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Proven Strategies for Teaching English Language Learners ERN Audioconference Suzanne Irujo, Ed.D. September 30, 2008

Proven Strategies for English Language Learners

©2008

Suzanne Irujo Boston University

Handouts for September 30 audioconference

ernweb.com audioconferences

Proven Strategies for Teaching English Language Learners ERN Audioconference Suzanne Irujo, Ed.D. 9/30/08

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Myth or Reality? (Handout #1)

Put an F in front of the false statements (the myths). Put a T in front of the true statements (the realities). __ All ELLs have the same instructional needs. __ Older children and adults have more difficulty learning a second

language than younger children do. __ ELLs will acquire English faster if their parents speak it at home. __ Use of the first language delays acquisition of the second language. __ Once a person can speak a second language fluently, he or she can

be considered proficient. . __ Previous generations of immigrants did fine in school without all the

services that immigrant children receive today. __ Grammar is acquired naturally; it does not have to be taught. __ Students in English-only programs with no schooling in their native

language can take 7-10 years to reach grade level norms.


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Mei Ling (Handout #2

Read the profile of Mei Ling. Make notes about what kinds of services she will need. Mei Ling is a 6-year-old who was born in China, and went to school

there for one year before coming here with her parents. She has

attended day camp during the two summer months that she has been

here, and has just started first grade. She is a quiet child, almost

appearing withdrawn at times, and has not yet produced any English

utterances, although she shows indications of growing

comprehension. Her reading and writing skills in Chinese are not yet

well established, given the length of time it takes to learn Chinese

characters, so she has little native language literacy on which to build

literacy in English. Her teacher finds it difficult to find time for the

individualized language and reading instruction that Mei Ling needs,

and most of the time just uses musical phonemic awareness tapes to

help accustom her to the sounds of the English language, since Mei

Ling enjoys listening to music.

Notes about services needed:


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Isabel

Read the profile of Isabel. Make notes about what kinds of services she will need. Isabel is a 12-year-old Dominican girl in sixth grade. She was sent to

the U.S. to live with an aunt two years ago. Prior to that, she had

attended school only sporadically in the Dominican Republic,

because she had to stay at home to look after younger siblings while

her parents worked. She has picked up conversational English, but it

is often incorrect, and includes very little school vocabulary. She has

progressed in reading only to the first grade level and in math to the

third grade level. She has been referred for special education testing,

and although she tested very low for verbal IQ, her nonverbal IQ is

normal. Other tests for learning disabilities were inconclusive. She

has made many friends in the middle school, both among other

Spanish-speakers and native speakers of English. Her social nature

and lack of basic school skills often make it difficult for her to pay

attention in class, but she works hard in a tutoring situation, and is

motivated to succeed.

Notes about services needed:


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Rashid

Read the profile of Rashid. Make notes about what kinds of services he will need. Rashid arrived here two years ago from Lebanon, without his family.

He is living with friends, and enrolled as a freshman in high school

with the hope of getting a high school diploma. He had studied

mechanics at a technical school in Lebanon, and wants to get an

engineering degree at an American college. Rashid has adjusted well

to U.S. schooling. Although he is quiet, he has made many friends

through his successes on the soccer field. This has helped him

develop his oral English, which is fluent and mostly correct. He had

studied English in elementary school in Lebanon, but says he didn’t

remember any of it when he came. His mechanics background,

practical intelligence, and hard work help him in do well in science

and math classes. However, he still does not read or write English on

grade level, and he has great difficulty in English and U.S. history

classes. Since he just turned 18, he can attend public high school for

only two more years. Notes about services needed:


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How Students Differ (Handout #3)

Areas of

Difference How Non-ELL

Students Differ Among

Themselves

How Teachers Address

These Differences

How ELLs Differ From Non-ELLs

What Else Teachers Can Do

Physical, Emotional,

and Learning Needs

• some students have special physical, emotional, and learning needs

• learn how to modify instruction

• work with special education teachers

• same, plus moving to a new country may create emotional issues

• use interpreters to help meet needs

• work with special ed and ESL teachers

Learning

Styles

• verbal, visual, or kinesthetic preferred modalities

• multiple intelligences

• present information through multiple modalities

• address various kinds of intelligence

• when ELLs are verbal learners, they can’t rely on that modality

• linguistic intelligence is hampered

• reinforce verbal input with other modalities

• use kinesthetic learning along with visual or verbal learning

Family and

Friends

• family influence can create differences in achievement

• peer influences create differences in motivation

• parent conferences, PTA meetings

• work to facilitate positive peer influence and counteract negative

• families may have different expectations about their roles

• peer influence may be augmented

• communicate with parents

• encourage students to maintain their own identity

School

Experiences

• different experiences with group or individual learning

• different expectations for classroom conduct

• explain reasons for the way things are done

• develop rules with students

• may have very little, or interrupted, schooling

• schools may have different expectations

• explain differences and reasons for them

• gradually accustom students to differences

Prior

Knowledge

• different schools may have emphasized different learning

• different

• activate background knowledge before introducing new concepts

• build

• may be more gaps in prior knowledge

• more difficult to find out what prior knowledge

• find out as much as possible about students’ prior schooling

• use tutoring as needed to build background


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students learn different amounts

background as necessary

they have

Culture

• differences in ethnic background

• sub-cultures based on family background, social class, interests, abilities

• encourage students to share their cultures

• include study of other cultures and nature of culture in the curriculum

• cultures may be very different

• ELLs may act out because of acculturation problems

• incorporate many different cultures into the curriculum

• help students value their own cultures

Language

• different amounts of experience with school language

• speak different dialects

• model and facilitate use of school language

• help students rephrase utterances into standard English

• languages differ more than dialects

• some languages are more similar to English than others

• make language comprehensible (slow, clear, pictures, objects)

• use native language when possible


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Communicating with English Language Learners and Their Parents

(Handout #4)

List three things in each category that will contribute to successful communication.

The School’s

Language (English)

The Family’s

Language (whatever it is)

Everybody’s

Language (nonverbal)


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Creating a Favorable School and Classroom Climate (Handout #5)

Write down one thing that you should do and one thing you shouldn’t do for each category. To help ELL students feel that they are:

Accepted

Part of the

School

Active

Learners

Able to

Succeed

DO:

DON’T:


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Double Continuum for Basic Interpersonal Communicative Skills (BICS: Everyday Language) and Cognitive Academic Language

Proficiency (CALP: Academic Language) (Handout #6)

Degree of Contextual easy difficult Support face to face negotiation of meaning feedback concrete referents here and now situations paralinguistic cues shared experience Degree of analyze synthesize evaluate interpret Cognitive Complexity classify compare judge infer

easy

difficult

Everyday conversation

Personal letter

Science experiment

Academic text


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Examples of Conversational and Academic Language Tasks (Handout #7)

Listening and Speaking Language lessons with

demonstrations and illustrations Art, music, physical education, shop,

some vocational subjects Face-to-face conversation Following simple, demonstrated

directions Playing a simple game (Conversational Tasks)

Listening and Speaking Decontextualized language drills Answering lower-level questions Predictable telephone conversations Reading and Writing Shopping list Note from family member on a

predictable topic Recipes Directions on medicine Oral reading Copying words and sentences Written pattern practice exercises Writing answers to lower-level questions Filling out forms (Decontextualized Tasks)


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Read the two examples. Write down differences between them.

Everyday Language (Handout #8)

Remember that movie we saw last night, there was this guy, and

when he pulled his hat down over his eyes, like this, and looked out

the side of his eyes, like this, he looked so scary.

Academic Language The main character is a middle-aged man whose black fedora is

usually seen pulled down so it almost obscures his right eye. A

sideways glare from beneath the brim conveys a feeling of

malevolence.

Everyday Academic Context

Vocabulary

Structure

Discourse


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General Academic Language (for all subjects) (Handout #9)

Characteristics

• Complex • Abstract • Requires higher-order thinking

Vocabulary

affect, alternative, analyze, approach, assess, compare, concept, conclude, consequent, define, demonstrate, design, effect, evaluate, final, identify, indicate, initial, interpret, major, method, order, principle, procedure, process, relevant, response, select, similar, source, specific, strategy, theory, transfer

Structure Passive verbs, embedded clauses, conditionals, modal auxiliaries

The Academic Language of Language Arts Phonology/Orthography

• Literature written in dialect: I sho nuf ain’t gone do dat. Vocabulary

• Literary: harbinger, scrupulous, caprice, disposition

• Figurative: sidestep the dilemma, single-minded persistence, nurture a budding interest in

Structure

• Huge variety

• Unusual structures: Had I not known who he was …, However little we may have known …,

Functions

• Connect, interpret, persuade, analyze Discourse

• Text structures o different genres: narrative, expository, persuasive o different cultural patterns: story grammar

• Logical connectors

o Many different words to indicate the same relationship o Words may appear at different places in the sentence


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The Academic Language of Mathematics Phonology

• tens/tenths, sixty/sixteen, sum/some, whole/hole. off/of Vocabulary

• Academic math words: hypotenuse, parallelogram, coefficient, quadratic, secant, equation, fraction, exponent, monomial, tessellation

• Everyday words with different academic math meaning:

Simple ones: square, coordinate, degree, scale, change, table, slope, run, set, point, field, column

These are tougher:

Word Everyday Meaning Math Meaning number several: I have a number of

friends. a value that represents a particular quantity: One is a number.

line any line segment an infinite line curve a straight line is not a curve a straight line is the simplest

example of a curve or exclusive: A or B means

either one or the other; can’t be both

inclusive: A or B means A or B or both

a some/any: Pick a number—any number.

every: Show that a number divisible by 6 is even.

multiplying always makes the result larger

result can be bigger, smaller, or neither

dividing always makes the result smaller

result can be bigger, smaller, or neither

• Multiple math terms that mean the same thing:

o slope, rate of change, rise/run, delta y over delta x o add, sum, plus, combine, put together, and, increased by o subtract, decreased by, take away, minus, less, difference o multiply, times, product o divide, into, quotient

• Complex concepts that are made up of combinations of other concepts

o hypotenuse, least common denominator, coefficient


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The Academic Language of Mathematics (cont’d.) Structure

• Prepositions o divide by/divide into o The temperature fell to/by/from 10 degrees

• Lack of correspondence between language and symbols

o There are 5 times as many students as teachers in the math department (correct equation is 5t = s, not 5s = t)

o The square of the quotient of a and b (need to transcribe “quotient of a and b” first, then add parentheses to show it’s the whole quotient, then write the exponent: (ab)2

Functions

• Evaluate, determine, analyze, simplify, convert, interpret symbols, solve problems

Discourse

• Reference of variables o The sum of two numbers is 18. If the first number is 2 times the

other, find the number (the first number and the other number refer to the two numbers, but the number refers to the sum)

o Three times a number is 2 more than 2 times the number (number refers to the same number both times)


o If … then, if and only if, because, that is, for example, such that, but consequently, either … or

o may be used to show similarity, contradiction, cause/effect, reason/result, chronological sequence, logical sequence


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The Academic Language of Science ) Vocabulary

• Technical words: regeneration, endangered, DNA, habitat, species, CO2, periodic table

• Everyday words with scientific meanings: potential, wastes, solution,

matter, base Structure

• Conditional sentences (hypothesizing): If the temperature goes above 32��º F, the ice will melt.

• Condensed language, several ideas in a small amount of text: Heavy rains cause flooding instead of Heavy rains cause water to rise

and spill over the banks.

• Factual, objective text, with many impersonal expressions and passive verbs: Scientists believe that …, Solving the world’s water problems requires …, The rate could be increased by …

Functions

• Describe, hypothesize, interpret, compare, explain Discourse

• Text structures o information presented in logical order o meaning built up step by step


o cause/effect, clarification, sequence, condition, concession o logical connectors can appear in different places in a sentence


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The Academic Language of Social Studies Vocabulary

• Context-specific: democratic, patriot, represent • Culture-specific: pioneer, frontier, rebel • Culturally-biased: savage, hordes, mob, fanatic

Structure

• Verb tenses and conditions o passives and impersonal structures: … crops such as coffee,

cotton, and tobacco are cultivated by resident labor o complex verb forms and sequence of tenses: How might his

experiences as a backwoodsman have helped him become a successful leader?

o sequence of events not the same as sequence of clauses: This backwoodsman surprised many people when he was elected a Tennessee congressman …

• Expressions of time

o unreal past conditions: What might have happened to the colonists on Roanoke Island?

• Long complex embedded clauses: He explored a large area of what was

to become the Southeastern United States, including present-day …

• Unclear references: Would it be difficult for you to move to a new place? What might you like about it?

Functions

• Define, sequence, give examples, compare, rephrase, extend, explain, describe, evaluate, justify

Discourse

• Text structures: o generalization/examples: Their traditional lifestyle has disappeared;

they live in modern homes, their food comes from the store, and most communities have TV.

o definition/classification (identify the class, then add defining

characteristics): An island is a landform that is surrounded by water.

o comparison/contrast: This is because the land is flat, not hilly and

rocky like land in the Northeast.


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The Academic Language of Social Studies (cont’d.) o time relationships: "I found Rome a city of bricks and left it a city of

marble." Augustus is supposed to have spoken these words as he lay dying. He was Rome's first emperor, and started the first of its great building programs.

o cause/effect: As president, he doubled the size of the United States

when he purchased the Louisiana Territory from France. • Logical connectors

o time references: first, initially, next, subsequently, after that, then, finally, ultimately

o cause and effect: as a result, because, consequently, leads to, causes, therefore, in order to, to make, the reason was

o comparison and contrast: like, as, similarly, equally, whereas, on the other hand, unlike, however, although


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Houghton Mifflin Math, Grade 4, first lesson on fractions (Handout #10)


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Adapted Academic Language Lesson For Houghton Mifflin Math, Grade 4, Chapter 19, Lesson 1, pp. 491-492

(Handout #11)

Main Idea Language Materials A fraction names part of a whole or part of a group.

fraction equal part whole numerator group denominator fraction names part of a whole is, parts of a

group are Suppose you had 2 more red

apples …

1 graham cracker (optional) 12 small snack crackers (optional) sheets of paper counters plastic numbers or number cards

PRE-TEACH

Main Idea and Essential Vocabulary

Show students a graham cracker. Ask them what they would do if they wanted to share it with three friends. (Break it into four pieces.) Break the graham cracker (or fold and tear a sheet of paper) into 4 pieces. Explain: There are 4 pieces, each piece is the same size, each piece is a quarter of a graham cracker, each quarter is an equal part of the cracker. When you break something into equal parts, each equal part is a fraction of the whole. Then ask about sharing a bunch of small crackers (dividing them equally). Divide a group of small snack crackers (or counters) into equal parts. Explain that when you break a group of things into equal parts, each equal part is a fraction of the group. Have pairs of students fold sheets of paper into equal parts and describe them to their partner, using the words fraction, whole, equal part. Repeat with 12 counters, using the words fraction, group, equal part.

INTEGRATE

Concepts and Vocabulary

Use fraction, equal parts, whole, and group throughout the lesson. Provide extra practice pronouncing numerator and denominator. Reinforce numerator and denominator with plastic numbers or number cards and a piece of paper with a line in the middle of it. Have students place numbers above and below the line and identify them. During Practice and Problem Solving, ask students whether a pictured fraction shows equal parts of a whole or equal parts of a group.


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Mini-lesson 1

Before doing Guided Practice, review ordinal numbers by lining students up and having them count off. Show how to add –th to four and all higher numbers. Call attention to the pronunciation of fifth. Explain that when a fraction has a numerator of 1, we use these words for the denominator. With a num-erator greater than 1, we add –s. Model and practice pronunciation of –ths, with the tongue between the teeth for /th/ and then closing the teeth to make the hissing /s/ sound. Mini-lesson 2

During Guided Practice, as needed, point out that we use is with parts of a whole because a whole is one thing (singular); we use are with parts of a group because a group is made up of more than one thing (plural). Monitor student use of the correct verb during Practice and Problem Solving.

Functions/Hands-on Activities

Before doing problem #24, have students fold a piece of paper in fourths. Ask them to draw green peppers and red peppers on the appropriate parts. Help them use correct vocabulary to describe the fraction of red peppers and the fraction of green peppers. Say: Suppose the pizza was divided into eighths. Help them fold the paper into eighths and answer the question in the problem. Explain that the word suppose means to pretend or imagine.

Recycle

After students have completed the textbook lesson, model how pairs of students should show fractions with counters, describe them, create a problem using suppose, and solve the problem. Then guide students through the same process as they draw, explain, and solve suppose problems with parts of a whole. Have pairs of students create fractions of wholes and groups, and then create problems using suppose. Students then describe the fractions and solve the suppose problems.


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Assess

Performance Assessment

Task Objectives Standards (Adapted TESOL Performance Indicators)

Recycle activity

Math: Read, write, and identify fractions. Academic language: Explain fractions using appropriate words and structures.

Int: Describe a fraction to a partner, using appropriate fraction vocabulary and phrases. Adv: Explain a fraction to a partner, using appropriate fraction vocabulary and phrases.

Language Intermediate Advanced Concept Description shows understanding of

the concept of fraction Explanation shows understanding of the concept of fraction

Vocabulary Uses some lesson vocabulary appropriately

Uses most lesson vocabulary appropriately

Fraction names

Fraction names are generally comprehensible

Fraction names are pronounced clearly and correctly

Is/are Correct verb used sometimes Correct verb always used Suppose Responds to the suppose statement

using counters or drawing Responds to the suppose statement using mental images or a written representation


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DOs and DON’Ts When Teaching ELLs (Handout #12)

Getting Started

DO

DON’T

Find out as much as you can about your students.

Don’t panic. Teachers already know a lot of what they need to know in order to meet the needs of ELLs.

Communicating

DO

DON’T

Use whatever you can to get meaning across.

Don’t be embarrassed. Your students and their parents will feel more comfortable because of your attempts.

Creating a Climate

DO

DON’T

Reduce students’ anxiety. Don’t create more anxiety. ELLs already have a hard enough time in school without having adults add to it.

Language Acquisition

DO

DON’T

Understand that not all kinds of language proficiency are the same.

Don’t be impatient. It takes a long time to develop academic language.

Academic Language

DO

DON’T

Look at the language, as well as through it.

Don’t give up. Your ELL students’ futures may depend on you.


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Classroom guidelines (Handout #13) The table below contains guidelines for mainstream teachers with ESL students in their classes.

DO DON’T

Use clear, normal speech in communicating with ESL students. Moderate your speed if you are a fast talker. It may be necessary to repeat yourself or rephrase what you said. Help to shape what the student wants to say.

Don’t use unnatural speech with ESL students, such as baby talk, shouting or excessively slow talking. Avoid using too many idioms or colloquialisms.

Use non-verbal cues (such as gestures, pictures and concrete objects) in your teaching to assist comprehension

Don’t assume that ESL students always understand what you are saying or that they are already familiar with school customs and procedures (even if they act as if they do!)

Make sure that ESL students are seated where they can see and hear well. Provide them with maximum access to the instructional and linguistic input that you are providing. Involve them in some manner in all classroom activities.

Don’t separate and isolate students away from the rest of the class - physically or instructionally.

Fill your classroom environment with print and with interesting things to talk about and read and write about. Creating a language-rich environment will allow your ESL students to learn even when you aren’t directly teaching them.

Don’t limit your ESL students’ access to authentic, "advanced" materials (like library books or magazines) in the belief that these materials are too "hard" for them. If materials are interesting, students at all levels will be able to use them to learn English.


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Keep in mind that the English to which ESL students are exposed in your classroom is of crucial importance to their language development.

Don’t treat English as a separate subject for ESL students to learn only in ESL lessons.

Encourage ESL students’ efforts to participate by celebrating their contributions and searching out opportunities for them to take part directly. But allow for the "silent period" that some students go through.

Don’t put ESL students on the spot by asking them to participate (e.g., give an answer in front of the rest of the class) before they are ready.

Correct the content of what they say, if necessary

Don’t directly correct the grammar or pronunciation of what they say. This may lead to decreased participation and learning.

Provide opportunities for ESL students to use the language and concepts you are teaching them in meaningful situations. Include a variety of ways of participating in your instruction, e.g. in co-operative groups. Encourage all students to work with and help ESL students.

Don’t feed your ESL students on a diet of worksheets.

Try to create opportunities for ESL students to be successful. Praise their achievements.

Don’t laugh at their mistakes, however well-intentioned you may be, or make jokes at their expense. Do not allow other students to belittle ESL students.

Treat ESL students as full members of the classroom community. Help them to feel comfortable and integrate them as quickly as possible. Refer to them often and

Don’t confuse low English proficiency with low intelligence or lack of experience. Most ESL students are normal cognitively and bring the same rich set of feelings,


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make it clear to them (and to the class) that you expect them to work and learn just like everyone else. Then ask for more and more participation and work as these students become able to accomplish it.

experiences and ideas to the classroom as their native-speaking peers. They also bring many first language literacy skills that can be transferred to their work in the English language

Learn as much about ESL students as you can. The more you learn about them and their backgrounds, the easier it will be for you to incorporate them into your classroom, and thereby enrich the lives and learning of all the students.

Don’t confuse low English-speaking proficiency or lack of knowledge of the classroom culture with uncooperativeness. If students can’t understand what you want them to do or have never done it before, they will have difficulties in carrying out your wishes.

Relax! ESL students have a specific need but not an insurmountable disability. With a little patience, kindness and determination on your part, you can play a large role in the ESL student’s successful integration into the school and his or her language development! _______________________________________________ Adapted from: Enright. (1992) Supporting Children’s English Language Development (Focus on the Learner). Prentice Hall. From http://esl.fis.edu/teachers/support/guide.htm


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RESOURCES (Handout #14)

General

Cary, S. (1997). Working with English language learners: Answers to teachers’ top ten questions (2nd ed.). Portsmouth, NH: Heinemann.

Goldenberg, C. (2008, Summer). Teaching English language learners: What the

research does—and does not—say. American Educator. Pp. 8 – 44. Retrieved August 28, 2008, from http://www.aft.org/pubs-reports/american_educator/issues/summer08/goldenberg.pdf.

Getting Started

Colorín Colorado. (2007). The diversity of English language learners. Retrieved August 27, 2008, from http://www.colorincolorado.org/reachingout/outreach.php.

McLaughlin, B. (1992). Myths and misconceptions about second language learning: What every

teacher needs to unlearn. Washington, DC: National Clearinghouse for English Language Acquisition. Retrieved August 20, 2008, from http://www.ncela.gwu.edu/pubs/symposia/reading/article6/mclaughlin93.html.

Communicating Colorín Colorado (2007). How to reach out to parents of ELLs. Retrieved August 27,

2008, from http://www.colorincolorado.org/educators/reachingout/outreach. Irujo, S. (2006, May/June). Teachers’ biggest challenge: Not being able to communicate with students

and their parents. The ELL Outlook. Retrieved August 27, 2008, from http://www.coursecrafters.com/ELLOutlook/2006/may_jun/ELLOutlookITIArticle2.htm

Creating a Climate

Colorín Colorado. (2007). How to create a welcoming classroom environment. Retrieved August 27, 2008, from http://www.colorincolorado.org/educators/reachingout/welcoming.

Irujo, S. (2004, Jan/Feb). How to create an “ideal” classroom environment for ELLs. The

ELL Outlook. Retrieved August 27, 2008, from http://www.coursecrafters.com/ELL-Outlook/2004/jan_feb/ELLOutlookITIArticle2.htm.

Irujo, S. (2005, May/Jun). Promoting native language and culture in English-only

programs. The ELL Outlook. Retrieved September 4, 2008, from http://www.coursecrafters.com/ELL-Outlook/2005/may_jun/ELLOutlookITIArticle3.htm.


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Smiley, P., & Salsberry, T. (2007). Supportive schoolwide climate and organizational

structures. In Effective schooling for English language learners: What elementary principals should know and do. Larchmont, NY: Eye on Education.

Understanding Language Acquisition

Collier, V. P. (1995). Acquiring a second language for school. Directions in Language and Education, Vol. 1, No. 4. Washington, DC: National Clearinghouse for Bilingual Education. Retrieved August 30, 2008, from http://www.ncela.gwu.edu/pubs/directions/04.htm.

Cummins, J. (n.d.). Basic interpersonal communicative skills and cognitive academic

language proficiency. Retrieved September 16, 2008, from http://www.iteachilearn.com/cummins/bicscalp.html.

Cummins, J. (n.d.). Bilingual children’s mother tongue: Why is it important for education?

Retrieved September 16, 2008, from http://www.iteachilearn.com/cummins/mother.htm.

Irujo, Suzanne. (2005, May/June). Promoting native language and culture in English-only

programs. The ELL Outlook. Retrieved August 30, 2008, from http://www.coursecrafters.com/ELL-Outlook/2005/may_jun/ELLOutlookITIArticle3.htm.

Integrating Academic Language

Bielenberg, B., & Wong Fillmore, L. (2004/2005). The English they need for the test. Educational Leadership. (December/January, pp. 45-49). Retrieved September 1, 2008, from http://www.makassed.org.lb/Article/the%20english%20all.pdf.

Irujo, S. (2006, Jan/Feb). What does research tell us about teaching reading to English

language learners? The ELL Outlook. Retrieved September 5, 2008, from http://www.coursecrafters.com/ELL-Outlook/2007/jan_feb/ELLOutlookITIArticle1.htm.

Irujo, S. (2007, Nov/Dec). Putting it all together: Integrating academic math language

into math teaching. The ELL Outlook. Retrieved September 1, 2008, from http://www.coursecrafters.com/ELL-Outlook/2007/nov_dec/ELLOutlookITIArticle2.htm.

Zwiers, J. (2008). Building academic language: Essential practices for content

classrooms. San Francisco, CA: Jossey-Bass.

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