, and biliteracy development activities.
PROFILE OF EFFECTIVE TEACHING IN A MULTILINGUAL CLASSROOM
Physical Color; Sound; 27 min
Copyrighted 1995
Distributor University of CA, Santa Cruz
Producer Model Teaching Documentary Project
Series Meeting the Challenge
Features teacher Robin Liten-Tejada describing the strategies she uses with
her middle school class of ESL students, who are from various linguistic and
cultural backgrounds. Classroom interactions highlight her weaving of multiple
strategies to enable her students to become proficient learners of both language
and content.
Guide Guide Available
PROFILE OF EFFECTIVE TWO-WAY BILINGUAL TEACHING: SIXTH GRADE
Physical Color; Sound; 29 min
Copyrighted 1996
Distributor Model Teaching Documentary Project
Producer University of CA, Santa Cruz
Series Meeting the Challenge
Shows Mary Dorrego, a model teacher, in the process of teaching the diverse
students in her sixth grade class. Among the instructional methods she demonstrates
in her two-way bilingual immersion program are: interactive learning environment,
language and content integration, and student-centered learning. Ms. Dorrego
offers comments on her pedagogical style and beliefs while illustrating her
crafting of meaningful learning.
Guide Guide Available
THE SIOP MODEL: SHELTERED INSTRUCTION FOR ACADEMIC ACHIEVEMENT
Physical Color; Sound; 77 min
Copyrighted 2002
Distributor Center for Applied Linguistics
Producer Center for Applied Linguistics
This program features a research-based approach that teachers can use to help
English language learners succeed academically called the SIOP Model (Sheltered
Instruction Observation Protocol). This program is useful for teachers of
content subjects to provide strategies for adapting instruction to the need
of these students. Filmed in the documentary style, the program presents each
of the SIOP's eight components through the examples of six exemplary teachers
as they employ a wide range of teaching strategies that integrate language
and content learning. The scenes show elementary, middle, and high school
students in mathematics, science, and social studies classes. The tape includes
an accompanying manual "Using The SIOP Model: Professional Development
Manual for Sheltered Instruction."(The Main Library has the related text,
"Making Content Comprehensible for English Learners: The SIOP Model.")
Guide Guide Available
STARTING POINTS: FOR EDUCATORS OF CULTURALLY AND LINGUISTICALLY DIVERSE
YOUNG CHILDREN
Physical Color; Sound; 68 min
Copyrighted 2001
Distributor Educational Productions
Producer Educational Productions
Synopsis This series focuses on assisting mainstream teachers to develop attitudes
and create environments, practices and routines that best welcome and support
young diverse learners in classrooms. It is designed to be viewed by students
in pre-service training, as well as by teachers and assistants in pre-kindergarten
and Head Start programs, and kindergarten, first, and second grade classrooms.
It is also appropriate for childcare providers and other professionals who
work with diverse young children and their families.
Web Sites
- Massachusetts English Language Proficiency Benchmarks and Outcomes
http://www.doe.mass.edu/ell/benchmark.pdf
The benchmarks include (p.199-120) the Massachusetts English Language
Assessment-Oral (MELA-O), the state-mandated assessment of listening and
speaking skills
in English for LEP students in grades K-12. The MELA-O is administered
by observing students performing academic and social tasks in the classroom
over a period of time.
- Diverse Populations
New England Equity Assistance Center
http://neeac.alliance.brown.edu/
- Teaching Diverse Learners
http://www.alliance.brown.edu/tdl/
Selected CLD On line Resources
Compiled by Maria Serpa and Solange Lira Summer 2005
-
Center for Applied Linguistics
www.cal.org
The Center for Applied Linguistics is a private, non-profit organization that
disseminates research-based information about language as it relates to educational
and societal issues. The site includes publications, databases, and links
related to a variety of issues, including immigrant and refugee education,
ESL teaching, and foreign language instruction.
- James Crawford
http://ourworld.compuserve.com/homepages/JWCRAWFORD/
James Crawford is the author of Educating English Learners: Language Diversity
in the Classroom and has also published extensively on language policy and
bilingual education. His website highlights key issues in language minority
education and offers a selection of his recent articles, provides updates
on politics and legislation, and links with other sites of related interest
- Massachusetts Association of Speakers of Other Languages (MATSOL)
http://www.matsol.org/
MATSOL is a Massachusetts professional organization that supports educators
working with English Language Learners. In addition, MATSOL advocates
for the educational opportunities and achievement of English Language Learners.
- Massachusetts Department of Education - ELL Resources
http://www.doe.mass.edu/ell/curriculum.html?section=resources
The Massachusetts Department of Education website dedicated to ELL provides
essential online resources. The website will also update these resources and
add new topics on a regular basis. They welcome both feedback on these resources,
and suggestions for additional resources and topics. Any suggestions may be
sent to: cwhite@doe.mass.edu.
- National Association for Bilingual Education (NABE)
http://www.nabe.org
This website provides information about NABE, a professional organization
for educators interested in dual or multicultural education.
- National Clearinghouse for English Language Acquisition (NCELA)
http://www.ncela.gwu.edu
Funded by the U.S. Department of Education and the Office of English Language
Acquisition, Language Enhancement, and Academic Achievement for all LEP students
(OELA), NCELA offers a large selection of publications online, all related
to the education of linguistically and culturally diverse students.
- National Association for Multicultural Education (NAME)
http://www.nameorg.org/
NAME is an international organization founded to bring together individuals
and groups interested in the role of cultural diversity in education from
various levels of education, different academic disciplines and from diverse
educational institutions and occupations. NAME is an active, growing organization,
with members from throughout the United States and several other countries.
Educators from preschool through higher education and representatives from
business and communities comprise NAME's membership.
- Teachers of English to Speakers of Other Languages (TESOL)
http://www.tesol.org
TESOL is an international organization that supports professionals who teach
English to speakers of other languages. In addition to its online presence,
TESOL publishes a scholarly journal, the TESOL Quarterly, a magazine, TESOL
Journal, and a newsletter, TESOL Matters. TESOL has developed standards
for teaching English and teacher preparation, and advocates for English
language learning in a context that respects individual language rights.
TESOL has a large membership around the world, and holds a well-attended
conference each year.
- Terralingua
http://www.terralingua.org
Terralingua is an international nonprofit organization concerned with the
future of the world’s cultural and linguistic diversity. Its website
is devoted to the issues of preserving linguistic diversity and exploring
the linkages between biological and cultural diversity.
- The Center for Research on Education Diversity & Excellence
http://www.crede.ucsc.edu
CREDE is a federally funded agency whose research and development projects
are focused on students who are linguistically and culturally diverse.
Much
of CREDEs current work revolves around its five standards for
effective pedagogy. “These standards or principles describe best practice in
any classroom, and include joint productive activity, language and literacy
development across the curriculum, connecting curriculum to student’s
lived experiences, teaching complex thinking and teaching through conversation”.
Professionals who access CREDEs website will find useful research
studies
as well as publications and multimedia products.
updated
06/25/08 | 04:01 PM
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