PREVIOUS I TABLE OF CONTENTS I NEXT
CONSIDERING LITERACY FOR ENGLISH LANGUAGE LEARNERS
SELECTED READINGS
Aguirre-Muñoz, Z., & Amabisca, A. A. (2010). Defining Opportunity to Learn for English Language Learners: Linguistic and Cultural Dimensions of ELLs’ Instructional Contexts. Journal of Education for Students Placed at Risk (JESPAR), 15(3), 259–278. doi:10.1080/10824669.2010.495691
Al Otaiba, S., & Pappamihiel, N. E. (2005). Guidelines for using volunteer literacy tutors to support reading instruction for English language learners. Teaching Exceptional Children, 37(6), 6-11.
Alyousef, H. S. (2006). Teaching Reading Comprehension to ESL/EFL Learners. Journal of Language and Learning, 5(1), 379–380.
Anderson, E. (2012). Race, culture, and educational opportunity. Theory and Research in Education, 10(2), 105–129. doi:10.1177/1477878512446540
Anderson, N. J. (2013). A curricular model for reading: the inclusion of extensive reading. TESOL Reporter, 46(1-2), 1–9.
Arizpe, E. (n.d.). Visual Journeys with Immigrant Readers: minority voices create words for wordless picturebooks, 1–5.
Au, K. (1979). Using the Experience-Text Relationship Method with Minority Children. The Reading Teacher, (March), 677–679.
Au, K. (1993). Literacy Instruction in Multicultural Settings. Fort Worth: Harcourt Brace Jovanovic College Publishers.
Au, K. (1998). Social constructivism and the school literacy learning of students of diverse backgrounds. Journal of Literacy Research, 30(2), 297–319. doi:10.1080/10862969809548000
Au, K. (2001). Culturally responsive instruction as a dimension of new literacies. Reading Online, 5(1), 1–11.
Au, K. (2002). Balanced Literacy Instruction: Addressing Issues of Equity. In C. M. Roller (Ed.), Comprehensive Reading Instruction Across the Grade Levels: A Collection of Papers from the Reading Research 2001 Conference (pp. 70–87). International Reading Association.
Au, K. (2005). Multicultural issues and literacy achievement. Mahwah, NJ: Erlbaum.
Au, K. H.-P., & Mason, J. M. (1981). Social Organizational Factors in Learning to Read: The Balance of Rights Hypothesis. Reading Research Quarterly, 17(1), 115. doi:10.2307/747251
Au, K. H.-P., & Raphael, T. E. (2010). Using workshop approaches to support the literacy development of ELLs. In Best practices in ELL instruction. New York: Guilford Press.
August, D., & Shanahan, T. (2006). Executive Summary: Developing Literacy in Second-Language Learners. In D. August & T. Shanahan (Eds.), Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates.
August, D., Shanahan, T., & Escamilla, K. (2009). English Language Learners: Developing Literacy in Second-Language Learners - Report of the Natonal Literacy Panel on Language-Minority Children and Youth. Journal of Literacy Research, 41, 432–452. doi:10.1080/10862960903340165
Australian Curriculum Assessment and Reporting Authority (ACARA). (2014a). English as an Additional Language or Dialect Teacher Resource EAL/D Learning Progression: Foundation to Year 10. Sydney.
Australian Curriculum Assessment and Reporting Authority (ACARA). (2014b). English as an Additional Language or Dialect Teacher Resource: Student Illustrations of the EAL / D Learning Progression Foundation to Year 10.
Barnett, J., & Antenucci, R. (2009). Building connection in working with new arrival immigrant and refugee students. TESOL in Context, May.
Barrett, R. (2014, March 23). English language cuts at NSW schools “hurting students.” ABC News. Retrieved from http://www.abc.net.au/news/2014-03-23/english-language-cuts-at-nsw-schools-hurting-students/5337760
Bartlett, L., & Garcia, O. (2011). Additive schooling in subtractive times: bilingual education and dominican immigrant youth in the Heights (p. 304). Nashville: Vanderbilt University Press.
Bialystok, E. (2001). Bilingualism in development: language, literacy and cognition. Cambridge: Cambridge University Press.
Bonnie Wing-Yin Chow, McBride-Chang, C., & Cheung, H. (2010). Parent-child reading in English a second language: Effects on language and literacy development of Chinese kindergarterners. Journal of Research in Reading, 33(3), 284–301.
Brown-Jeffy, S., & Cooper, J. E. (2011). Toward a Conceptual Framework of Culturally Relevant Pedagogy: An Overview of the Conceptual and Theoretical Literature. Teacher Education Quarterly, 38(1), 65–84.
Calderon, M., Slavin, R., & Sanchez, M. (2011). Effective Instruction for English Learners. The Future of Children / Center for the Future of Children, the David and Lucile Packard Foundation, 21(1), 103 – 127. Retrieved from https://www.futureofchildren.org/futureofchildren/publications/docs/21_01_05.pdf?origin=publication_detail
Callahan, R. M. (2005). Tracking and High School English Learners: Limiting Opportunity to Learn. American Educational Research Journal, 42(2), 305–328. doi:10.3102/00028312042002305
Canele, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1(1), 1–47.
Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N., … & White, C. E. (2004). Closing the gap: Addressing the vocabulary needs of English‐language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188-215.
Castillo, R. and J.-C. V. (2013). Situated learning for adults acquiring a second language. Latin American Journal of Content and Language Integrated Learning, 6(1), 20–36.
Chiu, M. M., Pong, S., Mori, I., & Chow, B. W.-Y. (2012). Immigrant students’ emotional and cognitive engagement at school: a multilevel analysis of students in 41 countries. Journal of Youth and Adolescence, 41(11), 1409–25. doi:10.1007/s10964-012-9763-x
Coady, J. (1997). L2 vocabulary acquisition through extensive reading. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A Rationale for Pedagogy. New York: Cambridge University Press.
Collier, V. (1995). Acquiring a second language for school. Directions in Language and Education. The National Clearinghouse for Bilingual Education, 1(4), 1–10. Retrieved from http://www.ncela.gwu.edu/rcd/bibliography/BE020668/
Cook, H. G., White, P. A., Bird, B., & Castro, M. (2012). Focus on Language Learning Progressions (pp. 1–9). Madison, WI.
Curriculum Corporation. (1997). ESL Scales. Melbourne: Curriculum Press.
Curriculum Corporation. (1997). ESL Scales. Melbourne: Curriculum Press.
D’Amato, J. (1987). The belly of the beast: on cultural differences, castelike status, and the politics of school. Anthropology and Education Quarterly, 18, 357 – 361.
D’warte, J. (2014). Exploring linguistic repertoires: multiple language use and multimodel literacy activities in five classrooms. Australian Journal of Language and Literacy, 37(1), 21–30.
De Schonewise, E. A., & Klingner, J. K. (2012). Linguistic and Cultural Issues in Developing Disciplinary Literacy for Adolescent English Language Learners. Topics in Language Disorders, 32(1), 51–68. doi:10.1097/TLD.0b013e3182474c33
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.
Department of Education Employment and Workplace Relations. (2014). English as a Second Language New Arrivals Program. Retrieved May 10, 2014, from http://education.gov.au/english-second-language-new-arrivals-programme
Dooley, K. (2008). New learning and English as an additional language in mainstream classes. In A. H. Healey (Ed.), Multiliteracies and expanding landscapes: New pedagogies for student diversity (pp. 102–125). Sydney: Oxford University Press.
Dornyei, Z. (2003). Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications. Language Learning, 53(S1), 3–32.
Drucker, M. J. (2009). What reading teachers should know about ESL learners. The Reading Teacher, 57(1), 22–29.
Dufficy, P. (2005). Designing learning for diverse classrooms. Newtown, NSW: Primary English Teaching Association.
Dulay, H., Burt, M., & Krashen, S. (1982). Language two. Oxford, UK: Oxford University Press.
Ellis, N. C. (1999). Cognitive approaches to SLA. Annual Review of Applied Linguistics, 19, 1–30.
Ellis, R. (1997). Second language acquisition. Oxford, UK: Oxford University Press.
Ellis, R. (2005). Principles of Instructed Language Learning. System, 33(2), 209–224.
Ellis, R. (2008). A typology of written corrective feedback types. ELT Journal, 63(2), 97–107. doi:10.1093/elt/ccn023
Ellis, R. (2009a). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1473-4192.2009.00231.x/full
Ellis, R. (2009b). The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production. Applied Linguistics, 30(4), 474–509. doi:10.1093/applin/amp042
Ewing, R. (1994). What is a functional model of language? PEN, 1–6.
Facella, M. a., Rampino, K. M., & Shea, E. K. (2005). Effective Teaching Strategies for English Language Learners. Bilingual Research Journal, 29(1), 209–221. doi:10.1080/15235882.2005.10162832
Fairbairn, S. B., & Fox, J. (2009). Inclusive Achievement Testing for Linguistically and Culturally Diverse Test Takers: Essential Considerations for Test Developers and Decision Makers. Educational Measurement: Issues and Practice, 28(1), 10–24. doi:10.1111/j.1745-3992.2009.01133.x
Fitzgerald, C. M. (2009). Language and community: using service learning to reconfigure the multicultural classroom. Language and Education, 23(3), 217–231.
Fulton, J. M. (2006). Talking About Wordless Picture Books: A Tutor Strategy Supporting English Language Learners. Louisville, KY: National Center for Family Literacy.
Garcia, G. (2000). Lessons from research: what is the length of time it takes limited English proficient students to acquire English and succeed in an all-English classroom? Issue and Brief No. 5. Washington D.C. Retrieved from http://www.ncela.gwu.edu/rcd/bibliography/BE020918
Gass, S. M. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum Associates.
Gass, S. M., & Selinker, L. (2008). Second language acquisition: an introductory course (3rd ed.). New York: Routledge.
Gebhard, M. (2002). Fast Capitalism, School Reform and Second Language Literacy Practices. Canadian Modern Language Review, 59(1), 15 – 52.
Gebhard, M. (2005). School Reform, Hybrid Discourses, and Second Language Literacies. TESOL Quarterly, 39(2), 187 – 210. doi:10.2307/3588308
Gebhard, M., Demers, J., & Castillo-Rosenthal, Z. (2008). Teachers as critical text analysts: L2 literacies and teachers’ work in the context of high-stakes school reform. Journal of Second Language Writing, 17(4), 274–291. doi:10.1016/j.jslw.2008.05.001
Gebhard, M., & Harman, R. (2011). Reconsidering genre theory in K-12 schools: A response to school reforms in the United States. Journal of Second Language Writing, 20(1), 45–55. doi:10.1016/j.jslw.2010.12.007
Gebhard, M., Harman, R., & Seger, W. (2007). Reclaiming Recess: Learning the Language of Persuasion. Language Arts, 84(5), 419–430.
Gee, J. (1996). Social linguistics and literacies: ideology in discourses (2nd ed.). London: The Falmer Press
Giambo, D. A., & McKinney, J. D. (2004). The Effects of a Phonological Awareness Intervention on the Oral English Proficiency of Spanish-Speaking Kindergarten Children. TESOL Quarterly, 38(1), 95–117. doi:10.2307/3588260
Gibbons, P. (1993). Learning to learn in a second language. Heinemann.
Gibbons, P. (1998). Classroom Talk and the Learning of New Registers in a Second Language. Language and Education, 12(2), 99–118. doi:10.1080/09500789808666742
Gibbons, P. (2002). Scaffolding language, scaffolding learning: teaching second language learners in the mainstream classroom. Portsmouth: Heinemann.
Gibbons, P. (2003). Mediating Language Learning: Teacher Interactions with ESL Students in a Content-Based Classroom. TESOL Quarterly, 37(2), 247–273.
Gibbons, P. (2006). Bridging discourses in the ESL classroom: Students, Teachers and Researchers. Studies in Second Language Acquisition, 30(2), 262–263.
Gibbons, P. (2008). “It Was Taught Good and I Learned a Lot”: Intellectual Practices and ESL Learners in the Middle Years. The Australian Journal of Language and Literacy, 31(2).
Gibbons, P. (2009). English learners, academic literacy, and thinking: learning in the challenge zone. Portsmouth: Heinemann.
Gibson, J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, acting, and knowing: Toward an ecological psychology (pp. 67 – 82). Hillsdale, NJ: Lawrence Erlbaum Associates.
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Hammond, J. (2006). High challenge, high support: Integrating language and content instruction for diverse learners in an English literature classroom. Journal of English for Academic Purposes, 5(4), 269–283. doi:10.1016/j.jeap.2006.08.006
Hammond, J. & Miller, J. (Eds.) (2015). Classrooms of possibility: supporting at-risk EAL students. Newtown, NSW: PETAA
Haneda, M. (2006). Becoming Literate in a Second Language: Connecting Home, Community, and School Literacy Practices. Theory Into Practice, 45(4), 337–345. doi:10.1207/s15430421tip4504_7
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