References
List of references in the language lens for content classrooms
by sarah b. ottow, published by learning sciences international, 2019.
Adger, C., Snow, C., and Christian, D. (2018). What Teachers Need to Know about Language (2nd ed). Washington, DC: Multilingual Matters.
Baker, C. (2014). A Parents’ and Teachers’ Guide to Bilingualism (4th ed). Tonawanda, NY: Multilingual Matters.
Bailey, A. L., & Huang, B. H. (2011). Do Current English Language Development/Proficiency Standards Reflect the English Needed for Success in School? Language Testing, 28, 343–365.
Bear, C. & McEvoy, J. (2015). In California Schools, Thousands of English Language Learners Getting Stuck. KQED.
Beard, R. (2018). How to Pronounce GHOTI. Alpha Dictionary.
Calderon, M. (2007). Teaching Reading to English Language Learners: Grades 6-12. Thousand Oaks, CA: Corwin Press.
Colorin Colorado (2017). Using Cognates to Develop Comprehension in English. WETA.
Cummins, J. (2010). The Three Pillars of English Language Learning. RITELL.
Cummins, J., Bismilla, V., Chow, P., Cohen, S., Giampapa, F., Leoni, L., Sandhu, P., and Sastri, P. (2005). Affirming Identity in Multilingual Classrooms. Educational Leadership: 63:1.
Duguay, A., Massoud, L., Tabuka, L., Himmel, J., and Sugarman, J. (2013). Implementing the Common Core for English Learners. CAL Practitioner Brief.
Duke, N. (2016). What Doesn’t Work: Literacy Practices We Should Abandon. Edutopia.
Dutro, S. and Kinsella, K. (2010). English Language Development: Issues and Implementation at Grades Six through Twelve. In Center for Applied Linguistics. Improving Education for English Learners: Research-Based Approaches. CA: Hippocrene Books.
Dweck, C. (2016). Mindset: The New Psychology of Success. New York, NY: Penguin Random House LLC.
Ebbers, S. (2008). Linking the Language: A Cross-Disciplinary Vocabulary Approach. Reading Rockets.
Echevarria, J., Short, D., & Powers, K. (2006). School Reform and Standards-Based Education: An Instructional Model for English Language Learners. Journal of Educational Research, 99(4), 195–210.
Echevarria, J., Vogt, M.E. & Short, D. (2017). Making Content Comprehensible for English Learners: The SIOP® Model (5th ed). Boston: Allyn & Bacon.
Essberger, J. (2018). Ghoti = Fish. English Club.
Frankfurt International School (2018). The Factors that Influence the Acquisition of a Second Language.
Freeman, D., & Freeman, Y. (2004). Three Types of English Language Learners. National Council of Teachers of English.
Freeman, Y., Freeman, D., & Mercuri, S. (2002). Closing the Achievement Gap: How to Reach Limited-Formal-Schooling and Long-Term English Learners. Portsmouth, NH: Heinemann.
Florida, R. (2017). Without Immigrants, the Fortune 500 Would be the Fortune 284. CityLab.
Freeman, Y., Freeman, D., & Mercuri, S. (2002). Closing the Achievement Gap: How to Reach Limited-Formal-Schooling and Long-Term English Learners. Portsmouth, New Hampshire: Heinemann.
Fry, R. (2014). U.S. High School Dropout Rate Reaches Record Low, Drive by Improvement Among Hispanics, Blacks. PEW Research Center.
Garcia, D. (2018). Dual Language Series Part I: Who are Our Learners? [Blog with Videos]. Confianza.
Gee, J. (2008). A Sociocultural Perspective on Opportunity to Learn.
Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth, New Hampshire: Heinemann.
Global Citizen (2018). Seventeen Famous Immigrants Who Helped Shape America.
González, N., Moll, L., & Amanti, C. (2005). Funds of Knowledge: Theorizing Practices in Households, Communities and Classrooms. Mahwah, NJ: Erlbaum
Gottlieb, M. (2013). Essential Actions: A Handbook for Implementing WIDA’s Framework for English Language Development Standards. Wisconsin: WIDA Consortium.
Grosjean, F. (2016). What is Translanguaging? Psychology Today.
Halliday, M. A. K., & Hasan, R. (1989). Language, Context, and Text. Oxford, UK: Oxford University Press.
Halliday, M., & Matthiessen, C. (1961) What is Systemic-Functional Linguistics? Information on Systemic Functional Linguistics: ISFLA.
Hammond, Z. (2015). Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Thousand Oaks, CA: Corwin.
Heritage, M., Walqui, A., and Linquanti, R. (2015). English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the Classroom. Cambridge, MA: Harvard Education Press.
Honigsfeld, A. and Dove, M. (2018). Collaboration and Co-Teaching: Strategies for English Learners [Blog]. Weebly.
Krashen, S. and Crawford, J. (2015). English Learners in American Classrooms: 101 Questions and 101 Answers. Portland, OR: Diversity Learning K-12.
Kopf, D. (2017). The U.S. Has More Immigrant Inventors than Every Other Country Combined. Quartz.
Lesaux, N., Galloway, E., and Marietta, S. (2016). Teaching Advanced Literacy Skills: A Guide for Leaders in LInguistically Diverse Schools. New York, NY: Guilford Press.
McLeod, S. (2018). The Zone of Proximal Development and Scaffolding. Simply Psychology.
McTighe, J. & Wiggins, G. (2012). Understanding by Design Framework. ASCD.
Moll, L. (1992). Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms. Theory into Practice, 31(2), 132–41.
National Council on Teacher Quality (2015). Teacher Prep Review: A Review of the Nation’s Teacher Preparatory Programs.
Nathan, M. (2018). We Are All Academic Language Learners: ALLS [Blog]. Confianza.
Nora, J. and Echevarria, J. (2016). No More Low Expectations for English Learners. Heinemann.
Otheguy, R., García, O. & Reid, W. (2015). Clarifying Translanguaging and Deconstructing Named Languages: A Perspective from Linguistics. Applied Linguistics Review 6(3): 281-307.
Ottow, Sarah (2015). The Problem with PD: Redefine and Reconceptualize the Power of Professional Learning. Confianza.
Ottow, Sarah (2018b). Equity, Language, and Literacy [Video]. Harvard Graduate School of Education EL Summit.
Ovando, C. & Combs, M.C. (2012). Bilingual and ESL Classrooms: Teaching in Multicultural Contexts. New York, NY: McGraw-Hill.
PEW (2014). Changing Patterns in U.S. Immigration and Population.
Pofeldt, E. (2013). First Generation Immigrants Dive Into Entrepreneurship. Forbes.
Quintero, D. & Hansen, M. (2017). English Learners and the Growing Need for Qualified Teachers. The Brookings Institute.
Rehn, A. (2016). The 20-Minute Rule for Great Public Speaking: On Attention Spans and Keeping Focus. The Art of Keynoting.
Salva, C. and Matis, A. (2017). Boosting Achievement: Reaching Students with Interrupted and Minimal Education. Irving, TX: Seidlitz Education.
Schutz, R. (2017). Stephen Krashen’s Theory of Second Language Acquisition.
Shafer Willner, L. (2013). Proficiency Level Descriptors for English Language Proficiency Standards. Council of Chief State School Officers.
Shen, D. (2018). Group and Cooperative Learning: Students as Classroom Leaders. Harvard University: ABLConnect.
Sight Word Games (2013). Words with the Prefix “Inter.”
Snow, C. E., & Uccelli, P. (2009). The Challenge of Academic Language. In D. R. Olson & N. Torrance (Eds.), The Cambridge handbook of literacy. New York: Cambridge University Press.
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StarTalk (2017). Twenty Immigrant & Refugee Scientists Who Made America Greater: Part One.
Style, E. (1996). Curriculum as Window and Mirror. National SEED Project.
Thompson, I. (2015). Language Families. AWL: About World Languages.
Tyson, K. (2013). No Tears for Tiers: Common Core Tiered Vocabulary Made Simple [Blog].
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Usable Knowledge (2018). Linguistically Responsive Teachers: What Mainstream Classroom Teachers Should Know about Teaching English Learners. Harvard Graduate School of Education.
Wiggins, G., Wiliam, D., Tovani, C., Johnston, P., Chappuis, J., Hattie, J., and Brookhart, S. (2012). EL Takeaways: Things to Remember about Feedback. Educational Leadership, 70:1.
Zweirs, J. (2014). Building Academic Language: Meeting Common Core Standards Across Disciplines (2nd ed.) San Francisco, California: John Wiley & Sons