Preventing Long-Term ELs

Margarita Calderon, PhD is professor emerita senior research scientist at Johns Hopkins University School of Education. Since 2004, she has been conducting research studies funded by the Carnegie Corporation of New York. She has conducted longitudinal studies on English learners' language and literacy development in elementary, middle, and high schools, and is now focusing on professional development designs for adopting evidence-based instruction. The author of more than one hundred articles, chapters, books, and teacher training manuals, Dr. Calderon's most recent professional book is Teaching Reading to English Language Learners, Grades 6-12. She also developed RIGOR (Reading Instructional Goals for Older Readers), a series of intervention resources for older students reading at preliterate-Grade 3 levels. RIGOR is being used in New York City, Boston, Houston, Louisville, Salt Lake City, and other major cities. Dr. Calderon has worked as an ESL high school teacher, a professional development coordinator for San Diego State University, and a bilingual director for the University of California at Santa Barbara. She presents frequently at conferences of major education organizations, including the International Reading Association, Teachers of English as a Second Language, and National Association of Bilingual Educators. Born in Juarez, Mexico, Dr. Calderon was educated in Mexico and the United States, receiving her BA in English and MA in linguistics from the University of Texas at El Paso, followed by a PhD from Claremont Graduate School in Pomona, California. Liliana Minaya-Rowe is bilingual training coordinator at the Hartford Public Schools, where she works in professional development plans and practices for two-way immersion, bilingual, and ESL programs; effective first and second language instruction; teachers' learning communities; and parent/family involvement practices. Minaya-Rowe is also professor emeritus of the Neag School of Education at the University of Connecticut. Her research interests, publications, and teaching include teacher education, literacy, bilingual program development and implementation, and discourse analysis of bilinguals. She holds a master's degree in Applied Linguistics and a Ph.D. in Education. Minaya-Rowe's 80+ publications include journal articles, books, chapters, teacher's manuals, and guidebooks.

Prologue About the Authors Acknowledgments 1. U.S. Schools are Failing ELs: A Call for Change 2. The ELs 3. Tools For Schools: The Framework for Preventing LT-ELs 4. Instructional Program Options for ELs 5. Selecting and Teaching Academic Vocabulary / Discourse 6. Reading in the Content Areas 7. Writing Strategies for ELs and Struggling Writers 8. Engaging ELs via Cooperative Learning and Classroom Management 9. Race to the Top: What Administrators Need to Do 10. How a Middle School went from Reconstituted to Highest Performing in Two Years: A Principal's Perspective 11. Systemic School Reform: Partnering to Ensure EL Success 12. LT-ELs and Core Standards References Index

"This book offers invaluable resources for teachers and administrators taking a proactive approach in transforming the academic success of long-term English learners." -- Yee Wan, Multilingual Programs Coordinator "This book encapsulates a serious call to action: challenging leaders and educators through bold, yet eminently practical pathways toward high-quality, evidence-based systematic instruction." -- Virginia R. Champion, Senior Education Specialist "From classroom to boardroom and teacher to superintendent, this book provides the framework to ensure the academic success of ELs and the renewal of the educational organization itself in its mission to meet the academic needs of all students." -- Pedro Mendia-Landa, English Language Learner Programs, Director