Bookmark Collection

This series provides an effective training program for K-12 Bilingual/ESL teachers that can be used in group trainings or by individuals. Several CD-ROMs portray the work of master teachers while others focus on the students, putting a compelling human face on the issues faced by English language learners and their teachers.

Workshop that focuses on various technological tools for language teaching and learning.

Online article by Sonia Nieto on language diversity, identity and education in the 21st century.

The purpose of this digest is to help pediatricians, speech language pathologists, classroom teachers, and other professionals who work with bilingual children and their parents understand common parental concerns related to bilingual childrearing and become familiar with the current science on bilingual child development. Greater insight into both issues will allow these professionals to provide more effective and scientifically sound advice to parents.

The purpose of this digest is to introduce four key principles of practice found in classrooms in which content and language instruction effectively converge: 1. Clear content and language outcomes are planned for each lesson. 2. Learners are provided with goal-directed opportunities to interact with each other and with the teacher to jointly reflect on and build specific content knowledge and skills. 3. Teachers provide learners with tasks that promote the development of reading, writing, listening, and speaking skills within the content areas. 4. Outcomes are reviewed, consolidated, and assessed during lessons.

the author provides background on language policies in the U.S., and provides a rationale for developing principles to eliminate linguistic discrimination.

TWI programs integrate language-minority and language-majority students for all or most of the school day and strive to promote bilingualism and biliteracy in addition to grade-level academic achievement for all students (Christian, 1994). Programs listed in the Directory conform to this general definition of TWI through adherence to the following criteria: 1) language-minority and language-majority students are integrated for at least 50% of the day at all grade levels; 2) content and literacy instruction in both languages are provided to all students; and 3) language-minority and language-majority students are balanced, with each group making up one third to two thirds of the total student population.

This material describes how Dual language programs promote bilingualism, biliteracy, academic achievement, and multicultural awareness for all students.

A website to share multicultural and multilanguage resources for teachers and students alike

This website is designed to help teachers create assessments sensitive to the diverse sociocultural factors that students bring to classrooms today. Attention is given to diversity in language and culture, as well as gender and ethnicity, as factors in the construction of assessments of student classroom learning. According to the authors of this website it is meant to help teachers- 1)Understand the essential characteristics of good assessment, 2) Uncover the strengths and cultural perspectives of diverse learners, 3) Create or select classroom assessments that meet high standards as well as support and reveal the learning of every child, 4) Increase awareness of potential sources of bias and inequity in assessments, and 5) Use strategies to improve inequitable assessments