In this chapter, the authors present a synthesis of the small, but growing, body of literature examining what some teacher educators are already doing and what all teacher educators need to do to prepare mainstream classroom teachers to teach English language learners (ELLs). While the discussion applies to teachers of immigrant and refugee…

Describes an English for academic purposes program design that uses a content-based, integrated skills approach to prepare learners for the demands of mainstream instruction. (Author/VWL)

This guide, in both English and Russian, is intended for parents and guardians of children participating in bilingual or monolingual English-medium general education or bilingual special education programs in the New York City public schools. It provides general information about mainstreaming, the integration of special education students into…

This guide, in both English and Chinese, is intended for parents and guardians of children participating in bilingual or monolingual English-medium general education or bilingual special education programs in the New York City public schools. It provides general information about mainstreaming, the integration of special education students into…

This guide, in both English and Spanish, is intended for parents and guardians of children participating in bilingual or monolingual English-medium general education or bilingual special education programs in the New York City public schools. It provides general information about mainstreaming, the integration of special education students into…

This guide, in both English and Haitian Creole, is intended for parents and guardians of children participating in bilingual or monolingual English-medium general education or bilingual special education programs in the New York City public schools. It provides general information about mainstreaming, the integration of special education students…

In Highgate Public School (Toronto, Ontario), resource personnel help regular classroom teachers to facilitate learning of English-as-a-second-language (ESL) students mainstreamed into the regular classroom. One of the units successfully used at the school is described. (Author/CB)

A revision of a manual first produced in 1980, this guide is designed to help local school districts in Minnesota meet the educational needs of their limited-English-proficient (LEP) students in academically and administratively expedient ways. The chapters in the manual, which correspond to topics pertinent to designing and maintaining an LEP…

A discussion of elementary and middle school curriculum design to meet the needs of students learning English as a Second Language (ESL) focuses on the ways in which ESL instruction can be incorporated into the curriculum. It begins with a brief review of statistics on the population of limited-English-proficient (LEP) students in the schools and…

A study of English-as-a-second-language (ESL) and bilingual education policies in Oregon's local school districts analyzed their contribution to equal educational opportunity and quality education for language minority students. A survey of all public school districts in the state elicited information about eight policy areas: identification and…

The handbook is intended as an aid to teachers and administrators in developing English-as-a-Second-Language (ESL) programs for the kind of linguistically diverse student population found in international schools. It consists of a selection of essays on ESL program design and implementation and lists of additional resources. Essays include:…

A bilingual education program in two New York City elementary schools is evaluated. The program served 369 students, most of them limited-English-proficient native Spanish-speakers, providing supplementary instructional services in English as a Second Language (ESL), native language arts, and mathematics in the context of architecture. The report…

Frequently-asked questions about English-as-a-Second-Language (ESL) instruction are posed and answered. Questions address the following: the goals of ESL instruction; how ESL differs from bilingual education; how students needing ESL are identified; where interpreters are found; the "Lau Decision"; how to find out how much English the…

This primer describes the comprehensive nature of the role of the public school teacher working directly with children from non-English-language backgrounds. Intended primarily for less experienced teachers of English as a Second Language (ESL), it may be useful to aides, tutors, administrators, counselors, health professionals, mainstream…

The collection of articles from publications of the Teachers of English to Speakers of Other Languages (TESOL) offers a theoretical basis for construction of effective English-as-a-Second-Language (ESL) programs. Articles address issues of national policy, content and design of academic programs, and the context for ESL learning. They are:…