Professional Development: Grades 9-12
Echevarria , J., Vogt, M., & Short, D. (2004). Making
content comprehensible for English language learners: The SIOP model,
2/E. Boston: Allyn & Bacon
This text describes the research-based Sheltered Instruction Observation
Protocol (SIOP) Model, which provides school administrators, staff developers,
teachers, teacher candidates, university faculty, and field experience
supervisors with a tool for observing and quantifying a teacher’s
implementation of quality sheltered instruction. Making Content Comprehensible
presents a coherent, specific, field-tested model of sheltered instruction
that specifies the features of a high-quality sheltered lesson that teaches
content material to English learners. Each of the 30 items from the SIOP
model are illustrated through vignettes. Three different lessons for
each item are rated and discussed, allowing the book to be applied to
a variety of content areas and grade levels.
Gonzalez, J., & Darling-Hammond, L. (1997). New
concepts for new challenges: Professional development for teachers
of immigrant youth.
Washington, DC: Center for Applied Linguistics.
As the presence of immigrant students is felt in schools nation-wide,
school staff are increasingly under pressure to examine their assumptions
concerning their students and their own instructional practices. In this
book, the authors develop a framework for considering what teachers need
to understand about their students, what kinds of professional development
experiences are likely to facilitate those understandings, and what kinds
of teacher education programs and school settings are able to support
their ongoing learning. The authors describe promising new structures
and practices for professional development, particularly those that promote
community, collegiality, and collaboration. Several successful preservice
and inservice programs are profiled.
Jameson, J. H. (1999). Enriching
content classes for secondary ESOL students: Complete inservice training
materials for middle and high school content (Manual, Guide, & Video).
Washington, DC: Center for Applied Linguistics and Delta Systems.
These comprehensive, inservice training materials are designed for middle
and high school content teachers (teachers of math, science, social studies,
and language arts) whose mainstream classes include students learning
English. The training shows teachers how to teach both content and related
academic language to all students, including English language learners,
using techniques such as graphic organizers, scaffolded lessons, cooperative
learning, alternative assessment, and multicultural activities. The trainer’s
manual includes a transcript and transparency masters. The participants’ study
guide includes handouts for participants. (Additional study guides for
use by inservice participants can be purchased as well.) The 34-minute
video, entitled Communicative Math and Science Teaching, provides video
observations of exemplary secondary school content classrooms.
Rosenthal, J. W. (1996). Teaching science to language minority
Philadelphia: Multilingual Matters.
Complete with a glossary of the linguistic terms used, this book, although
written basically for instructors of English language learners (ELLs)
in undergraduate college science courses, may be useful to high school
science teachers of ELLs as well. The nine chapters of the book may be
read from start to finish or as a quick reference by topic, according
to the reader’s needs. The author’s recommendations aimed
at improving science instruction for ELLs will also help native English
speakers who experience difficulty learning science.
M. J., & Colombi, M. C. (Eds.). (2002). Developing
advanced literacy in first and second languages: Meaning with power. Mahwah, NJ: Lawrence Erlbaum.
The 13 authors of this book share a view of literacy that emphasizes
the importance of both the social contexts and the linguistic challenges
that students face when they engage in academic tasks requiring advanced
levels of reading and writing. Developing advanced literacy is particularly
challenging for students who do not use academic language outside of
the classroom, and although much is known about early literacy, less
has been written about helping students to develop advanced literacy
as they move into secondary school education. Seven of the 13 chapters
in this book focus specifically on instructing English language learners.
Teemant, A., Pinnegar, S., & Graham, R. (2003). The
second language literacy case. A video ethnography of teaching second
content through literacy development. Provo, UT: Harris Video Cases.
A set of four CD-ROMs display video clips of university professors,
teachers, students, and parents discussing the issues related to
literacy for elementary and secondary students. The seven studies on
these CD-ROMs focus on four aspects of each topic discussed. They are
guiding principles, essential policy, standards, critical learning
domains (cognitive), and classroom strategies.
Boyson, B. A., Coltrane, B., & Short, D. J. (Eds.).
of the first national conference for educators of newcomer students.
Washington, DC: Center for Applied Linguistics.
These proceedings, available online, offer summaries of more than 35
presentations from the 2002 conference that focused on newcomer program
design, curriculum and instruction, and professional development for
educators of English language learners—both elementary and secondary—who
are new immigrants to the United States. Current research on newcomer
programs and practical guidelines for establishing such a program were
included in the conference program, as was a session on the No Child
Left Behind legislation.