Preparing quality educators for english language learners

PREPARING QUALITY EDUCATORS FOR ENGLISH LANGUAGE LEARNERS Research, Policies, and Practices This page intentionally left blank PREPARING QUALITY EDUCATORS FOR ENGLISH LANGUAGE LEARNERS Research, Policies, and Practices Edited by Kip Téllez University of California, Santa Cruz Hersh C Waxman University of Houston 2006 LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS Mahwah, New Jersey London This edition published in the Taylor & Francis e-Library, 2008 “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” Copyright Ó 2006 by Lawrence Erlbaum Associates, Inc All rights reserved No part of this book may be reproduced in any form, by photostat, microform, retrieval system, or any other means, without the prior written permission of the publisher Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, New Jersey 07430 www.erlbaum.com Library of Congress Cataloging-in-Publication Data Preparing quality educators for English language learners : research, policies, and practices / [edited by] Kip Téllez, Hersh C Waxman p cm Includes bibliographical references and index ISBN 0-8058-5437-1 (cloth : alk paper) ISBN 0-8058-5438-X (pbk : alk paper) English teachers—Training of—United States English language—Study and teaching—United States Teacher effectiveness—United States Education and state— United States I Téllez, Kip II Waxman, Hersholt C LB1715.P725 2005 428¢.0071—dc22 ISBN 1-4106-1734-3 Master e-book ISBN 2005040136 CIP Contents Foreword Donna Christian vii Preparing Quality Teachers for English Language Learners: An Overview of the Critical Issues Kip Téllez and Hersh C Waxman Training Teachers Through Their Students’ First Language Liliana Minaya-Rowe 23 Proposition 227 in California: Issues for the Preparation of Quality Teachers for Linguistically and Culturally Diverse Students Eugene E Garcia and Tom Stritikus 45 Lessons Learned From a Research Synthesis on the Effects of Teachers’ Professional Development on Culturally Diverse Students Stephanie L Knight and Donna L Wiseman 71 v vi CONTENTS Critical Issues in Developing the Teacher Corps for English Learners Patricia Gándara and Julie Maxwell-Jolly 99 Quality Instruction in Reading for English Language Learners Margarita Calderón 121 Reculturing Principals as Leaders for Cultural and Linguistic Diversity Augustina Reyes 145 Successful School Leadership for English Language Learners Elsy Fierro Suttmiller and Maria Luisa González 167 Future Directions for Improving Teacher Quality for English Language Learners Hersh C Waxman, Kip Téllez, and Herbert J Walberg 189 Author Index 197 Subject Index 205 Foreword Donna Christian Center for Applied Linguistics As Gandara and Maxwell-Jolly (chap 5, this volume) point out, teacher quality is clearly linked to student achievement The reauthorization of the Elementary and Secondary Education Act of 2001, No Child Left Behind, brings attention to the need for highly qualified teachers for all students in its requirements If we want all students to reach their academic potential, we must provide them with such highly qualified teachers Among the student population, English language learners (ELLs) are increasingly represented in our schools However, many teachers have not received preparation to help ELLs achieve their best These observations are easy to make, but hard to address The chapters in this volume take good steps in sorting out the issues and charting some means of addressing them Because of the diverse backgrounds and needs of ELLs, educators need specialized preparation to work effectively with them It is increasingly clear that all teachers with ELLs in their classes need to know about second language development, cross-cultural issues, and methods to teach both language and academic content However, most classroom teachers, counselors, and administrators receive no special training in these areas In the latest figures available (1997 from NCES), we see that only 2.5% of teachers in the United States who instruct ELLs have an academic degree in ESL or bilingual education; only 30% of the teachers with these students in their classes have received any training at all in teaching them Although the numbers may have changed somewhat between then and now, I think everyone’s experience would confirm that the basic principle remains true today vii viii FOREWORD We not have an adequate supply of teachers with preparation as specialists in language and culture (English as a second language and bilingual teachers) Moreover, demographic information about the student population continues to point to increasing numbers of students from nonEnglish language backgrounds, meaning that more and more teachers have such students in their classrooms Thus, all teacher candidates really need to know strategies for teaching linguistically and culturally diverse students, but teacher education by and large does not provide this preparation Snow and Wong Fillmore (2002) argued, for example, that all teachers need specific knowledge about language in order to work effectively with students from diverse language backgrounds, including basic understanding of the processes of language and literacy development, second language learning, and academic language growth Policymakers and educators who want to improve the quality of teachers for ELLs must overcome the common belief that ELLs need only to learn English, and once they that, they are effectively the same as all the other students Lack of English proficiency is the “problem” and once the problem is “fixed,” that’s the end of the story As a result, some schools and policymakers place their sole focus on English proficiency, often without taking into account the connections between language development and academic learning It is, of course, extremely important for all students to develop high levels of proficiency in English Well-prepared English language teachers are essential, and all teachers should be prepared to support English language development We know that language learning takes a long time and many linguistic and cultural issues remain to be addressed to promote academic progress long after basic levels of English language proficiency have been achieved In order to achieve teacher quality in our educational system, we must prepare educators with the “knowledge, skills, and dispositions” to work effectively with ELLs (González & Darling-Hammond, 1997) Achieving this goal calls for improved preparation programs for teachers and administrators, and appropriate, coherent professional development for practicing educators All teachers must be prepared to foster language development and sheltered content instruction to create the best possible environment for ELLs They must understand the full range of factors that may put diverse students at risk and notice and appreciate the diverse strengths the students bring with them It is also extremely important to provide qualified bilingual teachers and adult bilingual models, as well as English language teachers The chapters in this volume seek to respond to the issues raised by the quest for teacher quality for English language learner populations Among the many questions to be explored are: FOREWORD · · · · · · ix What kind of teacher is best suited to teach English learners? Does having the same ethnic or language background make someone more highly qualified? How can we best develop and use the talents of members of language minority communities in the teaching profession? How can we recruit and keep highly qualified teachers, especially those from language minority communities? Are there incentives we can and should provide? Are there ways we can reduce the disincentives that exist? How specialists (bilingual and ESL teachers) differ from other classroom teachers in their preparation needs? What should the content of pre-service and in-service professional development be? How can we ensure that all teachers know what they need to know about language? Is this just a matter of quality of teachers or should we be concerned with all school staff (administrators, counselors, etc.)? What pathways can we identify (traditional and alternative) that can lead to the creation of highly qualified teachers? None of these issues can be tackled in isolation The authors refer to the broader system into which teacher quality fits: the lack of policy about programs, the poor working conditions for teachers in schools with large populations of ELLs, an accountability system that doesn’t work for ELLs, school leaders with little knowledge of language instruction, and so on However, a focus on teacher quality promotes changes to this system beyond those focused on teachers This volume challenges us not only to think, but to act, and the authors provide us with some excellent pathways to follow REFERENCES Gonzalez, J., & Darling-Hammond, L (1997) New concepts for new challenges, Professional development for teachers of immigrant youth McHenry, IL: Delta Systems Co., Inc and Center for Applied Linguistics Snow, C., & Wong Fillmore, L (2002) What teachers need to know about language In C Adger, C Snow, & D Christian (Eds.), What teachers need to know about language McHenry, IL: Delta Systems, Co., Inc and Center for Applied Linguistics FUTURE DIRECTIONS 195 comes for English language learners and that increasing such knowledge among teachers, administrators, researchers, and policymakers is both necessary and achievable Strengthening links between evidence-based research, thoughtful policy development, and improved classroom teaching can benefit the growing population of English language learners in American schools and those who share responsibility for educating them This page intentionally left blank Author Index A Abbate, J., 168, 169, 178, 179, 187 Abell Foundation, 3, 20 Ada, A F., 5, 20 Aguirre-Muñoz, Z., 112, 118 Airisian, P., 42 Alexander, D., 2, 21 Allexsaht-Snider, M., 95 Amanti, C., 94 Anderson, R C., 133, 141 Antúnez, B., 10, 11, 22, 24, 43, 175, 186 Argyris, C., 147, 163 Armendariz, A L., 145, 148, 163 Armendariz, E J., 145, 148, 163 Armendariz, G J., 169, 175, 188 Armour, R., 99 Asato, J., 47, 55, 57, 68, 69, 111, 118 Ashton, P., 7, 21 Au, K., 91, 95 Auerbach, E., 56, 68 August, D., 47, 68, 122, 125, 127, 129, 132, 133, 137, 142 Ayoungman, V., 175, 186 B Ballou, D., 13, 21 Banks, J., 55, 68 Baquedano-Lopez, P., 47, 55, 69 Barnes, C A., 51, 68 Barrera, R., 6, 21 Bartfai, N., 2, 22 Barth, R., 145, 163 Bear, D., 137, 142 Beck, I L., 133, 142, 143 Bernard, H R., 35, 42 Betsinger, A., 95 Biemiller, A., 135, 142 Blanton, L L., 99, 117 Bloom, G., 40, 43 Bohrnstedt, G W., 102, 118 Bohrnstedt, S., 112, 119 Bolman, L G., 146, 147, 163 Borman, G., 151, 152, 156, 164 Boyle, O F., 27, 43 Brady, S., 130, 143 Brewer, D J., 3, 21 Brighouse, T., 147, 163 Brilliant, G C., 176, 186 Brisk, M E., 168, 169, 178, 179, 187 Britzman, D., 2, 21 Brophy, J., 19, 21, 71, 96 Brosh, H., 16, 21 Brunn, M., 175, 186 Burns, S., 124, 125, 130, 144 197 198 AUTHOR INDEX C Cahnmann, M S., 108, 118 Calderón, M E., 41–43, 122, 123, 125–129, 132, 133, 135, 137, 142, 143, 145, 148, 150, 155, 156, 164 California Department of Education, 99, 104, 112, 118 Callahan, R., 103, 108, 110, 114, 118 Candin, C N., 25, 43 Cardelle-Elawar, M., 95 Carey, N., 2, 22 Carlo, M., 133, 137, 142 Carreon, A., 145, 148, 150, 155, 156, 164 Carroll, J H., 91, 95 Carter, T P., 145, 148, 164 Castellano, M., 95, 151, 152, 156, 164 Chall, J S., 133, 143 Chamot, A., 83, 93, 96 Chang, H., 114, 119 Chatfield, M L., 145, 148, 164 Cheung, A., 125, 127, 129, 132, 133, 137, 142, 143 Cline, Z., 175, 186 Cochran-Smith, M., 1, 21 Cohen, D K., 51, 68 Coleman, C L., 15, 22 Collier, V P., 27, 39, 41, 43, 44, 155, 165, 168, 171, 178, 186, 187 Combs, M C., 168, 171, 187 Commins, N L., 168, 169, 171, 178, 179, 187 Cooper, R., 95 Cortez, J D., 145, 148, 149, 155–157, 164, 168, 178, 179, 187 Crain, S., 130, 143 Crawford, J., 47, 68, 105, 118, 175, 186 Cummins, J., 40, 43, 47, 54, 56, 63, 68, 151, 164, 168, 169, 171, 178, 179, 186 Curry, J., 111, 118 Curry-Rodriguez, J E., 57, 63, 68, 69 D Dale, M., 83, 93, 96 Dalton, S S., 27, 28, 44, 76–79, 91, 98 Darder, A., 82, 93, 96 Darling-Hammond, L., 1, 6, 21, 39, 43, 101, 118, 123, 127, 143 Datnow, A., 95, 151, 152, 156, 164, 168, 169, 178, 179, 187 Davis, G A., 6, 21 Deal, T E., 146, 147, 163 DeGeest, L., 80, 91, 97 De la Rosa Salazar, D., 114, 119 Demmert, W., 91 Diamond, J B., 146, 155, 156, 165 Dianda, M., 83, 97 DiCerbo, P A., 175, 186 Doherty, R., 76, 81, 90, 91, 96 Dolan, L., 83, 97 Drapeau, A., 96 Dressler, C., 133, 137, 142 Dreyer, L., 130, 143 DuFour, R., 178, 186 Dugan, T., 17, 21, 92 Duran, B J., 17, 21, 92 Duran, D., 127, 129, 132, 133, 137, 142 Dustman, P., 96 E Eaker, R., 178, 186 Echevarria, J., 27, 30, 43, 93 Educational Testing Service, 106, 118 Edwards, J., 19, 21 Ehri, L C., 130, 143 Elmore, R F., 90, 91, 96 Esra, P., 113, 119 Estrada, P., 27, 28, 44, 76–80, 90, 91, 96, 98 F Faltis, C., 95 Farris, E., 2, 21, 22 Feinberg, C R., 169, 186 Fillmore, L W., 40, 43 First, J M., 184, 186 Fitzpatrick, J L., 42, 44 Fix, M., 110, 119 Fleischman, H L., 102, 103, 120 Fletcher, J., 130, 143 Foweler, A., 130, 143 Fradd, S., 78, 95, 97 Fries, M K., 1, 21 Fullan, M., 7, 21, 146, 164 G Gallagher, H A., 15, 21 Gallimore, R., 39, 44, 78, 92, 98 199 AUTHOR INDEX Galston, W A., 12, 21 Gándara, P., 13, 47, 57, 68, 69, 103, 106, 108, 110, 111, 114, 118, 119 García, E., 2, 21, 45, 47, 51, 53–55, 57, 63, 68, 69, 72, 96, 107, 111, 112, 118, 145, 148, 149, 155, 158, 163, 164, 169, 171, 179, 186 Garcia, S., 95 Gay, G., 39, 43, 82, 96 Genesee, F., 31, 43 Gersten, R M., 63, 69 Giles, H C., 176, 180, 186 Goldenberg, C., 81, 92, 93, 97 Goldhaber, D., 3, 21 Goldschmidt, P., 112, 118 Gonzales, P C., 145, 148, 164 Gonzales, R., 94 Gonzalez, G., 54, 69 González, M L., 14, 168, 169, 174, 178, 179, 186, 187 Gonzalez, N., 83, 94, 96 Good, T., 71, 96 Gordon, J A., 18, 21 Grant, S., 95 Gravelle, M., 26, 43 Graves, A., 93 Greenberg, J., 94 Greenberg, T., 95 Greenleaf, C., 96 Griego-Jones, T., 168, 187 Griffin, P., 124, 125, 130, 144 Guerra, P., 95 Guskey, T., 128, 143 Gutierrez, K., 47, 55, 57, 68, 69, 111, 118 H Haberman, M., 77, 96, 109, 118, 148–150, 156, 158, 164 Hakuta, K., 47, 68, 122, 125, 142 Halliday, M., 148, 164 Hallinger, P., 145, 164 Halverson, R., 146, 155, 165 Hanushek, E A., 110, 118 Harat, L., 130, 143 Hargreaves, A., 7, 21, 146, 164 Hart, B., 133, 143 Harthun, M., 96 Harvey, W., 105, 118 Hawley, W D., 14, 21, 74, 96 Haycock, K., 71, 96, 97, 101, 118 Hayes, K., 101, 112, 118 Heaviside, S., 2, 21 Heck, R., 145, 164 Heller, M., 54, 69 Heninger, M L., 18, 21 Henze, R C., 145, 150, 151, 156, 164, 165, 176, 187 Herman, J., 112, 118 Hertz-Lazarowitz, R., 135, 142 Hilberg, R S., 76, 80, 81, 90, 91, 96, 97 Hirsch, E D., 133, 143 Hirsh, S., 127, 144 Hoeft, K., 75, 98 Holcomb, E L., 42, 43 Hopkins, D., 1, 21 Hopstock, P J., 102, 103, 120 Horn, S P., 101, 119 Hornberger, N., 108, 118 Huberman, A M., 35, 43 Huddy, L., 101, 119 Huerta-Macias, A., 174, 178, 179, 187 Hull, G., 96 Hull Cortes, K., 46, 69 I Imhoff, B., 90 Ingersoll, R M., 14, 21 Invernizzi, M., 137, 142 J Jackson, A W., 6, 21 Jacobs, L., 175, 188 Jacobsen, D A., 176, 180, 187 Jantzi, D., 145, 146, 152, 164 Jiménez, R T., 6, 21 Jita, L., 156, 165 Johnson, D., 94 Johnson, R., 94 Johnston, F., 137, 142 Joyce, B., 30, 40, 43, 127, 128, 143 K Kain, J F., 110, 118 Katz, A., 145, 165 200 AUTHOR INDEX Katz, L., 130, 143, 148, 164 Kawakami, A., 91 Kemple, J., 109, 112, 119 Kennedy, M., 51, 69 Kerper-Mora, J., 56, 69 King, M., 96 King, R A., 16, 22 Kirton, E., 175, 188 Knapp, M., 78, 97 Knight, S L., 6, 71, 77, 83, 90, 93, 97, 98 Krashen, S D., 25, 26, 43, 101, 119 Kruse, S., 86, 97 Kucan, L., 133, 142 Kuhn, M., 131, 143 Kyle, D., 176, 187 L LaBerge, D., 131, 143 Ladson-Billings, G., 39, 41, 43 Laird, J., 113, 119 Lakdawalla, D., 17, 21 Learning First Alliance, 124, 125, 127, 137, 138, 143 Lee, O., 78, 95, 97 Leithwood, K., 145, 146, 152, 164 Lennon, D., 92 Leong, C., 114, 119 Lewis, L., 2, 22 Lewis, M., 19, 22 Lezotte, L., 145, 164 Liberman, A M., 130, 143 Lieberman, A., 127, 143 Linquanti, R., 113, 119 Lipman, P., 65, 69 Lippman, D., 133, 137, 142 Lively, T., 133, 137, 142 Loeb, S., 110, 119 Loucks-Horsley, S., 73, 97 Louis, K., 86, 97 Lundquist, E., 130, 143 M MacGregor-Mendoza, P., 175, 187 MacLean, J., 92 MacLeod, E., 96 Madden, N A., 83, 94, 95, 97, 127, 132, 133, 137, 142 Marks, H., 86, 97 Marsh, J M., 109, 119 Marsiglia, F., 96 Maxwell-Jolly, J., 57, 68, 103, 108, 110, 111, 114, 118, 119 McCall-Perez, Z., 114, 119 McCarty, T L., 19, 22 McClain, G., 114, 119 McCollum, P., 93 McIntosh, A., 148, 164 McIntyre, E., 176, 187 McKeown, M G., 133, 142 McKnight, A., 11, 22 McLaughlin, B., 133, 137, 142, 171, 186 McLaughlin, M W., 6, 21, 127, 143 McLesky, J., 3, 22 Memory, D M., 15, 22 Menken, K., 10, 22, 24, 43 Mercado, C., 106, 107, 119 Mercado, D., 5, 22 Merickel, A., 113, 119 Michener, D., 96 Miles, M B., 35, 43 Milk, R., 5, 22, 106, 107, 119 Milstein, M M., 152, 154, 164 Minaya-Rowe, L., 40–43, 122, 127, 128, 132, 133, 137, 142, 168, 169, 178, 179, 187 Miramontes, O B., 168, 169, 171, 178, 179, 187 Moir, E., 40, 43 Moll, L C., 54, 69, 83, 94–96, 174, 178, 179, 187 Montecel, M R., 145, 148, 149, 155–157, 164, 168, 178, 179, 187 Montgomery, D., 145, 164 Murnane, R., 109, 112, 119 Murphy, J., 156–158, 163, 164 Myers, L M., 169, 187 N Nadeau, A., 168, 169, 171, 178, 179, 187 Nagy, W E., 133, 141 National Association of Secondary School Principals, 152 National Center for Education Statistics, 2, 22, 24, 43, 121, 122, 143 National Clearinghouse for English Language Acquisition & Language Instruction for Educational Programs, 153, 154, 164, 167 201 AUTHOR INDEX National College for School Leadership, 145, 164 National Literacy Panel, 125, 143 National Policy Board for Educational Administration, 146, 152, 165 National Reading Panel, 124, 125, 135, 143 National Research Council, 90, 97 Necochea, J., 175, 186 Neff, D., 94 Nelson-Barber, S., 108, 119 Nevarez-La Torre, A., 96 Newman, F., 145, 165 Nieto, S., 39, 43 Norte, E., 145, 165 O O’Brien, G., 92 Office of the President, University of California, 113, 119 Olneck, M R., 55, 69 Olsen, L., 54, 69, 110, 114, 119 Olsen, R., 109, 112, 119 O’Malley, J., 83, 93, 96 Ovando, J C., 168, 171, 187 Overman, L., 151, 152, 156, 164 Quick, H E., 113, 119 Quinones-Benitez, A., 95 R Raffel, L., 114, 119 Ramey, D., 168, 172, 187 Ramírez, J D., 168, 172, 187 Reilly, B., 96 Reinhardt, R., 3, 18, 22 Rendon, P., 94 Reyes, A., 14, 169, 187 Reyes, L., 96 Rian, R., 155, 165 Richard-Amato, P A., 25, 43 Risley, T R., 133, 143 Rivera, A., 94 Rivera, H., 72, 78, 97 Rivers, J C., 101, 119 Rivkin, S G., 110, 118 Romo, D H., 169, 187 Ross, S M., 83, 94, 97, 168, 169, 178, 179, 187 Rueda, R., 28, 40, 43, 76, 78, 97 Ruiz, R., 105, 119, 151, 154, 156, 157, 165 Ruiz de Velasco, J., 110, 119 Rumberger, R., 47, 69, 103, 106, 108, 110, 114, 118, 119 P–Q Pacific Resources for Education and Learning, 125, 143 Pádron, Y N., 28, 43, 72, 77, 78, 80, 83, 91, 93, 97, 98 Page, M E., 110, 119 Parrish, T B., 113, 119 Parsad, B., 2, 22 Pasta, D., 168, 172, 187 Pedroza, A., 172, 173, 187 Pendzick, M L., 102, 103, 120 Penner, J., 6, 22 Peregoy, S F., 27, 43 Pérez, B., 32, 43 Perfetti, C A., 130, 143 Peterson, P., 95 Pinal, A., 76, 81, 91, 96 Podgursky, M., 13, 21 Pogrow, S., 89, 97 Powell, J P., 109, 119 Purkey, S C., 145, 165 S Salazar, J J., 101, 112, 118 Salinas, S A., 168, 187 Samuels, S J., 131, 143 Sanders, B., 92 Sanders, J R., 42, 44 Sanders, W L., 101, 119 Sapiens, A., 5, 22, 106, 107, 119 Sapru, S., 102, 103, 120 Sather, S., 145, 165 Saunders, W., 81, 92, 97 Saville-Troike, M., 145, 148, 165 Schifini, A., 25, 44 Schon, D., 147, 163 Scribner, J P., 39, 44 Sears, D., 101, 119 Sekhon, N., 56, 69 Sergiovanni, T J., 145, 146, 165 Shankweiler, D., 130, 143 202 AUTHOR INDEX Shaywitz, B., 130, 143 Shaywitz, S E., 130, 143 Sheppard, K., 145, 165 Shields, P M., 109, 119 Shojgreen-Downer, A., 95 Short, D J., 27, 30, 43, 93 Shotter, J., 25, 44 Showers, B., 30, 40, 43, 127, 128, 143 Singer, J., 109, 112, 119 Slavin, R E., 83, 94, 95, 97, 98, 122, 125, 127, 129, 132, 133, 135, 137, 142, 143 Sleeter, C., 95 Smerdon, B., 2, 22 Smith, G P., 9, 22 Smith, L., 83, 94, 97 Smith, M S., 145, 165 Snow, C E., 108, 113, 120, 122, 124, 125, 130, 133, 137, 142–144 Solano-Flores, G., 108, 119 Solis, A., 95, 108, 119, 120 Sosa, S A., 176, 187 Southworth, G., 146, 147, 165 Spanos, G., 83, 93, 96 Sparks, D., 73, 97, 127, 144 Spillane, J., 146, 155, 156, 165 Stahl, S., 131, 133, 143, 144 Stecher, B M., 102, 112, 118, 119 Steinbach, R., 145, 146, 152, 164 Stephenson, T G., 102, 103, 120 Stern, D., 1, 21 Steubing, K., 130, 143 Stevens, P., 148, 164 Stringfield, S., 151, 152, 156, 164, 168, 169, 178, 179, 187 Stritikus, T., 47, 57, 59, 68, 69, 111, 118 Suttmiller, E F., 14 Swigert, S., 112, 118 Sykes, G., 39, 43, 123 Texas Administrative Code State Board for Educator Certification Standards, 154 Tharp, R G., 27, 28, 38, 39, 44, 76–82, 91, 96–98, 169, 187 Thomas, W P., 39, 41, 44, 155, 165, 171, 178, 187 Thornton, R., 130, 143 Tikunoff, W J., 107, 119 Tinajero, V J., 174, 178, 179, 187 Tom, A., 8, 22 Torres-Gúzman, M E., 32, 43, 168, 169, 178, 179, 187 Towner, J., 91 Trueba, E., 151, 165 Trueba, T H., 175, 187, 188 Trumball, E., 108, 119 U University Council of Educational Administration, 152 Urban, W J., 1, 22 U.S Department of Education, 121, 122 V Valdés, G., 47, 69 Valencia, R., 148, 157, 165 Valli, L., 74, 96 Valverde, L A., 169, 175, 188 Verstegen, D A., 16, 22 Villarreal, A., 108, 120, 169, 188 Vogt, M E., 27, 30, 43 Vukovic, E., 101, 118 Vygotsky, L S., 25, 26, 44, 171, 188 W T Tedick, D J., 4, 22 Téllez, K., 15, 16, 18, 22 Templeton, S., 137, 142 Tenery, M., 94 Terrell, T D., 25, 43 TESOL, 8, 22 Waldron, N L., 3, 22 Walker, C L., 4, 22 Walker, E., 145, 165 Walsh, K., 135, 144 Wasik, B., 83, 97, 98 Watkins, S D., 15, 22 Waxman, H., 16, 22, 28, 40, 43, 44, 72, 77, 78, 80, 83, 91, 93, 97, 98 203 AUTHOR INDEX Webb, R., 7, 21 Weffer, R E., 17, 21, 92 Wehlage, G., 145, 165 Weiler, J., 83, 94, 98 White, C., 133, 137, 142 Wiese, A M., 54, 67, 69 Willett, J., 109, 112, 119 Wilmore, E., 153, 165 Wiseman, D L., 6, 71, 90, 97 Wong Fillmore, L., 54, 69, 108, 113, 120 Woods, D., 147, 163 Woods, P., 51, 69 Woodward, J., 63, 69 Worthen, B R., 42, 44 Y–Z Yamauchi, L A., 27, 28, 44, 76–79, 91, 98 Yampolsky, R., 83, 97 Youngs, P., 1, 21 Yuen, S., 168, 172, 187 Zehler, A M., 102, 103, 120 Zeichner, K M., 74, 75, 98, 103, 120 Zeitlin, A., 96 This page intentionally left blank Subject Index A Absenteeism, 174 Accent, 148 Acculturation, 56 Achievement gap, 19, 39, 72, 100, 115, 167, 179 Additive bilingualism, 40, 41, 54–57, 60, 62, 67, 68 Adequate yearly progress, 39, 167 Adjusted discourse, 26 After-school activity, 177, 178, 191 Alphabet, 124, 130 American Association for Colleges of Teacher Education (AACTE), 9, 10 Americanization, 56, 66 Antibilingual education movement, 63, 103 Assessment bilingual, 29, 53, 61, 132, 134, 182 methods, 8, 56, 61, 81, 106–108, chapter 6, 151, 172, 179–182 of English language learners, 8, 53, 108, 140, 148, 169, 191 of English proficiency, 56, 182 of teaching, 73, 74, 85, 89, 90, 159, 193 standards, 8–10 Assimilation, 56 Association of Teacher Educators (ATE), 9, 10 At-risk students, 28, 76, 77, 122 Authority, 152, 156, 157 Autonomy, 90 B Behavior (of teachers), 19, 26, 85, 88–90, 107, 124, 127, 128, 146, 156 Behaviorism, 26 Beliefs (of teachers), 6, 7, 18, 73, 77, 86, 157, 192 Bilingual Education Act, 105 Burnout, C California Reading Initiative (CRI), 58 Certification, 4, 9–14, 29, 58, 102–104, 152, 158–163, 189–193, see also Credentialing and licensing Chacon-Moscone Bill, 104 205 206 SUBJECT INDEX Challenging activity, 27, 31, 41, 74, 76, 77, 124, 126, 177, 180 Charter school, 59, 192 Citizenship, 175 Civil Rights Movement, 48 Class size, 100, 113 Cognate, 125, 131, 133 Cognitively Guided Instruction (CGI), 17, 78, 81–85, 93 Collaborative learning, 16, 25–28, 38, 40, 55, 74, 76, 78, 86, 88, 107, 134, 194 Collegiality, 126–129 Community building, 16, 149, 155–159, 163 Community college, 115 Community of practice, 129 Compensation, 4, 11–13, 101, 109, see also Incentives and salary Comprehensible input, 25, 30, 37, 81, 91, 92 Comprehensive school reform, 151, 156 Contextualization, 77, 78, 81, 82, 86, 90–92 Contrastive analysis, 10, 125, 130–132, 138 Control (of classroom), 65 Conventions (of language), 64, 126 Cooperative learning, 78, 83, 84, 94, 128, 136, 171 Counseling, 163 Creativity, 5, 25, 38, 85, 126, 128, 141, 177 Credentialing, 11, 12, 16, 53, 101–105, 116, 117, 122, 190–193, see also Certification and licensing Cross-cultural studies, 11, 192 Cultural competence, 173, 185 Culturally Based Education (CBE), 81, 91 Culturally responsive instruction, 78, 82, 88, 93, 178 Culture of poverty, 151 D Deficit approach, 55, 59, 63, 65, 85, 105, 148, 157 Demographic trends, 24, 40, 45, 47–49, 71, 72, 99, 103, 121, 155, 160, 167, 194 Deprofessionalization, 191 Dialogic instruction, 78 Dictation, 32, 33, 138 Direct instruction, 56, 58, 79, 81, 133, 134, 137 Disaggregation, 123 Dissemination, 190, 194 Dream Act, 190 Drop out, 20, 45, 72, 114, 115, 121, 122, 161, 189 Dual language program, 38, 41, 67, 84, 150 E Emergency teaching permit, 11, 13, 101, 103, 104 Employment, 49, 50, 122, 124 Empowerment of students, 54, 151 of teachers, 7, 86, 129 Equity, 74, 100, 150, 156, 162, 175 Ethics, 146, 153, 155–158, 163 Ethnicity and educational placement, 47, 48 and pedagogy, 28, 50, 82, 83, 150, 152, 156, 171, 184, 192 of teachers, 18, 82, 101 statistics, 45, 72, 160 Evaluation (of teachers), 15, 35, 42 Exemplary practice, 4, 9, 75 Exito Para Todos, 82–84, 88 F Feedback, 25, 42, 73, 77, 107, 127, 134, 135, 139 Field experience, 8, 152, 158, 192 Feld supervision, 11 Fgure of speech, 136 First-language acquisition, 8, 10 Flexibility, 55, 57, 109, 139, 154 Fluency, 50, 53, 58, 62, 102, 125, 126, 132–134, 137–139, 162, 176, 182 Foreign language, 4, 13, 38 Fragmentation, 4, 192 Functional skill, 31, 32 Funding, 45, 106, 115, 116, 177, 181, 191, 194 Funds of Knowledge (FOK), 83, 94, 178 G Gifted students, 3, 177 Grammar, 10, 31, 32, 56, 63, 64, 124, 126, 137 207 SUBJECT INDEX H Handwriting, 138 High-stakes testing, see Testing History of bilingual education, 8, 11, 46, 49, 56 Home language, see also Native language and deficit approach, 55, 105 and educational placement, 47, 175 not English, 20, 45, 175 of teachers, 108 validating, 4, 55, 108 Homework, 180 Humor, 136 I Idiom, 136 Immersion, 47, 67, 84, 101, 108 Immigrants, 12, 17, 45–50, 54, 56, 59, 65, 72, 110, 122, 135, 157, 168, 173–176, 183, 184, 190 Incentives, 4, 12, 101, 105, 109, 115, 155 Individual Education Plan (IEP), 53 Induction program, Input hypothesis, 25, 26 Inquiry, 73, 84, 86, 88, 95, 127 Inservice, 2–7, 10, 13, 20, 29, 38, 39, 74, 79, 87, 102, 106, 126, 128, 140, 191–194 Instructional Conversations (IC), 78, 81–85, 91, 92 International Reading Association (IRA), J–L Joint productive activity, 27, 31, 76, 78, 88, 90 Kamehameha Elementary Education Project (KEEP), 77–81, 84, 88, 91 Language maintenance, 52, 175 Language recovery, 175 Language tracking, 47 Law, see Legislation Leadership, 5, chap 7, 167–170, 172, 177 Learner-centered instruction, 25, 38, 82, 93, 158, 170, 180 Learning disability, 108 Legislation, 2, 3, 10–14, 39, 52, 57, 58, 65, 67, 100, 105, 106, 114, 190 Lesson delivery, 26, 27, 37, 38 Lesson planning, 26, 27, 30, 37, 38, 129, 130, 136 Licensing (of teachers), 2–4, 11–14, 124, 152, see also Certification and credentialing Literature Logs, 81 Loans, 4, 13, 115, 116, see also Incentives M Mainstream classes, 53, 85, 114, 115, 125, 126, 129, 130, 133 Marginalization, 5, 151 Meaningful learning, 9, 25, 30–32, 41, 54, 55, 77, 78, 82, 88, 129, 171, 177 Mediation, 26, 27, 52, 60, 62 Mentoring, 106, 129, 160, 161, 177, 180, 185, 191 Metacognition, 82, 85, 93, 135 Methodology, 24–29, 32, 36, 38, 40, 83, 88, 94, 171 Methods course, 4, 16 Mobility of students, 50, 110, 172, 174 of teachers, 4, 103 Modeling, 25, 31, 36, 127, 128, 137–140, 154 Morals, 146, 150, 156–163 Morphology, 131 Motivation, 2, 18, 25, 36, 42, 125, 150, 160, 161 Multiglossic culture, 19 Multiple intelligences, 178, 179 Multiple representations, 17, 27 Multistate credential, 191 N National Association of Bilingual Education (NABE), 8, National Board for Professional Teaching Standards (NBPTS), 9, 15 National Council for Accreditation of Teacher Education (NCATE), 8, Native language, see also Home language abandoning, 48, 52, 114, 191 208 SUBJECT INDEX Native language (cont.) assessment, 53, 177 instruction, 52, 60–62, 102, 107, 130, 171, 172 not English, 49 validating, 19, 62, 148, 184, 192 varieties, 17, 51 Natural Approach, 84 No Child Left Behind Act (NCLB), 39, 68, 100, 106, 114, 115, 121, 123, 167, 168, 190 O One-shot inservice, 6, 74 Online program, 192 Opportunities Through Language Arts (O.L.A.), 82, 88, 92 Orthography, 131, 138 Out-of-field teaching, 14 P Parents and educational placement, 53, 57, 58, 182 as resource, 5, 51, 107, 147, 158 choices, 12, 45, 46, 53, 178, 180 communication with teachers, 24, 30, 48, 61, 139, 140, 181, 193 involvement in education, 11, 28, 74, 108, 147–154, 157, 161, chap Patterns in language, 16 Pedagogy of poverty, 77 Philosophy of learning, 25 Phonics, 56, 58, 125, 131 Phonology, 5, 8, 56, 130, 131 Pitch, 131 Planning, see Lesson planning Policy district-level, 6, 9, 13, 53, 54, 57, 115, 123, 126, 170, 182–185, 191 federal-level, 12, 13, 20, 39, 54, 67, 100, 105, 106, 115, 117, 140 lever, 3, school-level, 6, 11, 41, 54–57, 77, 86, 115, 126, 147, 170, 184, 191 state-level, 6, 11, 12, 19, 20, 39, 52–54, 57, 58, 67, 115, 140, 158, 179, 190, 191 Polysemy, 133, 134 Portfolio, 179 Poverty, 72, 76, 77, 103, 110, 149–151, 156, 162, 172, 176, 177, 180, 184, 192 Practicum, 10 Pragmatics, Preservice, 3–7, 10, 13, 20, 38, 39, 79, 106, 116, 123, 124, 152–154, 159, 160, 163, 190–193 Principal, 14, 58, 111, 129, chap 7, chap Probation, 172 Production/function research, 15, 19 professionalism, pronunciation, 64, 130 proofreading, 137, 138 Proposition 227, 13, 15, 52–68, 103, 111, 112 Prospective teacher, Psychometric research, 16 Puente project, 83 Punishment, 65, 67, 175, 180 R Race, see Ethnicity Reciprocal Teaching, 81, 83, 93 Recruitment (of teachers), 1, 3, 4, 9, 18, 100, 101, 109, 112–116, 159, 190 Reflection, 28, 30, 32, 40, 42, 85, 86, 88, 127, 128, 171 Reflective practice, 9, 35, 40, 73, 155, 156, 178, 193 Remedial instruction, 41, 177 Retention (of teachers), 1, 4, 11, 111, 161, 191 Risk-taking, 31 Role model, 184, 193 Rubric, 137, 138 Rules (of language), 5, 77 S Salary, 13, 14, 110, see also Compensation and incentives Scaffolding, 26, 27, 37, 74, 78, 107, 136, 171 Scholarships, 4, see also Incentives Segregation, 47, 48, 184 Self-efficacy (of teachers), 6, 7, 107 Semantics, 8, 135 209 SUBJECT INDEX Seniority, 103 Sheltered English immersion, see Structured English immersion Sheltered instruction (SI), chap 2, 46, 81, 82, 88, 92 Sheltered Instruction Observation Protocol (SIOP), 23, 24, 27, 30, 35–42 Shortage (of teachers), 12–14, 72, 101–105, 114, 190 Sign-up bonus, 116, see also Incentives Social constructivism, 24, 25 Social interaction, 25, 35, 171 Social services, 174, 181 Sociocultural theory, 25, 27, 38, 54, 76, 169–171, 185 Solidarity, Special education, 12, 13, 53, 108 Special-needs students, 3, 12, 148, see also Special education Spelling, 124–126, 130, 131, 137–139 Standardized testing, 15, 80, 87, 138, 139, 179, 182, 189, 193 Standards content, 15, 23, 24, 39, 40, 129, 132, 137–139, 178, 179, 189 teaching, 3, 7–12, 27, 28, 42, 76–83, 85, 88, 90, 92, 100, 106, 153–162, 172, 194 Status, 4, 117 Stereotype, 86 Stipend, 12, 13, see also Incentives Strategies (for teaching), 5, 24 Structured English immersion, 47, 53, 101 Sudent achievement and content standards, 139 and English proficiency, 56 and No Child Left Behind Act, 123, 167 and school principals, 146, 148–152, 155, 169, 177, 180, 181 and teacher quality, 15, 16, 19, 101, 146 as professional-development topic, 55, 141 statistics, 20 Subject-matter knowledge, 9, 14, 15 Subtractive approach to bilingualism, 54–63, 66, 67 Success for All (SFA), 83–85, 88, 89 Successful School Leadership Model, 169, 170, 178, 182–186 Summer institute, 129 Syntax, 5, 8, 137 T Teacher aide, 12, 59 Teacher talk, 25 Teachers Learning Communities (TLC), 126–129 Teachers of English to Speakers of Other Languages (TESOL), 8, 9, 84 Technology, 11, 17, 78, 106, 161, 162, 178 Testing and No Child Left Behind Act, 39, 100, 167, 172, 190 and teacher attitude, 111 high-stakes, 6, 56, 152, 177, 184 mandated, 33, 100, 168, 179, 191 materials used in professional development, 33, 128, 139 teacher quality, 16, 189, 193 Textbook, 5, 30–32, 41, 82, 93, 124, 131, 134–136, 173 Title I, 121, 177, 178 Title III, 105, 106 Translation, 41, 107, 181 Trust, 147, 174, 181 Tutoring, 31, 128, 177 V Validation, 4, 5, 139, 156 Values, 18, 146, 148, 150, 156–158, 171–174, 180–182 Verbal ability (of teachers), 15, 16 Vocabulary, 30–33, 38, 63, 124–126, 132–137, 171, 177 W Waiver, 53, 57–59, 61, 168 Whole language instruction, 58, 81, 84 Word attack, 124, 131 Working conditions, 4, 103, 110, 111, 146, 191 Writer’s Workshop, 81 Z Zone of proximal development (ZPD), 25, 26 .. .PREPARING QUALITY EDUCATORS FOR ENGLISH LANGUAGE LEARNERS Research, Policies, and Practices This page intentionally left blank PREPARING QUALITY EDUCATORS FOR ENGLISH LANGUAGE LEARNERS. .. Successful School Leadership for English Language Learners Elsy Fierro Suttmiller and Maria Luisa González 167 Future Directions for Improving Teacher Quality for English Language Learners Hersh C Waxman,... Corps for English Learners Patricia Gándara and Julie Maxwell-Jolly 99 Quality Instruction in Reading for English Language Learners Margarita Calderón 121 Reculturing Principals as Leaders for