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Amaral, O., Garrison, L., & Klentschy, M. (2002). Helping English learners increase achievement through inquiry-based science instruction. Bilingual Research Journal 26 (2), 213-239. http://brj.asu.edu/content/vol26_no2/pdf/ART2.PDF

Anstrom, K. (1999). Preparing secondary education teachers to work with English language learners: Social studies. Washington D. C.: National Clearninghouse for Bilingual Education. 
http://www.ncela.gwu.edu/pubs/resource/ells/social.htm

Bailey, A.A., Butler, F.A., LaFramenta, C. & Ong, C. (2004). Toward the characterization of academic language in upper elementary science classrooms. CSE Report 621. Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

Bernhardt, E., Hirsch, G., Teemant, A., & Rodriguez-Munoz, M. (1996, February). Language diversity and science: Science for limited English proficiency students. The Science Teacher, 63(2), 24-27

Black, C. and Huerta, M.G. (1994). Teacher insights: The use of langauge functions in mathematical group games.
http://www.ncela.gwu.edu/pubs/nabe/brj/v18/18_34_black.pdf

Bresser, R. (2003). Helping English language learners develop computational fluency. Teaching Children Mathematics. February, 294-299.

Brown, C. L. (2007). Strategies for making social studies texts more comprehensible for English langauge learners. The Social Studies, 98(5), 185-188. 

Buchanan, K. and Helman, M. (1993). Reforming mathematics instruction for ESL literacy students. http://www.ncela.gwu.edu/pubs/pigs/pig15.htm

Buck, G. (2000, November/December). Teaching science to English as a second language learners. Science and Children 38(3), 38-41.

Buhrow, B. & Upczak Garcia, A. (2006). Ladybugs, tornadoes, and swirling galaxies. English language learners discover their world through inquiry. Portland, ME: Stenhouse.

Case, R., et al., (2006). How to assess language in the social studies classroom. The Social Studies, 97(1), 41-48. 

Celedon-Pattichis, S. (2004). Rethinking policies and procedures for placing English language learners in mathematics. NABE Journal of Reseach and Practice, 2(1).

Chamot, A., & O’Malley, J.M. (1994). The CALLA handbook. Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley.

Clement, L. L. (2004). A model for uderstanding, using, and connecting representations. Teaching children mathematics, September, 97-102. Buchanan, K. and Helman, M. (1993). Reforming mathematics instruction for ESL literacy students. http://www.ncela.gwu.edu/pubs/pigs/pig15.htm

Collier, V. (1995). Acquiring a second language for school. Directions in Language & Education. 1 (4). National Clearinghouse for Bilingual Education. Retrieved on April 24, 2008 from http://www.ncela.gwu.edu/pubs/directions/04.htm

Cuevas, G. J. (1984). Mathematics learning in English as a second language. Journal for research in mathematics education, 15(21), 134-144.

Dalton, S. and Sisson, J. (1995). Enacting instructional conversation with Spansih speaking students in middle school mathematics. ming mathematics instruction for ESL literacy students. http://www.ncela.gwu.edu/pubs/ncrcdsll/rr12/index.htm

Dobb, F. (2004) Essential Elements of Effective Science Instruction for English Learners, 2nd edition. California Science Project. http://csmp.ucop.edu/downloads/csp/essential_elements_2.pdf

Echevarria, J. & Graves, A. (1998). Sheltered content instruction. Teaching English-language learners with diverse abilities. Boston: Allyn and Bacon.

Echevarria, J., Vogt, M., & Short, D. (2004). Making content comprehensible for English learners. The SIOP model. Boston, MA: Pearson.

Egbert, J. et al., (2001). Providing support for non-native learners of English in the social studies classroom. The Social Studies, 92(1), 22-25. 

Fang, Z. (2006). The language demands of science reading in middle school. International Journal of Science Education 28(5), 491-520.

Fathman, A. K., Quinn, M. E., & Kessler, C. (1992). Teaching science to English learners, grades 4–8. NCBE Program Information Guide Series, 11, 1–25. http://www.ncela.gwu.edu/pubs/pigs/pig11.htm

Fitchett, P. (2006). Reaching Latinos through social studies. Learn NC. University of North Carolina.    
http://www.learnnc.org/lp/pages/942

Fradd, S., & Lee, O., (1999). Teachers’ roles in promoting science inquiry with students from diverse language backgrounds. Educational Researcher , 28(6)

Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, HN: Heinemann.

Gonzalez, N., Moll, L., Floyd-Tenery, et al., (1993). Teacher research on funds on knowledge: Learning from households. Education Practice report 6. Santa Cruz, CA. National Center for Research on Cultural Diversity and Second Language Learning.     
http://www.ncela.gwu.edu/pubs/ncrcdsll/epr6.htm

Helwig, R., et al. (1999). Reading as an access to mathematics problem solving on multiple choice tests for sixth grade students. The journal of education research, 9(2), 113-125.

Henderson, R. W. and Landesman, E. M. (1992). Mathematics and middle school students of Mexican descent: The effects of thematically integrated instruction.
http://www.ncela.gwu.edu/pubs/ncrcdsll/rr5.htm

Honnert, A.M. & Bozan, S.E. (2005). Summary frames: Language acquisition for special education and ELL students. Science Activities 42(2), 19-29.

Irujo, S. (2007). So just what is the academic language of mathematics? The ELL Outlook, (6)3, May-June.
http://www.coursecrafters.com/ELL-Outlook/index.html

Irujo, S. (2007). Teaching math to English language learners: Can research help? The ELL Outlook, (6)2, Marh-April.
http://www.coursecrafters.com/ELL-Outlook/index.html

Jacobson, J., Lapp, D., & Flood, J. (2007). A seven-step instructional plan for teaching English-language learners to comprehend and use homonyms, homophones, and homographs. Journal of Adolescent & Adult Literacy , 51(2), 98-111

Kearsey, J., & Turner, S. (1999, October). The value of bilingualism in pupils’ understanding of scientific language. International Journal of Science Education, 21(10), 1037-1050.

Khisty, L. L. (1993). A naturalistic look at language factors in mathematics teaching in bilingual classrooms.
http://www.ncela.gwu.edu/pubs/symposia/third/khisty.htm

Law, B. & Eckes, M. (1995). Assessment and ESL. A handbook for K-12 teachers. Manitoba, Canada: Peguis Publishers.

Lee, O. (2005). Science education with English language learners: Synthesis and research agenda. Review of Educational Research, 75 (4), 491-530

Lee, O. & Luykx, A. (2005). Dilemmas in scaling up innovations in elementary science instruction with nonmainstream students. American Educational Research Journal 42(3), 411-438.

Lee, O. (2004). Teacher change and beliefs and practices in science and literacy instruction with English language learners. Journal of Research in Science Teaching 41, 65-93.

Lee, O., & Fradd, S. H. (1996, November). Literacy skills in science learning among linguistically diverse students. Science Education 80(6), 651-671.

Lee, O., & Fradd, S.H. (1998). Science for all, including students from non-English-language backgrounds. Educational Researcher 27(4), 12-21.

Leon, R. (1994). The effects of the presence of extraneous information in mathematical word problems on the performance of hispanic learning disabled students. 
http://www.ncela.gwu.edu/pubs/nysabe/vol9/mathprob.htm

Luykx, A., Lee, O., Hart, J., Deaktor, R. (2007). Cultural and Home Language Influences on Children’s Responses to Science Assessments. Teachers College Record 109(4), 897-926

Mather, J. R. C. & Chiodo, J. (1994). A mathematical problem: How do we teach mathematics to LEP elementary students.  
http://www.ncela.gwu.edu/pubs/jeilms/vol13/math13.htm

Medina-Jerez, W., Clark, D., Medina, A., Ramirez-Marin, F. (2007 March). Science for ELLs: Rethinking our approach. The Science Teacher, 74(3), 52-56.

Miller, D. L. (1993). Making the connection with language. Arithmetic Teacher, 40(6), 311-317. 

Minicucci, C. (1996). Learning science and English: How school reform advances scientific learning for limited English proficient middle school students. Educational Practice Report: 17. Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning.

Monroe, E. E. & Orme, M. P. (2002). Developing mathematical vocabulary. Preventing School Failure, 46(3), 139-142.  

Olmedo, I. (1993). Junior historians: Doing oral history with ESL and bilingual students. TESOL Journal. 
http://www.ncela.gwu.edu/pubs/tesol/tesoljournal/juniorhi.htm

Padron, Y. N. & Waxman, H. C. (1993). Teaching and learning risks associated with limited cognitive mastery in science and mathematics for LEP students.    
http://www.ncela.gwu.edu/pubs/symposia/third/padron.htm

Pahl, R. H. (2007). Teaching English language learners is a major problem in social studies. The Social Studies, (98)5, 179. 

Pappamihiel, N. E., et al. (2005). Adapting a social studies lesson to include English language learners. Social Studies and the Young Learner, 17(3), 4-7.

Raborn, D. (1995). Mathematics for students with learning disabilities from language minority backgrounds: Recommendations for teaching.  http://www.ncela.gwu.edu/pubs/nysabe/vol10/nysabe104.htm

Radford, L., Netten, J. & Duquette, G. (1997). Developing target second langauge skills through problem solving activities in mathematics.   http://www.ncela.gwu.edu/pubs/nysabe/vol12/nysabe125.pdf

Reyhner, J. & Davison, D. M. (1993). Improving mathematics and science instruction for LEP middle and high school students through langauge activities. Third National Research Symposium on Limited English Proficient Student Issues: Focus on Middle and High School Issues.   http://www.ncela.gwu.edu/pubs/sympoia/third/reyhner.htm

Rice, D. C., Pappamihiel, N.E. & Lake, V.E. (2004). Lesson adaptations and accommodations: Working with native speakers and English language learners in the same science classroom. Childhood Education, 121-127.

Rubenstein, R. N. & Thompson, D. R. (2002). Understanding and supporting childern’s mathematical vocabulary development. Teaching Children Mathematical, 9 (2), 107-112.

Saunders, W., O’Brien, G., Lennon, D., & McLean, J. (1999). Successful transition into mainstream English: Effective strategies for studying literature (CREDE Educational Practice Report No. 2). Washington, DC: Center for Research on Education, Diversity & Excellence.

Schleppegrell, M. J. (2003). Learning history: A functional linguistics approach. TESOL Journal, 12(2), 21-27.

Schleppegrell, M. J., Achugar, M. & Oteiza, T. (2004). The grammar of history: Enhancing content-based instruction through a functional focus on language. TESOL Quarterly, 38(1), 67-93.

Secada, W. G. (1998). School mathematics for langauge enriched pupils. http://www.ncela.gwu.edu/pubs/florida/workforce98/secada/mathematics.htm

Secada, W., Carey, D. & Schucher, R. (1989). Innovative strategies for teaching mathematics to Limited English Proficient students. 
http://www.ncela.gwu.edu/pubs/classics/pig/10math.htm

Short, D. (1993). Integrating language and culture in middle school American history classes. ERIC Digest. ED3677145.      
http://www.ncela.gwu.edu/pubs/ncrcdsll/epr8.htm

Short, D. J. (1994). The challenge of social studies for limited English proficient students. Social Education, 58(1), 36-38.  

Simich-Dudgeon, C., & Egbert, J. (2000, March). Science as a second language: Verbal interactive strategies help English language learners develop active vocabulary. The Science Teacher 67(3), 28-32.

Slavit, D. & Ernst-Slavit, G. (2007). Teaching mathematics and English to English language learners simultaneously. Middle School Journal 39(2), 4-11.   http://www.nmsa.org/Publications/MiddleSchoolJournal/Articles/November2007/
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Spanos, G. (1993). ESL math and science for high school students: Two case studies.
http://www.ncela.gwu.edu/pubs/symposia/third/spanos.htm

Sparza, M. & Ahmad, I. (2006). Making social studies meaningful for ELL students: Content and pedagogy in mainstream secondary school classrooms.   
http://www.usca.edu/essays/vol162006/ahmad.pdf

Sparza, M., et al. (2007). Supporting English langauge learners in social studies class: Results from a study of high school teachers. The Social Studies, 98(5), 189-195. 

Stephens, A. C. (2003). Another look at word problems. Mathematics Teacher, 96(1), 63-66.

Thompson, D. R. & Rubenstein, R. N. (2000). Learning mathematics vocabulary: Potential pitfalls and instructional strategies. Mathematics Teacher, 93(7), 568-74.

Weisman, E. M., et al. (2007). Strategies for teaching social studies to English langauge learners at the elementary level. The Social Studies, 98(5), 180-184.

Westervelt, M. (2007). Schoolyard inquiry for ELLs. The Science Teacher, 74(3), 47-51.

Yoon, B. (2007). Offering or limiting opportunities: Teachers’ roles and approaches to English langauge learners’ participation in literacy activities. The Reading Teacher, 61(3), 216-25. 

Zwiers, J. (2008). Building academic language. Essential practices for content classrooms, grades 5-12. San Francisco, CA: Jossey-Bass.