A practical handbook for administrators of schools serving English language learners (ELLs); 57 experts answer administrators' questions with 72 research-based responses on policy and accountability, parents and community, learning in two languages, program development, implementation and evaluation, classroom instruction and assesment, professional development, and advocacy; includes self-surveys to guide program implementation.
--This text refers to an out of print or unavailable edition of this title.
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Book Description
Editorial Reviews
Review
. . . for all who believe ELLs deserve a place in schools, and that they can reach content and language goals. -- MaryEllen Vogt,California State University, Long Beach, co-author of Making Content Comprehensible for English Language Learners: The SIOP Model
. . . a key tool in building a school-level professional community that is engaged in the education of English language learners. -- Donald Freeman, School for International Training
. . . the latest . . . from research and practice, . . . in the context of federal and state policies. . . a seminal accomplishment. -- Kenji Hakuta, University of California, Merced
Worthwhile, common-sense answers to administrators' questions. -- Virginia Collier, George Mason University --This text refers to an out of print or unavailable edition of this title.
. . . a key tool in building a school-level professional community that is engaged in the education of English language learners. -- Donald Freeman, School for International Training
. . . the latest . . . from research and practice, . . . in the context of federal and state policies. . . a seminal accomplishment. -- Kenji Hakuta, University of California, Merced
Worthwhile, common-sense answers to administrators' questions. -- Virginia Collier, George Mason University --This text refers to an out of print or unavailable edition of this title.
About the Author
Else Hamayan is director of the Illinois Resourse Center in Des Plaines. She advises teachers and administrators across the nation and internationally on issues of second language learning, dual language instruction, special education, culture learning, and biliteracy. She is co-author of Dual Language Instruction: A Handbook for Enriched Education, co-editor of Limiting Bias in the Assesment of Bilingual Students, and a contributor to Teaching ESL K-12: Views from the Classroom.
Rebecca Freeman is adjunct professor in the Graduate School of Education of the University of Pennsylvainia. She advises teachers and administrators in the United States and internationally on English as a second Language and bilingual programs, languagge policy, program development, implementation and evaluation, instruction, and assesment. She is the author of Bilingual Education and Social Change and Building on Community Bilingualism. --This text refers to an out of print or unavailable edition of this title.
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