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Bibliography

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Elfers, A. M., & Stritikus, T. (2014). How School and District Leaders Support Classroom Teachers’ Work With English Language Learners. Educational Administration Quarterly, 50(2), 305–344. https://doi.org/10.1177/0013161X13492797

Keengwe, J., & Onchwari, G. (2019). Handbook of research on assessment practices and pedagogical models for immigrant students . Information Science Reference.

Maxwell, L. A. (2014). Different ELL Programs Found Effective; “Differences in Instructional Models in English Learners’ Academic and English Proficiency Trajectories.” Education Week, 33(26), 5–5.

Pea, R. D. (2004). The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity. The Journal of the Learning Sciences, 13(3), 423–451. https://doi.org/10.1207/s15327809jls1303_6

Polat, N., & Cepik, S. (2016). An Exploratory Factor Analysis of the Sheltered Instruction Observation Protocol as an Evaluation Tool to Measure Teaching Effectiveness. TESOL Quarterly, 50(4), 817–843. https://doi.org/10.1002/tesq.248

Whiting, J. (2017). Caught Between the Push and the Pull: ELL Teachers’ Perceptions of Mainstreaming and ESOL Classroom Teaching. NABE Journal of Research and Practice, 8(1), 9–27. https://doi.org/10.1080/26390043.2017.12067793

eal_journal. (2016, July 26). What is translanguaging? EAL Journal. Retrieved October 12, 2021, from https://ealjournal.org/2016/07/26/what-is-translanguaging/

Gonzalez, J. (2014, December 11). 12 Ways to Support English Learners in the Mainstream Classroom. Cult of Pedagogy. Retrieved October 12, 2021, from https://www.cultofpedagogy.com/supporting-esl-students-mainstream-classroom/

Teaching diverse learners: Literature Review. (n.d.). Brown University. Retrieved October 12, 2021, from https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/literature-review-1