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Ballenger, C. (1999). Teaching other people’s children: Literacy and learning in a bilingual classroom. New York, NY: Teachers College Press.

Carrasquillo, A.L. & Rodriguez, V. (1996). Language minority students in the mainstream classroom. Cleveland: Multilingual Matters, Ltd.

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

Cloud, N., Genesse, F., & Hamayan, E. (2000). Dual language instruction: A handbook for enriched education. Boston, MA: Heinle & Heinle.

Cary, S. (1997). Second language learners. Portland, ME: Senhouse Publishers.

Law, B. & Eckes, M. (2000). The more-than-just-surviving handbook: ESL for every classroom teacher (2nd edition). Winnipeg, Canada: Peguis Publishers.

Rigg, P., & Allen, V.G. (1989). When they don’t all speak English: Integrating the ESL student into the regular classroom. Urbana, IL: National Council of Teachers of English.

Freely, J. (1992). Writing in science. Science and language links: Classroom implications. In Scott, J. (Ed.), Science and language links: Classroom implications. Carleton, Victoria: Australian Reading Association.

Sutman, F., Allen, V.F., & Shoemaker, F. (1986). Learning English through science: A guide to collaboration for science teachers, English teachers, and teachers of English as a second language. Washington D.C.: National Science Teachers Association.

Cantoni-Harvey, G. (1992). Facilitating the reading process. In Richard-Amato, P. & Snow, M. (Eds.), The multicultural classroom: Readings for content area teachers, pp. 175-197. Reading, MA: Addison-Wesley.

Celce-Murcia, M. & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s course (2nd ed.). Heinle & Heinle.

Ferris, D. (1995). Teaching students to self-edit. TESOL Journal, (4), 18-22.

Freeman, D. & Freeman, Y. (2000). Teaching reading in multilingual classrooms. Portsmouth, NH: Heinemann.

Fu, D. (1995). “My Trouble is my English”: Asian students and the American dream. Portsmouth, NH: Heinemann.

Hamayan, E. (1994). Language development of low-literacy students. In Genesse, F. (Ed.), Educating second language children, pp. 278-300. Cambridge: Cambridge University Press.

Hamayan, E. & Pfleger, M. (1987). Developing literacy in English as a second language: Guidelines for teachers of young children from non-literate backgrounds. National Clearinghouse for Bilingual Education: Teacher Resource Guide Series, 1. Retrieved from http://www.ncela.gwu.edu/ncbepubs/classics/trg/01literacy.htm

Hudelson, S. (1994). Literacy development of second language children. In Genesse, F. (Ed.), Educating second language children, pp. 129-158. Cambridge: Cambridge University Press.

Peitzman, F. (1992). Coaching the developing second language writer. In Richard-Amato, P. & Snow, M. (Eds.), The multicultural classroom: Readings for content-area teachers, pp. 198-209. Reading, MA: Addison-Wesley.

Raimes, A. (1998). Grammar troublespots: An editing guide for students (2nd ed.). Cambridge: Cambridge University Press.

Raimes, A. (1990). How English works: A grammar handbook with readings. New York: St. Martin’s Press.

August, D. & Shanahan, T. (Eds.), (2008). Developing reading and writing in second-language learners: Lessons from the report of the National Literacy Panel on language-minority children and youth. New York & McHenry, IL: Routledge, Center for Applied Linguistics, and the International Reading Association. Center for Applied Linguistics. (2003). CAL Digests. The Complete Collection. Washington, DC: Author.

Freeman, D.E., and Freeman, Y.S. (2004). Essential linguistics: What  you need to know to teach reading, ESL, spelling, phonics, and grammar. Portsmouth, NH: Heinemann.

Kauffman, D. (2007). What’s different about teaching reading to students learning English?  Washington, DC, and McHenry, IL: Center for Applied Linguistics and Delta-Systems, Co., Inc.

Optiz, Michael F. (1998).  Literacy Instruction for Culturally and Linguistically Diverse Students.  Newark, DE: International Reading Association.

Tankersley, K. T. (2005).  Literacy strategies for grades 4 – 12: Reinforcing the threads of reading.  Alexandria, VA: Association for Supervision and Curriculum Development.

Barrera, R. B., & Jimenez, R. T. (2000, April). Literacy instruction for bilingual Latino students: Teacher’s experiences and knowledge. In A Research Symposium on High Standards in Reading for Students from Diverse Language Groups: Research, Practice & Policy (pp. 144-159). Washington, DC: U.S. Department of Education, Office of bilingual Education and Minority Languages Affairs (OBEMLA).

Cary, S. (2000). Working with second language learners: Answers to teachers’ top ten questions. Portsmouth, NH: Heinemann.

Brassell, D. (2003, October). Reading for kicks, not kickbacks. Phi Delta Kappan, 146-147.

Cappellini, M. (2005). Balancing reading & language learning. A resource for teaching English language learners, K-5. Portland, ME: Stenhouse.

Gibbons, P. (2002). Reading in a second language. In P. Gibbons (Ed.), Scaffolding language, Scaffolding learning: Teaching second language learners in the mainstream classroom (pp. 77-101). Portsmouth, NH: Heinemann.

Hernandez, Hilda. (1997). Teaching in multilingual classrooms. A teacher’s guide to context, process, and content. New Jersey: Prentice-Hall.

Jiménez, R. (2005), Moving Beyond the Obvious: Examining Our Thinking About Linguistically Diverse Students. Learning Point Associates

Mays, L. (2008, February). The Cultural Divide of Discourse: Understanding How English-Language Learners’ Primary Discourse Influences Acquisition of Literacy. The Reading Teacher, 61(5), 415–418.

Meltzer, J., & Hamann, E. (2005). Meeting the literacy development needs of adolescent English language learners through content area learning. Part I: Focus on Motivation and Engagement. The Education Alliance, Brown University http://www.alliance.brown.edu/pubs/adlit/adell_litdv1.pdf

Meltzer, J., & Hamann, E. (2005). Meeting the literacy development needs of adolescent English language learners through content area learning. Part II: Focus on classroom teaching and learning strategies. The Education Alliance, Brown University http://www.alliance.brown.edu/pubs/adlit/adell_litdv2.pdf

Nathenson-Mejía, S. (1994, Winter). Bridges between home and school: Literacy building activities for non native English speaking homes. The Journal of Educational Issues of Language Minority Students, 14, 149-164.

Nathenson-Mejía, S., & Escamilla, K. (2003, Spring). Connecting with Latino children: Bridging cultural gaps with children’s literature. Bilingual Research Journal, 27(1), 101-116.

Peralta-Nash, C. (2003). Literature circles in a bilingual classroom: The power of language choice. The New Advocate, 16(1), 57-61.

Peregoy, S., & Boyle, O. (2008). Reading, writing and learning in ESL: A resource book for k-12 teachers (5th edition). Upper Saddle River, NJ: Pearson.

Rubinstein-Avila, E. (2003). Conversing with Miguel: An adolescent English Language Learner struggling with later literacy development. Journal of Adolescent & Adult Literacy , 47(4), 290-301

Sasson, D (2008) Building Fluency with Reluctant Junior High English Language Learners. Portal. 37-39.

Sturtevant, E., Linek, W. (2003). The Instructional Beliefs and Decisions of Middle and Secondary Teachers Who Successfully Blend Literacy and Content. Reading Research and Instruction, 43(1), 74-90.

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. 

Young, T. & Hadaway, N. (Eds.). Supporting the literacy development of English learners. International Reading Association.