1. Canney, George F.; Kennedy, Teresa J.; Schroeder, Maurene and Miles, Susan. "Instructional Strategies for K-12 Limited English Proficiency (LEP) Students in the Regular Classroom." The Reading Teacher 52, no.5 (February 1999): 540-544.

Instructional strategies for use with K-12 limited English proficiency (LEP) students in the regular classroom are presented. The strategies are to learn as much as possible about each student's culture; encourage LEP students to share their history, culture, and language with the class; invite the parents of all students to take an active role in their child's education; keep the LEP students in the regular classroom; and employ the same literacy teaching strategies used with the rest of the class.

2. Chamot, Anna Uhl and O'Malley, J. Michael. "The Cognitive Academic Language Learning Approach: A Model for Linguistically Diverse Classrooms." Elementary School Journal 96, no.3 (January 1996): 259-273.

Describes the Cognitive Academic Language Learning Approach (CALLA), an instructional model designed to increase the achievement of English-language-learning students, by integrating content-area instruction with language development activities and explicit instruction in learning strategies. Includes examples of ways in which CALLA teachers actively foster school achievement with their students.

3. Custodio, Brenda and Sutton, Marilyn Jean. "Literature-Based ESL for Secondary School Students." TESOL Journal 7, no.5 (Autumn 1998): 19-23.

Describes how to use literature based instruction to develop literacy skills and to prepare secondary-level second-language learners for mainstream classrooms, focusing on advantages to a literature-based approach (it promotes literacy development, provides language models, and integrates language skills); discussing why content-based instruction is effective; and noting ways to use literature-based instruction.

4. Early, Margaret. "ESL Beginning Literacy: A Content-Based Approach." TESL Canada Journal 7, no.2 (March 1990): 82-93.

Provides an overview of a writing and reading procedure that can be used to teach beginning English-as-a-Second-Language students (K-12) subject matter knowledge and expository paragraph structure.

5. Gersten, Bridget Fitzgerald. "Culture Clubs." TESOL Journal 7, no.5 (Autumn 1998): 46-47.

One way to break down barriers and promote understanding among English-as-a-Second-Language (ESL) and mainstream students is to establish culture clubs. Culture clubs involve frequent exchange of information about social, academic, and cultural topics in extracurricular settings. They are a critical component of ESL programs. The article explains how to create and promote culture clubs.

6. Harper, Candace and Platt, Elizabeth. "Full Inclusion for Secondary School ESOL Students: Some Concerns from Florida." TESOL Journal 7, no.5 (Autumn 1998): 30-36.

Discusses full inclusion of English-as-a-Second-Language (ESL) secondary students in Florida, reviewing inclusion as an instructional program in special education and in ESL; presenting related concerns; examining reasons for inclusion (comprehensible instruction, opportunities for participation and interaction, and appropriate curriculum); and describing conditions for successful inclusion (appropriate curricula, teacher training, adequate resources, and positive teacher attitudes).

7. Heath, Inez A. "The Social Studies Video Project: A Holistic Approach for Teaching Linguistically and Culturally Diverse Students." The Social Studies 87, no.3 (May/June 1996): 106-112.

The increased number of linguistically and culturally diverse students in today's classrooms requires a commitment from teachers to address these students' needs by learning strategies that allow them to learn academic content while developing their language skills. A social studies video project that focuses on developing interpersonal and academic linguistic proficiency is discussed.

8. Kidd, Richard and Marquardson, Brenda. "The Foresee Approach to Integrated ESL Instruction." TESL Canada Journal 15, no.1 (Winter 1997): 1-21.

Describes the Foresee Approach to integrating academic content, language, and learning instruction in English as a Second Language (ESL) from kindergarten to grade 12 or in mainstream/part ESL classrooms. The Foresee Model includes theoretical and practical constituents and guides the formulation of instructional objectives in the three target categories listed, especially academic language.

9. Korkatsch-Groszko, Maria. "Perspectives and Resources for Addressing Educational Needs of Linguistically Diverse Students." 1998. 14 Pp. (ED 430 388).

Outlined are factors in effective instruction for linguistically diverse students in the public schools, particularly when those students are not enrolled in English-as-a-Second-Language or bilingual education programs but are integrated with English-proficient students in the regular classroom. The term "mainstreaming" is defined as it is applied to this population, and guiding principles for effective classroom mainstreaming are presented. Classroom instructional behaviors and techniques found to be effective in supporting the learning process of linguistically diverse students are specified, most concerning classroom communication and presentation of information. Classroom activities recommended for use with this population are listed, and common characteristics of urban children are noted. A series of useful strategies to be used individually or combined for effective instruction are detailed, and a checklist of questions the teacher can ask himself concerning the students, syllabus, instructional materials, and teaching techniques is included. Individual and classroom factors affecting second language acquisition are described, and considerations in assessment are examined.

10. Kruse, George. "Mainstreaming ESL Students : A Process of Nurturing Holistically." Research Forum: A Journal Devoted to Educational Practice and Theory 11 (Spring 1993): 18-22.

Discusses the "whole language" and "language and content" movements and some related teaching/learning strategies. Also discusses the building of greater teacher sensitivity toward the unique circumstances of mainstreamed ESL students and their social development and affective needs. It proposes that sensitized ESL teachers who are open to change and innovation–but critical about implementation–are in a better position to nurture their students holistically.

11. Roessingh, Hetty. "Teaching to Diversity: Meaningful Inclusion of ESL Students in High School Mainstream Settings." Exceptionality Education Canada 5, no.1 (1995): 65-81.

Canada’s demographic landscape has changed significantly in the past decade. The single feature that cannot go unnoticed in our classrooms is the rising number of new arrivals who speak a first language other than English. Indeed, ESL students may represent the highest incidence of special needs students in high school mainstream classrooms. The challenge to educators is to recognize the transitional nature of these students’ special needs, and to provide for English language development through the curriculum requirements of the content area--this is the key to meaningful inclusion.

12. Salend, Spencer J.; Dorney, Judith A. and Mazo, Maribel. "The Roles of Bilingual Special Educators in Creating Inclusive Classrooms." Remedial and Special Education 18, no.1 (January/February 1997): 54-64.

One group of students whose unique needs present a challenge to educators seeking to create inclusive general education classrooms is learners who are learning English as a second language. The purpose of this article is twofold: (a) to distill from the literature of bilingual special education, bilingual education, and special education a description of the roles of bilingual special educators in cooperative teaching endeavors designed to educate second language learners in general education classrooms; and (b) to offer the observations of a bilingual special educator who worked as part of a cooperative teaching team.

13. Schall, Jane. "Unbeatable Ways to Reach Your LEP Students." Instructor 105, no.1 (July/August 1995): 54-59.

While Limited-English Proficient (LEP) students contribute a great diversity to classrooms, they also bring considerable challenges. Strategies for teaching second-language learners in the regular classroom are presented.

14. Schraeder, Laura L. "Empowering ESL Students in the Mainstream through Self Assessment and Contracted Learning." 26 July 1996. 11 Pp. (ED 407 850).

A middle school teacher with both English-as-a-Second-Language (ESL) and mainstream students in her class attempted to foster learning independence by encouraging self-evaluation and examination of the learning process. Initially, this involved providing them with rubrics and checklists for assessing work on several assignments. A second step was to have students create their own evaluation tools and criteria, and for the teacher to use them for assessing their work. The students gained confidence with each step, communicating more freely with the teacher about their work and what they needed in order to complete assignments. Based on the success of this approach, the teacher created a contract for student learning. Each student researched a topic of his choice, and selected a due date for each phase of the project within a predetermined time frame. Students responded enthusiastically to the opportunity to schedule their own time and complied with their chosen dates. A majority met all their contractual obligations. It is concluded that the process empowered students by requiring them to behave responsibly, work at their own pace, supporting self-esteem, and using higher-level thinking skills. Contains 10 references.

15. Schraeder, Laura L. "Teaching Narrative Writing through the Collaborative Funnel." 1997. 12 Pp. (ED 415 717).

A middle school teacher describes the process by which she discovered a collaborative approach to teaching writing to a class including English-as-a-Second-Language (ESL) students. To create a meaningful writing experience, she had students prepare a personal narrative, starting by having the class generate endings to the sentence beginning "I'll never forget the first time I..." Each student was then asked to think about their special moment and remember every detail, then placed in collaborative groups with at least two ESL and two mainstream students in each, and asked to tell their story to group members. Remaining group members filled out a story plan worksheet, then shared their notes and asked questions, helping the storyteller refine and sequence details. Each student then wrote a first draft of his story. Students were paired, as much as possible, in ESL/mainstream student dyads to further develop their stories as partners. The experience served to reduce ESL students' anxiety greatly, promote exchange of ideas and feedback, help develop relationships between students across cultural boundaries, foster student self-esteem, and develop individual accountability. Contains seven references.

16. Watts-Taffe, Susan and Truscott, Diane M. "Focus on Research: Using What We Know About Language and Literacy Development for ESL Students in the Mainstream Classroom." Language Arts 77, no.3 (January 2000): 258-265.

Watts-Taffe and Truscott draw on the latest research in language learning and ESL to offer guidance for teaching second-language learners in integrated settings.

17. Young, Martha W. "English (as a Second) Language Arts Teachers: The Key to Mainstreamed ESL Student Success." English Journal 85, no.8 (December 1996): 17-24.

Examines support for mainstreamed English-as-a-second-language (ESL) students; support systems available to mainstreamed ESL students and their teachers; language learning issues; and practices and strategies for teaching these special students. Weaves throughout points related to second language acquisition theory as the basis for ESL teaching.

 

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