Classroom Resources and Instructional Strategies: Grades
K–12 Books
Allen, J. (1999). Words,
words, words: Teaching vocabulary in grades 4-12. York, ME: Stenhouse.
Words, Words, Words provides educators with a strong research base,
detailed classroom-based lessons, and graphic organizers to support
the strategy lessons. This book offers some practical solutions for
meeting content standards in ways that are meaningful and lasting.
Beers, K. (2002). When kids can’t
read: What teachers can do.
Portsmouth, NH: Heinemann.
Although not written specifically for teachers of English language
learners, this book was written for teachers in Grades 6–12
who desire to help struggling, dependent readers in their classrooms
become independent readers. Many of the ideas and suggestions for
assisting these students are appropriate or may be adapted for English
language learners. The author shares strategies for motivating students;
for increasing comprehension; and for developing word recognition,
vocabulary, and fluency. The appendices include many useful materials,
some of which may be photocopied and used in the classroom.
Brinton, D. B., & Master, P. (Eds.). (1997). New
ways in content-based instruction. Alexandria, VA: Teachers of English to Speakers of Other
Languages, Inc.
This volume offers detailed activities that can be used dynamically
in the classroom to enhance content-based instruction for K–12,
young adult, and university English language learners. The activities
are grouped into five parts of the book: information management,
critical thinking, hands-on activities, data gathering, and text
analysis and construction.
Celce-Murcia, M. (Ed.). Teaching English as a second
or foreign language. (3rd ed.). Boston: Heinle and Heinle.
This methodology resource gives both experienced and prospective
ESL/EFL teachers the theoretical background and practical applications
they need to decide which methods, materials, and resources can be
used in their classrooms. This book was primarily designed as a textbook
for preservice TESL/TEFL courses but can also be used as a reference
book for individual teachers and a sourcebook for teacher trainers.
Chamot, A. U., & O’Malley, J. M. (1994). The
CALLA handbook: Implementing the cognitive academic language learning
approach. Reading,
MA: Addison-Wesley.
This handbook is a practical resource for teachers who are responsible
for teaching the content area subjects to English language learners
(ELLs). The CALLA program is introduced followed by a model of teaching
that includes three main components: content topics, academic language
skills, and learning strategy instruction. Four content area units
and an integrated CALLA unit are outlined as a guide to implementation.
Freeman, Y. S. & Freeman, D. E. (2000). Teaching
reading in multilingual classrooms. Portsmouth, NH: Heinemann.
This volume introduces core principles of effective reading practice.
Presented as a definitive checklist, these principles form the basis
of much of the book and help teachers plan their reading curriculum
and assess their teaching of reading. Examples of eight teachers
who work effectively with mainstream, ESL, and bilingual students
are included.
Freeman, Y. S. & Freeman, D. E. (1998). ESL/EFL
teaching: Principles for success. Portsmouth, NH: Heinemann.
The Freemans present classroom learning for English language learners
in the context of learner-centered instruction that emphasizes teaching
language through content and provides a meaning and purpose for learning.
Social interaction in the classroom plays an important part in facilitating
the students’ development of both social and academic language.
Both theoretical and practical, this book offers many examples to
illustrate the concepts it presents.
Garcia, E. (1991). The
education of linguistically and culturally diverse students: Effective
instructional practices. Washington,
DC: National Center for Research on Cultural Diversity and Second
Language Learning and Center for Applied Linguistics
This report discusses common attributes of schools and classrooms
where language minority students have experienced high levels of
academic success.
Herrell, A. L. (2000). Fifty strategies for teaching
English language learners. Upper Saddle River, NJ: Pearson Education.
Herrell begins this practical guide for K–12 teachers with
a theoretical overview of second language acquisition and the underlying
base of instruction for English language learners. Each of the fifty
chapters discusses one of the fifty strategies (in alphabetical order)
that are outlined in an introductory matrix. The appendix provides
an informal survey for assessing students’ multiple intelligences.
Hurley, S. R. & Tinajero, J. V. (Eds.).
(2001). Literacy
assessment of second language learners. Boston: Allyn & Bacon.
Numerous contributors provide information that teachers will find
useful for making decisions about themselves and their students with
regard to meaningful assessment. Chapter topics include assessment
practices for English language arts, second language acquisition,
reading comprehension, and the content areas.
Kagan, S. (1994). Cooperative
learning. San Clemente, CA: Resources
for Teachers.
This comprehensive book on cooperative learning is suitable for teaching
Grades K–12. An index at the beginning of the book lists the
many groupings that can be used for the instructional purposes outlined
in 24 chapters. Diagrams and charts that illustrate the groupings
accompany each chapter along with implementation discussions.
Kauffman, D., & Apple, G. (2000). The Oxford picture dictionary
for the content areas. New York: Oxford University Press.
This picture dictionary is thematically organized around content
area topics such as the science classroom and specific historical
events.
Nation, I. S. P. (1990). Teaching and learning vocabulary.
Boston: Heinle & Heinle.
Drawing on research, experimentation, and classroom experiences of
teachers, the author examines the underlying principles of vocabulary
acquisition and discusses effective teaching and learning techniques
relevant for listening, speaking, reading, and writing.
Pierce, L. V. (2003). Assessing
English language learners.
Washington, DC: National Education Association.
Assessing English Language Learners offers advice on testing students
just learning the English language from the teacher’s perspective.
The author stresses the appropriate use of large-scale standardized
testing, but focuses on classroom assessment techniques for use with
English language learners as well.
Samway, K. D., & McKeon, D.
(1999). Myths and realities: Best practices for language minority
students. Portsmouth, NH: Heinemann.
Written with mainstream educators in mind, Myths and Realities provides
fundamental background information on issues such as second language
acquisition, legal requirements for educating linguistically diverse
students, and placement, program, and assessment information. This
handbook debunks many common myths about language minority students
and describes best practices in language minority education.
Short, D. (1991). How
to integrate language and content instruction.
Washington, DC: Center for Applied Linguistics.
This training manual helps language teachers and content teachers
integrate language learning and academic content in their classes.
The topics addressed in the manual include instructional techniques
and strategies, guidelines for adapting materials for integrated
lessons, model lessons, assessment, implementation models, and staff
development models.
Teachers of English to Speakers of Other Languages. (1998). Managing
the assessment process: A framework for measuring student attainment
of the ESL standards. Alexandria, VA: Author.
As educators become familiar with the ESL standards for PreK–12
students, they need to know what is involved in measuring students’ progress
toward attaining these standards. Managing the Assessment Process
introduces the complexities of assessment and suggests ways to think
about assessing ESOL students.
Thier, M., & Daviss, B. (2002). The
new science literacy: Using language skills to help students learn
science. Portsmouth, NH: Heinemann.
This book is a practical manual for educators who teach science to
students in Grades 4–10. In the foreward section, Harold Pratt,
President of the National Science Teachers Association, 2001–02,
points out that this book “places the development of language
literacy in the context of inquiry-based, activity-oriented science
instruction called for in the National Science Education Standards…[it]
embraces the richness and usefulness of language as a germane aspect
of students’ science learning experiences.”
Textbook Series
Basics Bookshelf Series
Hampton-Brown, Carmel, CA
800-933-3510
Reading A-Z
27 leveled readers for ages 4–11 online
520-327-3730
National Geographic/Windows on Literacy
National Geographic School Publishing
800-368-2728
Reading Expeditions
National Geographic School Publishing
800-368-2728
Reading Power: Rosen Series
PowerKidsPress
800-237-9932
Scott Foresman ESL: Accelerated English Language Learning
Pearson Education/Longman, White Plains, NY
888-877-7824
Software
ELLIS (English Language Learning Instructional System)
888-756-1570
ELLIS is a suite of multimedia software designed to teach learners
of varying ages and levels to speak and understand English. The ELLIS
curriculum
combines
graphics, full-motion video, digitized sound and voice recording, animation,
and support for 60+ native languages.
LightSpan Achieve Now
888-888-4314
This research-based curriculum program includes interactive software,
school and home learning activities, teacher materials, onsite and
technology-based
professional development, and student assessment.
Read 180 Software
800-234-READ
READ 180 is a comprehensive reading intervention program designed
to meet the needs of students in elementary to high school whose
reading achievement is
below the proficient level.
Rosetta Stone Software
800-788-0822
The Rosetta Stone software provides a comprehensive curriculum for
institutional language programs including course planning and management
and individual student
placement, tracking, and accountability.
Journals
ELT Journal
The ELT Journal is a quarterly publication for all those involved
in the field of ESL/EFL. It seeks to bridge the gap between the everyday
practical concerns
of ELT professionals and related disciplines such as education, linguistics,
psychology, and sociology that may offer significant insights.
ESL Magazine
ESL Magazine is a bi-monthly, color, print magazine serving English
language educators and other professionals.
Essential Teacher
TESOL’s Essential Teacher will debut in Winter 2003–2004.
It is primarily dedicated to language teachers and administrators in
varied ESL/EFL
workplaces.
Essential Teacher also offers guidance to mainstream teachers who work with
non-English-speaking students.
Internet TESL Journal
The Internet TESL Journal is a monthly Web journal that includes
articles, research papers, lesson plans, classroom handouts,
teaching ideas, links, and
other information
of interest.
System: An International Journal of Educational Technology and
Applied Linguistics
System, published quarterly, is an international journal that addresses
the teaching and learning of all languages as well as the study and
teaching of ESL/EFL. The
intended audience of System is researchers and practitioners in the
fields of educational technology, applied linguistics, and language
teaching
and learning.
TESL Canada Journal
TESL Canada Journal is a fully refereed journal for practicing
teachers, teacher educators, graduate students, and researchers.
TESL-EJ
Teaching English as a Second or Foreign Language
Electronic Journal is an internationally recognized source of ESL/EFL information
for people
in scores
of countries,
from researchers to classroom teachers.
TESOL Journal
TESOL Journal is a refereed publication of teaching and classroom
research. TESOL Journal will be phased out in late 2003.
Information on back
issues is available
online.
TESOL Matters
TESOL Matters, a newspaper covering professional issues
and events in the field, will be phased out in late
2003. Information
on
previous issues
can be found
online.
TESOL Quarterly
TESOL Quarterly is a refereed journal concerned with
the teaching of ESL/EFL and the teaching of standard
English
as a second
dialect. TESOL
Quarterly represents a wide range of cross-disciplinary interests,
both theoretical and practical.
Digests and Reports
Assessment Portfolios: Including English Language Learners in Large-Scale
Assessments
Creating Drama with Poetry: Teaching English as a Second Language
Through Dramatization and Improvisation
Dialogue Journals: Interactive Writing to Develop Language and Literacy
Educating Hispanic Students: Effective Instructional Practices
English Language Learners with Special Needs: Effective Instructional
Strategies
Grammar and Its Teaching: Challenging the Myths
Improving Classroom Instruction and Student Learning for Resilient
and Non-resilient English Language Learners
Language Learning Strategies: An Update
Online Resources
for K–12 Teachers: Language and Literacy Education
Practical Ideas on Alternative Assessment for ESL Students
Strategy Training for Second Language Learners
Textbook Selection for the ESL Classroom
Using Cognitive Strategies to Develop English Language and Literacy
Online Resources
Resources for Mainstream Teachers of English Language Learners
This Resource Guide Online from the ERIC Clearinghouse on Languages
and Linguistics includes links to articles, digests, books, Web sites,
and
ERIC documents that offer information on the teaching of English language
learners in mainstream classes.
Internet Resources for Teachers of English as a Second Language
This Resource Guide Online from the ERIC Clearinghouse on Languages
and Linguistics includes links to articles, digests, books, Web sites,
and
ERIC documents that offer information for Teachers of English as a
Second Language.
Second Language Teaching Methodologies
This Resource Guide Online from the ERIC Clearinghouse on Languages
and Linguistics includes links to articles, digests, books, Web sites,
and
ERIC documents that offer information on second language teaching methods.
Directory of ESL Resources
The ERIC Clearinghouse on Languages and Linguistics offers this searchable
online directory of ESL resources that includes links to teaching approaches,
lesson plans, and other materials.
National Clearinghouse
for English Language Acquisition (NCELA)
On this Web site, you’ll find a wide variety of
resources such as the “In
the Classroom Toolkit”.
See also their Online Library resources on Curriculum
and Instruction.
Gateway to Educational Materials
The Gateway to Educational Materials (GEM) is a searchable collection
of lesson plans and curriculum units. Searches can be done by grade
level, and can also be conducted to include only free, Web-based materials.
Although there is not a category for ESL/EFL, some helpful resources
may be found under “Language Arts” or “Foreign Languages” and “Speaking” or “Listening
Comprehension.”
EverythingESL.net
EverythingESL.net includes lesson plans, teaching tips, resource
picks, and online bulletin boards and discussion forums.
Dave’s ESL Café Lesson
Plans
Dave’s ESL Cafe maintains a collection of ESL lesson plan resources.
ESL Home Page
This Web site has many useful links for both ESL learners and teachers.
EFL/ESL Lessons and Lesson Plans from the Internet TESL Journal
The Internet TESL Journal maintains an exhaustive list of links to
lesson plans, categorized by subject.
Karin’s
ESL Partyland
This is a comprehensive source of lesson plans and reproducible materials
to use in the ESL classroom. This Web site also includes more than
75 interactive quizzes, a discussion board, a chat room and job board
for
teachers, and chat room for students.
Educator's Reference Desk
This Internet-based service provides lesson plans for teaching
ESL.
EnglishCLUB.net
Teachers’ Room
This site provides activities, handouts, and lesson plans for ESL
teachers.
Teacher’s
Guide to International Collaboration on the Internet
This Web resource sponsored by the U.S. Department of Education offers
teachers ideas for lessons that use the Internet to connect with other
students. Click on “Foreign/Second Language” to see ESL examples. |
