Curricula and Standards: Grades 9-12
Hood, B. (n.d.). An orientation to life in the United States:
A curriculum to help immigrant Latino adolescents and their parents adjust. Unpublished manuscript.
Contact Beth Hood, Washington, DC, Public Schools,
Education Department, Phone: 202-576-8850.
Designed to help reduce the dropout rate for Hispanic newcomer students,
ages 14–20, this curriculum provides the academic and social orientation
they need to begin their education in the United States. The nine units
of the curriculum are written in Spanish and cover topics such as orientation
to the school facility, staff, and administration; strategies for achieving
success in U.S. schools; setting achievable goals; dealing with culture
shock; learning about the community and its laws; and the roles of family
members and how they may change after emigration to the United States.
Agor, B. (Ed.). (2000). Integrating
the ESL standards into classroom practice: Grades 9–12. Alexandria, VA: Teachers of English to Speakers
of Other Languages.
This volume is a guide to good practice in using TESOL’s national
ESL Standards. It contains six units for Grades 9–12, some of which
are designed with a particular grade and proficiency level in mind and
others that span grade and proficiency levels. All of the units may be
adapted to other levels and contexts and include suggestions for their
Faltis, C., & Wolfe, P. (Eds). (1999). So
much to say: Adolescents, bilingualism, & ESL in the secondary
school. New York: Teachers College
This volume is the first to bring together new research on adolescent
learners of English within the secondary school context. Some of the
most influential and well-known specialists in the field of language
education share their research and knowledge about a wide range of issues
in bilingualism and ESL, including curriculum planning and implementation
of native language literacy programs, sheltered content teaching, language
teaching, demographics, discrimination, and the social realities of culturally
diverse classrooms and schools.
Lucas, T. (1997). Into,
through, and beyond secondary school: Critical transitions for immigrant
youths. Washington, DC: Center for Applied
Secondary school educators need principles and strategies to facilitate
the difficult cultural, personal, and educational transitions that permeate
the lives of immigrant children. This book outlines four major principles,
gleaned from studies of excellent secondary schools and examined in light
of current thinking about school reform. Strategies are provided for
cultivating organizational and human relationships that will promote
immigrant students’ school success, provide access to the information
they need, and develop multiple and flexible pathways for them to progress
through and beyond secondary school. Highly effective programmatic and
organizational resources are included.
Mace-Matluck, B. J., Alexander-Kasparik, R., & Queen,
R. M. (1998). Through the golden door: Educational approaches for immigrant adolescents
with limited schooling. Washington, DC: Center for Applied Linguistics.
A growing number of recent immigrant students enter middle school and
high school with little or no prior formal schooling and with low literacy
skills. Often referred to as “late entrant” or “low-literacy” students,
they may be three or more years below their age-appropriate grade level
in their school-related knowledge and skills. This book provides guidelines
for school administrators and teachers with these students in their programs.
The authors describe the backgrounds, educational experiences, and needs
of five such students (from Haiti, El Salvador, and Vietnam), profile
four programs designed to serve them (in Illinois, Texas, and Virginia),
and identify the critical features of secondary school programs for these
students. Program contacts and resources are provided.
Ruiz-de-Velasco, J. & Fix, M. (2000). Overlooked & underserved:
Immigrant students in U.S. secondary schools. Washington, DC: The Urban
The United States is being transformed by high, continuing levels of
immigration. No American institution has felt the effect of these flows
more forcefully than the nation’s public schools. And no set of
American institutions is arguably more critical to the future success
of immigrant integration.
Short, D. J., & Boyson, B. (2000). Directory
of secondary newcomer programs in the United States: Revised 2000. Washington,
DC: Center for Applied Linguistics.
This directory contains profiles of 115 middle and high school newcomer
programs across 196 sites in 29 states and the District of Columbia.
These programs serve recent immigrant, secondary school students with
little or no English proficiency and often limited formal schooling.
Each profile contains information concerning program location, size,
and length of enrollment; student demographics; features of instruction
and assessment; program staffing; other services offered; and program
Short, D. J., & Boyson, B. (in press). Creating access:
Language and academic programs for secondary school newcomers. Washington,
Center for Applied Linguistics.
Creating Access provides information for school districts that are planning
to establish a newcomer program. This volume includes practical advice
and recommendations as well as the results of in-depth case studies of
three successful newcomer programs.
Walqui, A. (2000). Access
and engagement: Program design and instructional approaches for immigrant
students in secondary schools. McHenry, IL and
Washington, DC: Delta Systems and Center for Applied Linguistics & Center
for Research on Education, Diversity & Excellence.
This book details the challenges faced by immigrant students of secondary
school age and the schools they attend. Six immigrant high school students
(from Brazil, El Salvador, Haiti, Mexico, Russia, and Vietnam) are profiled,
with descriptions of their language and cultural backgrounds, frustrations,
and successes. Four programs attempting to develop responsive instructional
philosophies and approaches are also discussed.
Digests and Reports
Dropout Intervention and Language Minority Youth
Qualities of Effective Programs for Immigrant Adolescents with Limited
Secondary Newcomer Programs: Helping Recent Immigrants Prepare for
Academic Achievement for Secondary Language Minority Students: Standards,
Measures and Promising Practices
This online report from the National Clearinghouse for English Language
Acquisition provides teachers and teacher educators insight into how
mainstream classroom instruction can be designed and implemented to enhance
the academic achievement of language minority students. Standards for
the content areas were examined and related to what research indicates
is best practice for language minority students.
Secondary Newcomer Programs in the U.S.: Revised 2000
This searchable database includes 115 programs in 29 states and the District
of Columbia that participated in the research study, “Newcomers:
Language and Academic Programs for Recent Immigrants,” during the
1996-1997, the 1997-98, the 1998-1999, or the 1999-2000 school year.