(Echevarria, Short & Powers, 2006) References Arriaza, G. (1997). Grace under Pressure: Immigrant Families and the Nation-State. Social Justice, 24(2), 6+. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33, 3-15. California Department of Education, Educational Demographics Unit. (2004). Statewide Stanford 9 test results for reading: Number of students tested and percent scoring at or above the 50th percentile ranking (NPR). Retrieved January 5, 2007, at http://www.cde.ca.gov/dataquest/ Echevarria, J.,

Teaching ESL Students At least 3.5 million children every year are identified as possessing limited English proficiency and require additional support before they are mainstreamed into the regular classroom environment (Miller & Endo 2004: 786). Approaches to ESL instruction run the gamut from total immersion to fostering a largely bilingual approach to education for this group of students. The two typical program approaches are that of a transitional bilingual education

While it is beneficial for foreign students studying in the U.S. To understand the domestic culture, it is as important that the domestic classroom setting incorporates sufficient cultural studies in lessons. This implementation provides a level of familiarity and comfort to the student while allowing the collective student class to experience parts of one another's lives. Just as "children" can often be cruel, adults and high school to college-aged students

School-Wide Assessment Plan Schoolwide Devlopment Plan Assessing the Context or Input As a certified teacher in Special Education and capable to teach English to English Language Learners, I plan to create an assessment plan to measure abilities of students in high need areas in my school to read and write. Since I am equipped with a robust background and the essential skills to teach in these areas and to assess the needs

This article is of value to the present research for its identification of some critical research promoting the integration of vocabulary acquisition strategies into more traditional modes of language development instruction. Laufer, B. & Rozovski-Roitblat, B. (2011). Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination. Language Teaching Research, 15(4), 391-411 This article by Laufer & Rozovski-Roitblat (2011) adds to the recurrent discussion -- often featuring contributions

, 1997). Relevant to ESL students and teaming between ESL teachers and mainstream teachers, the St. Paul, Minnesota. school district has replaced assigning ESL students to a full-day ESL track or having an ESL teacher regularly pull them out of class. Instead, mainstream and ESL teachers co-teach in the same classroom. With this approach, the school district has nearly closed the achievement gap between English-language learners and native speakers, based