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Resources
U.S. Department of Education
No Child Left Behind
Wisconsin DPI Division for Learning Support:Equity and
Advocacy
WIDA HomePage--Enhanced
Assessment Consortium for English Language Learners (ELLs)
Bilingual Research Journal
The National Clearinghouse for English Language
Acquisition
Bilingual/ESL Teacher Resources
The Center for Research on Education, Diversity, &
Excellence
Center for Multilingual, Multicultural Research
The Language Diversity Network
Teaching Diverse Learners
Articles & Reports
TESL Journal
Rethinking Schools' Collection of Resources
Office of English Language Acquisition (US. Department of
Education)
– Congressionally mandated, biennial report on Title III
emphasizes "significant progress" in state programs for ELLs;
the fine print tells a different story (March 2005).
James Crawford's Language Policy Web Site & Emporium
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NEW
REPORT: ASIAN AMERICAN STUDENTS DON'T BENEFIT FROM
NO CHILD LEFT
BEHIND ACT--MAJOR REFORMS NEEDED-May 5, 2008
http://www.aaldef.org/docs/AALDEF_LeftintheMargins_NCLB.pdf |
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International Journal of Foreign Language Teaching
A free on-line quarterly journal dedicated to communicating
research, articles and helpful information regarding
language acquisition to support teachers as they
endeavor to create fluent, multilingual students.
You must register in order to access the articles at
http://www.tprstories.com/ijflt/ |
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The report from the Center on Education Policy titled, "Caught in
the Middle - AZ's ELLs and the high school exit
exam" is now available on-line at:
http://www.cep-dc.org/index.cfm?fuseaction=Page.viewPage&pageId=493&parentID=481
SUMMARY OF RECOMMENDATIONS
The Center on Education Policy offers the following
recommendations for policymakers to help better
prepare English language learners to pass the exit
exam in Arizona. These recommendations grow out of
our own observations during our Arizona case study
research, suggestions by interviewees, and knowledge
gained from our broader research on exit exams. More
detail about each of these recommendations can be
found in the final section of this report.
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Journal of
Borderland Education (JBE)
is an on-line open source journal that
publishes critical, integrative pieces of
research and literature pertaining to
education and the notions of borders and the
borderland. Potential publications should
include conceptualizations, interpretations,
and syntheses of literature and scholarly
work in the respective field and
border/borderland issues. http://education.nmsu.edu/jbe/index.html
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The impact
of language and high-stakes testing policies
on elementary school English language
learners in Arizona. Education Policy
Analysis Archives, 14(13). Wright, W. E., &
Choi, D. (2006).Retrieved [date] from
http://epaa.asu.edu/epaa/v14n13/
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ArizonaNativeNet
- A team of UA experts in American
Indian programs has developed a Web
site dedicated to the
higher-education needs of native
communities and offering various
other useful resources.
www. arizonanativenet.com ArizonaNativeNet
brings together the expertise of the
Native Nations Institute for
Leadership, Management and Policy
and the Indigenous Peoples Law and
Policy Program at the University of
Arizona. |
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"LAWS AFFECTING THE SEGREGATION
OF LATINOS The story for Latinos
is very different. In most states,
segregation of Latinos occurred
because of residential segregation
and through customs and traditions
developed over time rather than by
official laws."
http://www.civilrightsproject.harvard.edu/research/reseg03/intro.pdf |
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U.S. Department of Education's
Research Office Establishes National
Literacy Panel on Language Minority
Children and Youth.
U.S. Department of Education
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Journal of Borderlands Education (JBE) is announcing an inaugural peer-reviewed online journal
dedicated to exploring the multiple
aspects of borderlands education in
and around the United States and
abroad. JBE
web site:
http://education.nmsu.edu/jbe
and click on the Guidelines link. To
complete the submission process
click on the Submissions link, fill
out the information, and attach your
document. |
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Bilingual
Research Journal:
Latino
Parents' "Choice" for Bilingual Education in
an Urban California School: Language
Politics in the Aftermath of Proposition;
2005-10-23
http://www.blackenterprise.com/yb/ybopen.asp?section=ybng&story_id=84434430&ID=blackenterprise
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Bilingual
Research Journal
Becoming Biliterate: A Study of Two-Way
Bilingual Immersion Education; 2005-10-23;
http://www.blackenterprise.com/yb/ybopen.asp?section=ybng&story_id=84434392&ID=blackenterprise |
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Bilingual
Research Journal:
Self-Designated Dual-Language Programs: Is
There a Gap Between Labeling and
Implementation?
2005-10-23
http://www.blackenterprise.com/yb/ybopen.asp?section=ybng&story_id=84434433&ID=blackenterprise |
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The Journal
Educational Policy (This
second issue focuses on Arizona.)
Educational Policy, Volume 19, Issue
5 (2005):
Special Issue on Language
Policy in Education, Part 2;
Guest Editor, Maria Brisk: The
Political Spectacle of Arizona's Proposition
203 by
Wayne E. Wright:
Bilingualism for the Children: Implementing
a Dual-Language Program in an English-Only
State:
Mary Carol Combs, Carol Evans, Todd
Fletcher, Elena Parra, and Alicia Jimenez:
Revisiting the Bilingual Education Debate
from the Perspectives of Parents: Policy,
Practice, and Matches or Mismatches: Tom T. Stritikus, Eugene Garcia
http://epaa.asu.edu/epaa/ |
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Academic Achievement of English Language Learners in Post Proposition 203 Arizona. Wayne E. Wright &
Chang Pu, University of Texas, San Antonio. Executive Summary:
http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0509-103-LPRU-exec.pdf
http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0509-103-LPRU.pdf |
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| Rolstad, K., Mahoney, K., Glass, G. V. (2005). The big picture: A meta-analysis of program effectiveness research on English language learners.
Educational Policy, 19, 572-594. Available at http://www.public.asu.edu/~krolstad/big_picture.pdf
It is shown that bilingual education is consistently superior to all-English approaches, and that developmental bilingual education programs are superior to transitional bilingual education programs. |
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Condition of English Language Learners in Arizona: 2005
http://www.asu.edu/educ/epsl/AEPI/Report/EPSL-0509-110-AEPI.pdf
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| This analysis provides data supporting this statement: "After looking
at achievement data, it appears Prop. 227 had no effect on student test scores and reclassification." See
the report at http://epaa.asu.edu/epaa/v12n36/v12n36.pdf |
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| Language Policy Research Unit website http://www.asu.edu/educ/epsl/lpru.htm
Click on "Research Reports" |
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| "The acquisition of English by children in two-way programs: What does the research say?"
Now available for downloading, from http://www.sdkrashen.com. |
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The full report "Effective Reading Programs for English Language Learners: A Best-Evidence Synthesis:"
http://www.csos.jhu.edu/crespar/techReports/Report66.pdf |
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| “The 2002 California English Language Development Test documents the progress of more than 1.3 million English learner students
in the state. This report summarizes student achievement as measured by the test and evaluates the rate at which students’ English skills
improve. On the whole, student progress is slow, although some groups of students appear to make rapid progress…”
http://www.lao.ca.gov/2004/english_learners/021204_english_learners.htm |
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| The Language Policy Research Unit at Arizona State University devotes this site to the law and language policy.
The full site is available at http://www.asu.edu/educ/epsl/LPRU/law/ |
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| The New Neighbors: A User’s Guide to Data on Immigrants in U.S. Communitiesby The Urban Institute with support
from the Annie E. Casey Foundation, is a guidebook designed to help local policy makers, program implementers, and advocates use U.S.
Census and other data sources to identify immigrant populations in their local communities-their characteristics, their contributions,
and their needs. The guidebook lists relevant data sources, the information contained in each, and where they can be located, as well
as software needed to use them effectively. This report is available online:
www.urban.org/UploadedPDF/310844_the_new_neighbors.pdf |
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| Language Skills and Earnings: Evidence from Childhood Immigrants [Source: Abstract] Research on the effect of language
skills on earnings is complicated by the endogeneity of language skills. This study exploits the phenomenon that younger children learn
languages more easily than older children to construct an instrumental variable for language proficiency. Findings indicate a significant
positive effect of English proficiency on wages among adults who immigrated to the U.S. as children. Much of this impact appears to be
mediated through education. Differences between non-English speaking origin countries and English-speaking ones that might make immigrants
from the latter a poor control group for non-language age-at-arrival effects do not drive these findings.
http://www.ccis-ucsd.org/PUBLICATIONS/wrkg87.pdf |
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| Special Feature: Frank Monaghan's Entering the List: Campaigning
for Bilingual Education on the Net. Published in Language and Education; Vol. 17, No. 4, 2003. © 2003 F. Monaghan. |
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| The Harvard Civil Rights Project just released a study on this. It's at:
http://www.civilrightsproject.harvard.edu/news/pressreleases.php/record_id=4 |
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| The Chicano Studies Collection was established in 1970 in response to the academic needs of both Chicano students and faculty in
higher education. Its purpose was to obtain works by and about Mexican Americans, or Chicanos, in the United States, and to place those materials
in a separate library collection. http://www.asu.edu/lib/archives/chicano.htm |
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| The Bilingual Research Journal is a joint project of NABE, the National Association for Bilingual Education, and the Southwest Center
for Education Equity and Language Diversity, College of Education, Arizona State University. BRJ Online contains the same material included in the
printed (hardcopy) version of the journal. It is not necessary to subscribe to BRJ Online.
http://brj.asu.edu/subscribe.html |
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| Is Bilingual Education Bad For You?: Another Bogus Argument Against Bilingual Education.
Stephen Krashen. "The following is a critique of two reports by Joseph Guzman that have received wide press coverage: ..."
http://www.asu.edu/educ/epsl/LPRU/features/article6.htm |
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| The Amazing Case of Bilingual Education. Stephen Krashen. The rationale for bilingual education is clear, the research is positive,
and many people find the rationale reasonable? Why is there so much opposition to bilingual education? Now available at:
http://www.eslminiconf.net/september/story8.html |
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| Stephen Krashen: "The major problem is the definition of bilingual education. My response to Guzman is now available at:
http://www.irvingisd.net/~spollard/response_to_guzman.htm" |
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| Rand Reading Study Group (2002). Reading for understanding: Toward an R&D program in reading comprehension. Report prepared
for the Office of Educational Research and Improvement. Santa Monica: RAND]
http://www.rand.org/publications/MR/MR1465/MR1465.pdf |
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| NCELA OUTLOOK A Monthly Online Publication of the National Clearinghouse for English Language Acquisition & Language Instruction
Educational Programs (NCELA). http://www.ncela.gwu.edu/newsline/ |
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| A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement Final Report: Project.
Principal Investigators: Wayne P. Thomas and Virginia P. Collier, George Mason University.
http://www.crede.ucsc.edu/research/llaa/1.1_final.html |
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Collier, V. P., and Thomas, W. P. (2004). "The Astounding Effectiveness of Dual Language Education for All." NABE Journal of Research
and Practice 2(1): 1-20. http://njrp.tamu.edu/2004.htm |
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| The Thomas and Collier 1997 national research study summary may be found at: Thomas, W. P., and Collier, V. P. (1997). School
Effectiveness for Language Minority Students. National Clearinghouse for Bilingual Education (NCBE) Resource Collection Series, No. 9, December.
Available at
http://www.ncela.gwu.edu/pubs/resource/effectiveness/thomas-collier97.pdf |
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| Kenji Hakuta, Stanford University (http://www.stanford.edu/~hakuta/index.html) analysis of Oceanside School Distrist : Silence from
Oceanside and the Future of Bilingual Education by Kenji Hakuta
http://www.stanford.edu/~hakuta/SAT9/Silence from Oceanside.htm |
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| http://www.ncela.gwu.edu/enews/2005/0125.htm#NCELAReleases.
NCELA Releases the 2003-2004 State LEP Enrollment Growth Charts for 46 states. These visual aids chart the growth of LEPs over the past ten years,
from the school year 1993-94 to 2003-04. |
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| "Limited English Proficient Students: Increased Accountability Under NCLB" From The Civil Rights Project at Harvard By Laura Batt,
Jimmy Kim, Gail Sunderman, Dated February 2005
http://www.civilrightsproject.harvard.edu/research/esea/LEP_Policy_Brief.pdf Why support a delayed-gratification approach to language education?
Stephen Krashen, published in: The Language Teacher, 28(7), 3-7. (2004). Now available at
http://www.sdkrashen.com. May be downloaded and shared with colleagues, students, etc. |
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| No Child Left Behind: Misguided Approach to School Accountability for English Language Learners, which is on the NABE website at
http://www.nabe.org/documents/policy_legislation/NABE_on_NCLB.pdf |
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| http://brj.asu.edu/archives/23v21/indexg.html
Title: Balkanization, Bilingualism, And Comparisons Of Language Situations At Home And Abroad. ABSTRACT: In this article,
the "balkanization argument" made by conservatives for English-Only legislation and against bilingualism is addressed. The argument
here is that the United States faces the sort of linguistic divisions found in other countries. Most frequently invoked are the cases of Canada and Belgium. |
Classroom Resources
Activities for ESL Students
Marty Levine’s Lesson Plans and Resources for ESL,
Bilingual, and Foreign Language Teachers
WordReference.com
Rubistar en español
MoraModules
Illinois Resource Center ekits
Hundreds of Sites for Teachers
The Children's Literature Web Guide
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