Professional Development: Grades K–12
Fillmore, L. W., & Snow, C. (2000). What
teachers need to know about language. Washington, DC: Center for Applied Linguistics.
This paper lays out a rationale for why current and prospective teachers
need to know more about language, and what specific sorts of knowledge
they need. Requisite knowledge about oral language, oral language used
in formal and academic contexts, and written language is discussed. In
the final section, courses are suggested that teacher preparation programs
should offer to teacher candidates. This course list may also be seen as
specifying aspects of an integrated, in-depth professional development
program for inservice teachers.
Echevarria, J. & Graves, A. (2003). Sheltered
content instruction: Teaching English language learners with diverse
abilities. (2nd ed.). Allyn & Bacon.
This book sets out to clearly define sheltered instruction and to provide
strategies for its successful implementation in the classroom. This book
speaks specifically to instruction in the content areas, confronting the
fact that students learning English might struggle in those subjects. The
authors provide practical methods that demonstrate how to implement this
type of instruction with the full range of learners.
Marzano, R. J., Marzano, J. S., & Pickering, D.
M. (2003). Classroom
management that works: Research-based strategies for every teacher. Alexandria
VA: Association for Supervision and Curriculum Development.
With classroom behavior a growing concern in today’s schools, this
book provides a guide to the role of classroom management in student learning
and achievement. The authors provide stories of real teachers and students
to illustrate how action steps can work successfully in different classroom
situations. Orientation to U.S. classrooms and school expectations is critical
to the academic success of English language learners.
Short, D., Gómez, E., Cloud, N., Katz, A., Gottlieb, M., & Malone,
M. (2000). Training
others to use the ESL standards: A professional development manual. Alexandria, VA: Teachers of English to Speakers of Other Languages.
Developed over the course of 4 years, this manual was created for staff
developers, teacher trainers, teacher education faculty, and others who
deliver pre- and inservice programs to practicing teachers. It contains
the tools that will prepare ESL, bilingual, and content teachers and curriculum
and assessment specialists to incorporate ESL standards in their programs.
Short, D., Hudec, J., & Echevarria, J. (2002). Using
the SIOP model: Professional development manual for sheltered instruction. Washington,
DC: Center for Applied Linguistics.
This manual is designed for teacher educators and professional developers
who wish to teach others to use the SIOP Model of sheltered instruction
in their classrooms. It is a companion piece to the video The SIOP Model:
Sheltered Instruction for Academic Achievement. In 11 sections, the manual
presents strategies, tools, and activities for instruction of the SIOP
Ur, P. (1996). A
course in language teaching: Practice & theory. Cambridge:
Cambridge University Press.
This book provides a comprehensive basic introduction to teaching languages,
for use in preservice or early experience settings. It can be used by groups
of teachers working with a trainer or as a self-study resource. It consists
of modules on key topics, arranged into sections covering: The Teaching
Process, Teaching the Language, Course Content, Lessons, and Learner Differences.
Modules can be used in sequence or selectively. Each module presents practical
and theoretical aspects of the topic, with tasks. Suggestions for classroom
observation and practice, action research projects and further reading
are included. Notes for the trainer with stimulating insights from the
author’s personal experience complete the course.
Center for Applied Linguistics. (2002). The
SIOP model: Sheltered instruction for academic achievement [Video].
Washington, DC: Author.
This professional development video illustrates a research-based model
of sheltered instruction, known as the SIOP Model, that has raised achievement
levels of English language learners. The video is a valuable resource for
teacher educators and staff developers to provide ongoing development to
teachers of content subjects in strategies and techniques for adapting
instruction to the academic needs of these students.
Cicala Filmworks. (Prod.). (2000). Student
voices: English language learners [Video]. Providence, RI: The Northeast and Islands Regional Education Laboratory
at Brown University LAB.
This 30-minute video and three discussion booklets were created to enhance
the relationship of language, culture, and schooling, better equipping
educators to develop strategies for making learning environments more welcoming
and hospitable to linguistically and culturally diverse groups.
Hudec, J., & Short, D. J. (Prods.). (2002). Helping
English learners succeed: An overview of the SIOP model [Video]. Washington, DC: Center
for Applied Linguistics.
Filmed in six classrooms, this video illustrates the eight components and
30 features of the Sheltered Instruction Observation Protocol Model for
teaching English language learners both language and content. The documentary
style is interspersed with scenes from elementary, middle, and high school
classes in which the teachers employ a wide range of teaching strategies
to engage their students in mathematics, science, and social studies lessons.
Pinnegar, S., Teemant, A., & Harris, R. C. (2002). The
assessment literacy case: A video ethnography of formal and informal
Provo, UT: Harris Video Cases.
This CD-ROM presents an investigation of assessment practices for those
interested in expanding their knowledge of assessing the literacy of culturally
and linguistically diverse students.
Pinnegar, S., Teemant, A., Mason, B., & Harris,
C. (2003). The
adolescent literacy case: A video ethnography of teaching second language
content through literacy development. Provo, UT: Harris Video Cases.
This CD-ROM displays video clips (closed captioning at bottom of screen)
of teachers providing literacy instruction in five different content area
classrooms (science, social studies, English language arts, mathematics,
and psychology). Study texts for each clip include instructional comments
in three areas: adolescent literacy, second language literacy, and CREDE’s
Five Standards of Effective Pedagogy. Texts with teachers’ and students’ comments
on the lessons are also provided.
Pinnegar, S., Teemant, A., Tharp, R., & Harris,
R. C. (2002). The
Craig Cleveland case: A video ethnography of Mexican American history
in a Spanish/English
bilingual classroom. Provo, UT: Harris Video Cases.
This CD provides instruction of high school Mexican American history in
a Spanish/English bilingual classroom.
Tharp, R., Hilberg, S., Dalton, S., & Teemant, A.
alive for the 21st century: The five standards for effective pedagogy in
secondary settings. Provo, UT: Harris Video Cases.
This CD-ROM is an ethnography of CREDE’s Five Standards for Effective
Pedagogy, featuring real-life examples from secondary school settings and
expert commentary. The video clips illustrate collaboration, language development,
and contextualization of content lessons. Commentary includes a pedagogical
perspective, a bilingual/bicultural perspective, and additional insights.
Digests and Reports
Discourse Analysis for Language Teachers
Implications of the No Child Left Behind Act of 2001 for Teacher Education
The Preparation and Professional Development of Teachers of English
Professional Development for Language Teachers
Professional Development for Teachers in Culturally Diverse Schools
Programs That Prepare Teachers to Work Effectively With Students
The Role of Metacognition in Second Language Teaching and Learning
Standards for Professional Development: A Sociocultural Perspective
Teaching Educators About Language: Principles, Structures, and Challenges
This Resource Guide Online from the ERIC Clearinghouse on Languages
and Linguistics includes links to articles, digests, books, Web sites,
ERIC documents that offer information on TESOL Certification.
Second Language Teaching Methodologies
This Resource Guide provides links to digests, journals, books,
and Web sites that offer information about second language
Teachers of English to Speakers
of Other Languages (TESOL)
This professional organization has a wealth of information
regarding teacher training and professional development
for ESL/EFL teachers
on their Web
site. They offer a publication series on professional
development and sections on the their site
your career in TESOL
your career in TESOL.
Center for Applied Linguistics (CAL)
This site offers information on various aspects of professional
training and language teacher education in its professional
for English Language Acquisition (NCELA)
NCELA has many resources for just about every kind
of language situation, including materials for
Also the NCELA Program Information Guide, “School
Based Management: What Bilingual and ESL Program Directors Should Know” by
Denise McKeon and Lynn Malarz is available online.
TESL-L is a discussion group for teachers of
English as a second or foreign language around
many interesting topics
relating to EFL teaching on the listserv,
and many people seem to get good ideas for improving
classroom teaching from
To subscribe, address an email message in
the following manner:
To: firstname.lastname@example.org [leave subject
In the message body type: subscribe TESL-L
Your First and Last Name
Directory of Teacher Preparation Programs (Preservice & Inservice)
for Teachers of Linguistically and Culturally
A product of CREDE’s National Study of Effective Teacher Education
for Diverse Student Populations project,
this directory represents a nation-wide investigation of the teacher
for the linguistic and cultural diversity
of U.S. classrooms. The directory is hosted online by the BUENO Center
for Multicultural Education.
National Center for ESL
Literacy Education (NCLE)
The National Center for ESL Literacy Education
is the only national information
center focusing on
of adults and out-of-school
youth learning English. NCLE provides
information on adult ESL literacy education to teachers
and tutors, program
directors, researchers, and policy
makers interested in the education
and other U.S.
residents whose native language
is other than English.