Resources for Educators of English Language Learners (ELLs)
Books by Illinois Resource Center Specialists
Beeman, K., &Urow, C. (2012). Teaching for biliteracy: Strengthening bridges between
languages. Philadelphia, PA: Caslon.
The powerful notion of the Bridge is introduced in this practical
professional development guide for teachers, administrators,
and leadership teams. One of three linguistic spaces organized
in a Biliteracy Unit Framework that also includes Spanish literacy
and English literacy, the Bridge is the moment when Spanish and
English are placed side by side so that students can compare and
contrast the two languages, resulting in the development of
metalinguistic awareness. This book is appropriate for educators
working with transitional and developmental bilingual, dual
language and Spanish for Native Speaker programs.
Gottlieb, M., & Ernst-Slavit, G. (2014). Academic language in diverse classrooms: Definitions and
contexts. Thousand Oaks, CA: Corwin.
In this foundational book, academic language is viewed as
integral for teaching and learning for all students. The
theoretical roots for current curriculum design provide the
basis for creating a curricular framework that highlights
academic language while integrates content and language.
Teachers and school leaders are encouraged to use this book
independently or in conjunction with the other volumes in the
series.
Gottlieb, M., & Ernst-Slavit, G. (Series Editors). (2013). Academic language in diverse
classrooms: Promoting content and language learning. English Language Arts, Grades K2; 3-5; & 6-8. Thousand Oaks, CA: Corwin.
This compendium of three books centers on a curricular
framework that is the basis of vibrant case studies of
exemplary grade-level teachers. In it, multidisciplinary
thematic units of learning are designed and implemented in
a range of settings, from dual language classrooms to ones
with multiple languages and cultures. Readers come to see
how to integrate content standards, including the CCSS for
English Language Arts and the NGSS, with language
development standards and how to weave academic
language into instruction and assessment for all students.
Gottlieb, M., & Ernst-Slavit, G. (Series Editors). (2013). Academic language in diverse
classrooms: Promoting content and language learning. Mathematics, Grades K-2; 3-5; &
6-8. Thousand Oaks, CA: Corwin.
This three-book mathematics series, like that of English language
arts, features a curricular framework that accentuates academic
language use. In it, multidisciplinary units of learning illustrate
ways for students to engage in mathematical reasoning and how
to communicate it with others. Dynamic teachers, often working in
teams or with partners, use grade-level CCSS for Mathematics,
language development standards, and at times, CCSS for English
language arts in their innovative instructional and assessment
practices.
2
Gottlieb, M. (2012). Common language assessment for English learners. Bloomington, IN:
Solution Tree.
How can school or district professional learning teams undertake a
systematic process of crafting instructionally-embedded language
tasks across classrooms and securing reliable and meaningful data?
Through a five-phase process, educators work together in building
common language assessments for language learners to complement
or counter data from content-driven tests. Reproducible activities for
each chapter are accessible at go.solution-tree.com/ELL.
Gottlieb, M., Katz, A., & Ernst-Slavit, G. (2009).Paper to practice: Using the English language
proficiency standards in PreK-12 classrooms. Alexandria, VA: Teachers of English to
Speakers of Other Languages.
In 2006, in response to the changing political and educational
climate, TESOL published revised language standards, an
augmentation of WIDA’s preK-12 English language proficiency
standards. This book is a ‘go to’ manual for rethinking the
language of school and figuring out how to personalize the use
of these standards for instruction and assessment. The ultimate
goal of this guide is for teachers to collaborate in integrating
language and content in implementing standards-referenced
curriculum for English language learners.
Gottlieb, M.,& Nguyen, D. (2007). Assessment& accountability in language education
programs: A guide for administrators and teachers. Philadelphia, PA: Caslon.
This groundbreaking book provides a field-tested approach to
local accountability for English language learners. It proposes
the BASIC model, the Balanced Assessment and Accountability
System, Inclusive and Comprehensive for schools and school
districts. This model, research-based and grounded in practice,
relies on multiple forms of assessment data from multiple
stakeholders to yield a body of evidence on language learning
and academic achievement.
3
Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to
academic achievement. Thousand Oaks, CA: Corwin.
Student assessment is the cornerstone of standards-referenced
education, but for English language learners its complexities are
compounded by having to understand as well as measure the
relationship between language and content. This practical resource
covers how to equitably and comprehensively assess oral and written
language proficiency in conjunction with academic achievement.
Ready-to-use tools encourage educators to reflect on instruction and
for students to reflect on their learning.
Hamayan, E., Marler, B., Sánchez-López, C., & Damico, J. (2013). Special Education
Considerations for English Language Learners: Delivering a Continuum of Services,
Second Edition. Philadelphia, PA: Caslon.
This book supports educators in their work with English language
learners who may be experiencing challenges at school. School-based
teams can use the information, resources and tools in this book to
create a more culturally and linguistically responsive system of
support for these students.
Wagner, S.,& King, T. (2012).Implementing effective instruction for English language learners:
12 key practices for administrators, teachers, and leadership teams. Philadelphia, PA:
Caslon.
4
The 12 Key Practices framework is a systems approach to
educating ELLs that can be used by teams at the district, schoolwide and classroom levels. The key practices become the
common focus and the common language for the teams'
interdependent work to implement
effective instructional programs in a research-based, logical, and
practical way. The book contains useful templates and practical
strategies to create or restructure programs serving ELLs. Free
online companion resources are available at
http://casloncommunity.com
Technology Resources
Gordon, J. (ongoing).ESL Methods and Materials WIKI Resource
http://esl-methods.wikispaces.com provides multiple resources for educators seeking support
for teaching English as a Second Language (ESL) and sheltered content instruction. This
comprehensive resource has extensive categories to explore and examine on a myriad of topics
related to the instruction of English language learners. Many of the strategies can benefit all
learners in today’s heterogeneous classes.
Hilliard, J., & Gottlieb, M. (coming soon). Common Core and more: An interactive trail guide for
blazing new pathways to content and language learning.
This interactive iBook allows the reader to individualize their
experience of the current content and language
standards landscape by taking a guided journey through a
series of standard and assessment "Template Trails", with the
goal of developing an integrated standards-referenced unit
plan. The design and implementation of a standardsreferenced unit of learning becomes the springboard for
teacher-led teams to replicate the process. This iBook
integrates innovative technology with strong graphic
visualizations of the content to provide builtin opportunities for users to reflect upon the material
presented and share it with other stakeholders.
5