"Haver′s Structured English Immersion excels in its directives to implement an effective SEI program from start to finish. While citing research and giving the pedagogical basis for SEI, Haver does not get mired in the theory—instead, heading directly towards the practice. This book is an excellent resource for those schools and districts struggling to implement the best SEI program for their LEP students." Education Leaders Council Weekly Policy Update, May 2003 "This book is very helpful not only to LEP teachers, but also to administrators who are responsible for setting up a program." Arlene Myslinski, High School ESL Teacher Buffalo Grove High School, Illinois "The strength of this book lies in its many strategies for English Immersion programs as well as help for the regular teacher as the English learner is mainstreamed. These strategies cover all grades, both elementary and secondary." Nancy Law, Educational Consultant Sacramento City Schools, California Unlock the mystery—and potential—of Structured English Immersion! Several states have mandated Structured English Immersion (SEI) for their English Language Learners (ELL), but there are few resources to help teachers and administrators implement this highly effective program. At last, a guide has emerged that explains what SEI is and how it works in the classroom. Educators are taken through a process that guarantees success for ELLs at any skill-level. Experienced teacher and researcher Johanna Haver shows how easy it is to ensure that ELLs gain mastery of English and also learn the essentials of the mainstream curriculum in this easy-to-follow manual. The many benefits teachers and administrators will find in this book include: Comprehensive definitions of SEI and the research that supports it Explanation of evaluation and assessment procedures Realistic timelines, goals, and strategies for mainstreaming students Real-life examples from exemplary SEI programs Step-by-step guidance on implementing SEI techniques in SEI and mainstream classes Suggestions for maintaining native languages Tips on including parents Teachers with a background in bilingual education as well as those teachers who are dealing with ELLs for the first time will find this book an invaluable resource. In addition, administrators will find helpful information about starting an SEI program at their school.

This reference work breaks new ground as an electronic resource. Utterly comprehensive, it serves as a repository of knowledge in the field as well as a frequently updated conduit of new material long before it finds its way into standard textbooks.

Experienced teacher and researcher Johanna Haver shows how easy it is to ensure that English Language Learners gain mastery of English, as well as learn the essentials of the mainstream curriculum.

Sometimes you need to hear the story from the beginning. The Miseducation of English Learners examines the initial policy impact of Structured English Immersion (SEI), an English-only program mandated for English Learners (ELs) in California, Arizona, and Massachusetts in the United States. The book features analyses of: the legal context and parameters of SEI; research history on SEI; SEI language policy and policy implementation according to situated context; and the educational priorities and legal rights of ELs. The book examines the history of SEI in the educational research literature and as it has been interpreted in the context of the legal requirement for schools to take “appropriate action” to meet the needs of ELs following the historic Lau v. Nichols (1974) court decision. The Miseducation of English Learners also presents and considers the implementation of SEI in comparative contexts from various perspectives including teacher education, the classroom, and legal. In several of the chapters, SEI implementation is examined in concert with other factors that have effected the teaching and progress of ELs such as Senate Bill 2042 (2001) that overhauled the teacher education process in California, and the federal No Child Left Behind legislation (signed into law on January 8, 2002). Moreover, the book provides implications and recommendations for teaching, research, advocacy, and policy change. The Miseducation of English Learners addresses and invites the readers to consider the following key questions: • How “appropriate” is the mandated SEI program for ELs, both in substance and in the one-year duration as specified in the three voter-initiated propositions (Proposition 227, Proposition 203, and Question 2)? • What issues, themes, and patterns can be noted in the implementation of SEI in California, Arizona, and Massachusetts? • Why might the student outcomes not show the desired results in measures such as achievement test scores or dropout rates? • What necessary changes are called for in order to enhance (or in some cases supplant) the SEI programs and services in place for ELs? • Are ELs, parents, and other stakeholders able to thoughtfully select desired and optimal instructional programs, and participate meaningfully in the educational process of language minority students under the SEI mandates?

A collection of 18 essays addressing the policy and politics of educating English language learners. Subjects include demographic change and its educational implications, American responses to language diversity, public controversies over bilingual education, high-stakes testing and its impact on English language learners, and the precarious status of language rights in the USA.

English 3D was designed to accelerate language development for English learners who have agility with social interactional English while lacking the advanced linguisitic knowledge and skills required by complex coursework in school. English 3D propels students to higher language proficiency through a consistent series of lessons derived from research-based principles and classroom-tested practices that maximize students' verbal and written engagement with conceptually rigorous content.--Teaching Guide Course A, Volume 1, Overview p. T10.

This practical text offers guidance on how to provide explicit, systematic instruction on language and literacy to English learners.

The book is arranged alphabetically from Academic English to Zelasko, Nancy.

The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.

Based on an extended ethnographic study of a dual language (Spanish-English) Kindergarten, this book takes a critical look at children's linguistic (and non-linguistic) interactions and the ways that teaching design can help or hinder language development. With a focus on official “Spanish time”, it explores the particular challenges of supporting the minority language use as well as the teacher's strategies for doing so. In bilingual classrooms, teachers' goals include bilingualism as well as academic achievement for all. The children may share these interests, but have their own agendas as well. This book explores the linguistic and social interactions that may help, or hinder, these multiple and sometimes conflicting agendas. How can teachers design educational practice that takes into consideration broader forces of language hegemony as well as children's immediate interests?