Supporting Research Continued - (Standards)
Buckles, S., Burke, F., Charkins, J., Grant, S. G., Hardwick, S., Lee, J., Levine, P., & Levinson, M. (2013). The College, Career, and Civic Life (C3) framework for social studies state standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history.
National Governors Association Center for Best Practices & Council of Chief Stat School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for Mathematics.
Next Generation Science Standards Lead States. (2013). Next Generation Science Standards: For states, by states. The National Academies Press. Swan, K., Barton, K. C., National Council for the Social Studies. WIDA. (2020). English language proficiency standards, Kindergarten through Grade 12. Board of Regents of the University of Wisconsin System.
Supporting Research
Supporting Research
Cárdenas-Hagan, E. (2020). Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction. Brookes Publishing Company.
Derewianka, B., & Jones, P. (2016). Teaching language in context (2nd ed.). Oxford.
Fenner, D. & Snyder, S. (2017). Unlocking English Language Learners’ Potential: Strategies for making content accessible. (1st ed.). Corwin.
Haynes, J. & Zacarian, D. (2010). Teaching English Language Learners Across the Content Areas. Alexandria, VA: ASCD.
Lems, K., Soro, T. M. & Charles, G. (2023). Building literacy with multilingual learners: Insights from linguistics. Guilford Press.
Ramirez, A. J. T., & Johnson, M. T. G. (Eds.). (2019). Teaching science to English language learners. Seidlitz Education, LLC.
Vogt, M., Echevarria, J. J., & Short, D. J. (2016). Making content comprehensible for English learners (5th ed.). Pearson.
Supporting Research
Supporting Research Continued - (Articles & Reports)
Nordmeyer, J., Boals, T., MacDonald, R., & Westerlund, R. (2021). What Does Equity Really Mean for Multilingual Learners?. Educational Leadership, 78(6), 60-65.
Schwartz, S. (2023, November 3). ‘Science of Reading’ and English-Learner Advocates Reach Common Ground. Education Week. https://www.edweek.org/teaching-learning/science-of-reading-and-english-learner-advocates-reach-commonground/2023/11
The Education Trust-West. (2017). Unlocking Learning: Science as a Lever for English Learner Equity. Oakland, CA: Feldman, S. and Malagon, V.F. Retrieved from https://west.edtrust.org/wp-content/uploads/2015/11/Ed-Trust-West-UnlockingLearning-Report.pdf
U.S. Department of Education, Office of English Language Acquisition. (2020). Integration of English language while teaching mathematics. Washington, D.C. Retrieved from https://ncela.ed.gov/teacher-resources
Westerlund, R. (2024). Teaching Writing in the Content Areas: Research to Practice. Retrieved from https://www.colorincolorado.org/article/teaching-writing-content-areas-research-practice
Supporting Research
Supporting Research Continued - (Articles & Reports)
de Oliveira, L. C., & Lan, S. (2014). Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners. Journal of Second Language Writing, 25, 23-39.
de Oliveira, L. C., & Campbell Wilcox, K. (2017). Teaching science to English language learners: Preparing pre-service and inservice teachers (1st ed.). Palgrave Macmillan.
Education Northwest. (n.d.). What Teachers Should Know About Instruction for English Language Learners. https://educationnorthwest.org/sites/default/files/resources/what-teachers-should-know-about-instruction-for-ells.pdf
Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: A Practice Guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20074011.pdf.
Goldenberg, C. (2020). Reading wars, reading science, and English learners. Reading Research Quarterly, 55, S131-S144. Goldenberg, C., & Cárdenas-Hagan, E. (2023). Literacy Research on English Learners: Past, Present, and Future. The Reading League, 4(1), 12-20.
Supporting Research
Supporting Research - (Articles & Reports)
Alvarez, L., Ananda, S., Walqui, A., Sato, E., & Rabinowitz, S. (2014). Focusing formative assessment on the needs of English language learners. San Francisco: WestEd. https://www.wested.org/wpcontent/uploads/2016/11/1391626953FormativeAssessment report5-3.pdf
Annual Review of Applied Linguistics. (2011). Annual Review of Applied Linguistics, 31, 182–204. https://doi.org/10.1017/S0267190511000092
August, D. (2018). Educating English Language Learners: A Review of the latest research. https://www.aft.org/ae/fall2018/august
Choi, J., & Yi, Y. (2016). Teachers’ integration of multimodality into classroom practices for English language learners. TESOL Journal, 7, 304–32.
Council of the Great City Schools. (2023). A framework for foundational literacy skills instruction for English Learners. https://www.cgcs.org/cms/lib/DC00001581/Centricity/domain/35/publication%20docs/CGCS_Foundational%20Literacy% 20Skills _ Pub _v11.pdf
Supporting Research Expert Advisors
Dr. Tamar Posner
Dr. Tamar Posner, Ph.D, is President and founder of MathAction, a nonprofit dedicated to innovative math education for K-16. She pioneered the development of Creative Math® programs and GaME Lab® for K-8, and MathAction® project-based investigations for middle and high schools. Tamar has a proven track record of transforming young people with a wide range of math abilities and interests into confident mathematicians who use math as an integral tool for understanding an increasingly complex world. She has served as a presenter, professional development leader, and math consultant to schools, districts, and organizations across the United States and abroad.
Dr. Tahira DuPree Chase
With nearly three decades of educational experience, Dr. DuPree Chase holds a Bachelor of Science from Norfolk State University, a Master's Degree in English Education and School Administration from CUNY Graduate Center and Mercy University, and a Doctorate in Executive Leadership from St. John Fisher University. Her career has spanned roles from substitute teacher to administrator, significantly impacting educational outcomes at both elementary and secondary levels through strategic leadership and initiatives aimed at enhancing educational quality and student well-being.
Dr. Kia Myrick McDaniel
Kia Myrick McDaniel, Ed.D., has dedicated her career to supporting and developing equitable educational opportunities for culturally and linguistically diverse students. She currently holds the position of Director of Curriculum and Instruction in a large urban school district, serving a student population of over 130,000, with 20% of them being multilingual learners. Dr. McDaniel brings a wealth of experience, having previously held positions as a classroom teacher, reading specialist, ESOL teacher, Supervisor of ESOL, and Coordinating Supervisor of Specialty Programs. She also serves as an adjunct professor and consultant. In these roles, she conducts professional development workshops, designs and evaluates curricula, and assists school districts and organizations in developing resources to meet the needs of multilingual learners.
Dr. Adria Klein
Adria Klein, Ph.D., is the Trainer and Director of the Comprehensive Literacy Center at one of the oldest colleges in California, and professor emerita of reading education at CSU San Bernardino where she was the Chair of the Department of Elementary and Bilingual Education. She earned her Ph.D. at the University of New Mexico in Reading and ESL. Dr. Klein is the co-author of many professional books and articles on reading and writing instruction and intervention, oral language development, multiliteracy learning, and early mathematics learning.
