2007 CREATE ConferenceAcademic Language and Content:
A Focus on English Language Learners in the Middle School
Supporting English Language Learners' Success with Academic Language: What Teachers Need to Know
Dr. Guadalupe Valdés
Presented Monday, October 1, 2007
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These readings were suggested as background to this presentation or cited within it.
Bernstein, B. (1990). Class, codes, and control, Vol. IV: The structuring of pedagogic discourse. London: Routledge.
Collier, V. P. (1987). Age and rate of acquisition of second language for academic purposes. TESOL Quarterly, 21(4), 617-641.
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222-251.
Fillmore, L. W. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6(3), 323-347.
Fillmore, L. W. (1985). When does teacher talk work as input? In S. M. Gass & C. G. Madden (Eds.), Input in second language acquisition (pp. 17-50). Rowley, MA: Newbury.
Fillmore, L. W. (1982). Language minority students and school participation: What kind of English is needed? Journal of Education, 164(2), 143-156.
Ortega, L., & Byrnes, H. (Eds.). (in press). Longitudinal study of advanced L2 capacities. Mahwah, NJ: Erlbaum.
Scarcella, R. (2003). Academic English: A conceptual framework (No. 2003-1). Santa Barbara, CA: University of California, Linguistic Minority Research Institute.
Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Erlbaum.
Short, D.J., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners – A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. Available at http://www.all4ed.org/files/DoubleWork.pdf
Stern, H.H. (1990). Analysis and experience as variables in second language pedagogy. In B. Harley, A. Patrick, J. Cummins & M. Swain (Eds.), The development of second language proficiency (pp. 93-109). Cambridge: Cambridge University Press.
Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York: Teachers College Press.
Valdés, G. (2004). Between support and marginalism: The development of academic language in linguistic minority children. International Journal of Bilingualism and Bilingual Education, 7(2&3), 102-132.
Valdés, G., Bunch, G., Snow, C. E., & Lee, C. (2005). Enhancing the development of students' language(s). In L. Darling-Hammond, J. Bransford, P. LePage, K. Hammerness & H. Duffy (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 126-168). San Francisco: Jossey-Bass.
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