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Resources for Educators
of English Language Learners

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Resources for Grades 9-12
Curricula and Standards
Classroom Resources
and Instructional Strategies
Culture and Orientation
Professional Development
Sample Search
of the ERIC Database
Resources for Grades K–12
Curricula and Standards
Classroom Resources
and Instructional Strategies
Culture and Orientation
Professional Development
Sample Search
of the ERIC Database

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 components.

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 assessment practices. 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 students 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. (2002). Teaching 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 Language Learners

Professional Development for Language Teachers

Professional Development for Teachers in Culturally Diverse Schools

Programs That Prepare Teachers to Work Effectively With Students Learning English

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

Online Resources

TESOL Certification

This Resource Guide Online from the ERIC Clearinghouse on Languages and Linguistics includes links to articles, digests, books, Web sites, and 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 teaching methods and approaches.

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 on starting your career in TESOL and advancing 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 development section.

National Clearinghouse for English Language Acquisition (NCELA)

NCELA has many resources for just about every kind of language situation, including materials for professional development.
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 the world. TESL-L members discuss many interesting topics relating to EFL teaching on the listserv, and many people seem to get good ideas for improving their classroom teaching from the discussion.

To subscribe, address an email message in the following manner:
To: [leave subject line blank]
In the message body type: subscribe TESL-L Your First and Last Name

National Directory of Teacher Preparation Programs (Preservice & Inservice) for Teachers of Linguistically and Culturally Diverse Students

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 education programs that prepare educators 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 the language and literacy education 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 of refugees, immigrants, and other U.S. residents whose native language is other than English.

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Council of Chief State School Officers
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