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Index
A
A.L. Mailman Family Foundation, 454
Academic Excellence Program, 165-166, 196
Academic language, 36
Academic outcomes. See Educational outcomes for English-language learners
Accuracy of assessment, 115
Achievement, motivation for. See Attitude factor
Additive bilingualism. See Bilingualism
Administration for Children, Youth, and Families, 309-310, 316, 323, 347, 353, 393-394
Admissions. See Placement eligibility
Advisory Committee on Research on English-language Learners, 7-10, 330, 334-335, 355-357, 399
Advocates for specific programs
scientists cast as, 149
Affective characteristics of English-language learners, 22-23, 29
Affirmative ethnicity policy, 14
Age factor, 37-38
Age-grade norms, 13
Agenda-setting. See Research on English-language learners, priorities for
AIR. See American Institutes for Research
American Association of Colleges for Teacher Education, 252
American Council on Education, 407
American Institutes for Research (AIR), 140, 293, 369
Andrew W. Mellon Foundation, 401-402, 460-462
Anti-Semitism. See Intergroup relations
Argumentation, role in learning, 89-90
ASPE. See Office of the Assistant Secretary for Planning and Evaluation
Assessment, student, 7, 44, 113-137, 151-152. See also Effective practices
of children with disabilities, 124-125
conducting in native language, 39
of English-language proficiency, 3, 17, 116-118, 128-129
innovative procedures for, 120, 130, 281
statewide, 119-120
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of subject matter knowledge, 120-122, 129-131
to test eligibility for federal assistance, 118
of very young second-language learners, 123, 191-192
Assisted performance assessment, 122, 124
cultural differences in, 92-93, 99-100
using high-interest reading materials, 59
B
Basal reading series, 59
Bilingual education
controversy over, 2, 23-24, 148-149, 191
history of, 363-373
immersion, 154-155
Bilingual Education Act, 2, 16, 286, 367, 372
Bilingualism, 30-33. See also Second-language learning
additive versus subtractive, 31
simultaneous versus sequential, 31-32
metacognitive capabilities of, 68-69, 75
Bilingual Syntax Measure, 43
Bureau of the Census, 289, 294
C
California Case Studies, 148, 154, 165, 170-171n, 187, 189, 196
California Cross-Cultural, Language and Academic Development (CLAD) program, 263-266
Carnegie Corporation of New York, 402, 456-458
Case Studies in Bilingual Education, 165
CCSSO. See Council of Chief State School Officers
Center for Applied Linguistics, 253, 316
Center for Language Education and Research (CLEAR), 318, 384-385, 443-444
Center for Research on Education, Diversity, and Excellence (CREDE), 316, 386
Center for Research on the Education of Students Placed at Risk (CRESPAR), 256-259, 268, 316, 318, 386-387, 440
Center on Families, Communities, Schools and Children's Learning, 440
Certificating graduation, 114
Charles Steward Mott Foundation, 454
Child Language Data Exchange System, 44
CIRC. See Cooperative Integrated Reading and Composition
Civil Rights movement, 14
CLAD. See California Cross-Cultural, Language and Academic Development (CLAD) program
Classroom effectiveness. See Effective practices
CLEAR. See Center for Language Education and Research
Cognitive analysis, 2, 63-64. See also Content area learning; Literacy development
Collaboration, 10, 157, 324-325, 330, 353. See also Effective practices
Community influence on learning. See Public opinion, influence of
Compendia, 315
Comprehensive Child Development Program, 394
Comprehensive Test of Basic Skills (CTBS), 22
Congress as a constituency, 7-8, 350
Constitutionality of English as U.S. official language, 14
Constructivist approach to learning, 86
Page 479
Contact hypothesis. See Intergroup relations
Content area learning, 44-45, 63-71, 73-74, 345
multiple forms of knowledge, 68-69
prior knowledge, 69-71
subject matter specificity, 65-68
Content-based ESL learning, 3, 5-6, 19-20, 139
Content bias, 115
Content standards. See Standards-based reform movement
Contextual factors, 7, 16, 86-91, 100, 102-103, 172-173, 290, 303. See also Familial influence on learning; School characteristics influencing learning; Socioeconomic factor
Cooperation, 10. See also Effective practices
Cooperative Integrated Reading and Composition (CIRC), 180-182, 256-257
Cooperative learning, 95-97. See also Intergroup relations
Coordination, 10, 294-295, 324-325, 327-330. See also Effective practices
Council of Chief State School Officers (CCSSO), 120, 126, 278, 282-283, 286-287, 294-295, 324
CREDE. See Center for Research on Education, Diversity, and Excellence
CRESPAR. See Center for Research on the Education of Students Placed at Risk
CTBS. See Comprehensive Test of Basic Skills
Cultural bias, 115
Cultural mismatches, 87, 91, 267
Cultural sensitivity, teaching, 120, 183-184. See also Effective practices
Culture-fair assessment, 124
Current Population Survey, 19, 289
Curriculum interventions. See Intergroup relations
D
David and Lucile Packard Foundation, 402, 455-456
Decontextualized skills measurement, 118
Dillingham Commission, 366
Disabled English-language learners, 7, 124-125, 349
preparing teachers for, 7, 124-125, 269-270
Discourse, rules of, 56-57
Diversity in society. See Multiculturalism
Drop-out rates, 92. See also English-language learners
E
Early childhood education and development, 7-8, 353
Early Childhood Longitudinal Study, 288-289, 301
Eclectic teaching approach, 59
Economic productivity and education, 291, 304
Educational history of parents. See Familial influence on learning
Educational outcomes for English-language learners, 7, 21-23, 59-60, 170, 291, 304. See also Assessment, student
Educational Testing Service, 120
Education Resources Information Center (ERIC), 166n, 318
Education statistics. See National education statistics
Effective Approaches to In-Service Staff Development, 377
Effective practices, 7-8, 162-249
articulation and coordination within and between schools, 175-176
balanced curriculum, 178-179
customized learning environment, 174-175, 193-194
explicit skills instruction, 179
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home and parent involvement, 184-185, 194-195
instructional strategies that enhance understanding, 180-181
native language and culture, use of, 176-178
opportunities for practice, 181-182
school leadership, 173-174
staff development, 183-184
student assessment, systematic, 182-183
student-directed activities, opportunities for, 179-180
supportive school-wide climate, 172-173
Effective schools research design, 164, 167-168, 185-186, 189-191, 198-205
problems with, 186
Elementary and Secondary Education Act. See Hawkins-Stafford Elementary and Secondary Education Act
Embedded assessment, 123
English as a second language (ESL), 14, 19-20, 139, 369-370
English for Speakers of Other Languages (ESOL) Inservice Project, 261-263, 266
English-language acquisition, 6
optimal instruction for, 72
English-language learners, 1n, 2-10, 15, 295, 373
academic achievement of, 22
with disabilities (See Disabled English-language learners)
drop-out rates for, 22
effects on content area teachers, 74
evaluating work of, 119-120
excluded from federally funded research, 8, 292-293, 332-333
geographical distribution of, 18
identifying (See Assessment, student)
English-language proficiency
assessing (See Assessment, student)components of, 44
English-only school environment, 13
Enriched instructional context, 14
Enrollment. See Placement eligibility
Entrance procedures. See Placement eligibility
Epistemological differences among subject matters, 67-68, 74
Equity, advocates for, as a constituency, 7, 350-351
ERIC. See Education Resources Information Center
ESL. See English as a second language
ESOL. See English for Speakers of Other Languages (ESOL) Inservice Project
Ethnic background, 7
low social status accorded to certain groups, 16, 101-102
Ethnic group interrelationships. See Intergroup relations
Evaluation. See Assessment, student; Programs for English-language learners, evaluation of
F
Familial influence on learning, 3, 6. See also Effective practices
family stress, 16
literacy practices in the home, 55, 60, 103
parental involvement in children's school learning, 99-101
parents' level of formal education, 1, 13, 19, 23
First-language. See also Native language
grammar training in, 38
Ford Foundation, 367, 401, 458-459
Foreign-language advocates as a constituency, 7, 351
Funding. See Research on English-language learners, funding for
Page 481
G
GAO. See U.S. General Accounting Office
Global perspective, 17
Goals 2000, 126-127, 132-133, 310, 350
Group identity, creating, 94
H
Hawkins-Stafford Elementary and Secondary Education Act, 2, 23, 126-127, 292, 296, 319, 367, 388
Head Start programs, 310, 347, 353, 394
Hewlett Foundation. See William and Flora Hewlett Foundation
Hierarchical linear modeling, 153
High-school completion rates. See English-language learners, drop-out rates for
History learning, 66-67
Home influence. See Familial influence on learning; Socioeconomic factor
I
Identification procedures. See Placement eligibility
Immersion programs, 13, 19-20, 32, 139, 147, 154-155
Improving America's Schools Act. See Hawkins-Stafford Elementary and Secondary Education Act
Incompatibility between home and school environments, 16, 100, 102-103
Individuals with Disabilities Education Act, 311, 391
Infrastructure for educational research. See Research on English-language learners, infrastructure for
Instructionally embedded assessment, 123
Intelligence factor, 38-39
Intergroup relations, 3, 5-6, 93-97, 346
contact hypothesis of, 94-95
curriculum interventions in, 97-99, 101
reducing race prejudice, 98
International Reading Association, 113n, 125
Internet resources, 318
Intraminority relations, 6. See also Intergroup relations
J
The John D. and Catherine T. MacArthur Foundation, 400-401, 451-452
K
Kaufman Assessment Battery for Children, 124
L
Language confusion, 32-33
Language learning, individual differences in, 37-39
Language-minority/language-majority relations, 6. See also Intergroup relations
Language-minority students, 3-4, 6, 14, 16. See also English-language learners
Language shift phenomenon, 40-41, 45
Language transfer errors, 35
Latino Teacher Project, 259-261, 267
Learning. See Content area learning; Content-based ESL learning; Language learning; Second-language learning
Learning theory, 24, 34-37, 53-54, 63-64, 153-156, 165, 343-344, 371
interpretative versus analytic, 352-353
LEP. See Limited-English-proficient (LEP) students
Lexical priming, 31
Libraries in classrooms, 54
Limited-English-proficient (LEP) students, 1, 13, 15. See also English-language learners
Linguistic bias, 115
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Literacy development, 6, 53-63, 71
risk factors in, 60
Local education administrators as a constituency, 7, 350
Longitudinal Study of Immersion and Dual Language Instructional Programs for Language Minority Children, 142-143, 377, 379
Low-income families. See Socioeconomic factor
M
MacArthur Foundation. See The John D. and Catherine T. MacArthur Foundation
Mailman Foundation. See A.L. Mailman Family Foundation
Mainstream bias, 115
Maintenance bilingual education. See Bilingual education
Mathematical learning, 65-66, 69-70
testing, 121-122
Mellon Foundation. See Andrew W. Mellon Foundation
Meta-analysis of research studies, 145-147
Minimal group paradigm, 94
Monitoring progress, 8, 114-115
Motivation. See Attitude factor
Mott Foundation. See Charles Steward Mott Foundation
Multiculturalism, 14, 85, 172. See also International relations
Multilingual education, 368-369
Mutual adaptation, 195
N
National Assessment of Educational Progress (NAEP), 2, 22, 114, 120, 122, 278, 280-282, 348, 377
National Association for Bilingual Education, 253
National Association of State Directors of Teacher Education and Certification, 253
National Board for Professional Teaching Standards, 253, 404
National Center for Bilingual Research (NCBR), 383-384
National Center for Education Statistics (NCES), 8-10, 120, 252, 275-279, 289-297, 309, 315, 322-323, 327, 353-354, 357, 372, 376, 388
National Center for Research on Cultural Diversity and Second Language Learning (NCRCDSLL), 312, 316, 318, 385-386, 439-440, 444-445
National Clearinghouse for Bilingual Education, 318, 336
National Committee of Teachers of English, 113n
National Council for Accreditation of Teacher Education, 253
National Council of Teachers of English, 125
National Council of Teachers of Mathematics, 125
National Educational Longitudinal Study (NELS), 22, 278, 289-292, 380
National Educational Research Policy and Priorities Board, 8, 310-311, 313-314, 327, 330-332, 335, 356-357, 390
National Education Association, 252
National Education Goals Panel, 277
National education statistics, 3, 8, 13, 17-25, 274-306
National Forum on Education Statistics, 277-278
National Household Education Survey, 289-290
National Institute for Mental Health, 313, 317, 395, 448-450
National Institute of Child Health and Human Development, 311, 314, 316-318, 353, 395
National Institute of Education (NIE), 24, 315, 372, 376-379
Page 483
National Institutes of Health (NIH), 311, 313-314, 337, 394-395, 448-450
National Longitudinal Evaluation of Effectiveness of Services for Language Minority Limited English Proficient Students, 140-142, 377, 379
National Quality Research Centers, 394
National Science Foundation (NSF), 277, 313-314, 353, 379, 392-393, 448
Native language
development, 6
instruction in, 2, 14, 20, 147, 156, 365 (See also Effective practices)
proficiency, 116n
Native languages spoken, 18, 170
other than Spanish, 7, 19, 348, 364-365
NCBR. See National Center for Bilingual Research
NCES. See National Center for Education Statistics
NCRCDSLL. See National Center for Research on Cultural Diversity and Second Language Learning
Negotiation in learning, 86-91
NELS. See National Educational Longitudinal Study
Networking, 10
Newcomer centers, 192-193
NIE. See National Institute of Education
NIH. See National Institutes of Health
Nominated schools design, 164-165, 168, 170-171, 185-187, 190, 204-217
problems with, 186-187
Nonverbal measures, 124
NSF. See National Science Foundation
O
OBEMLA. See Office of Bilingual Education and Minority Languages Affairs
OCR. See Office for Civil Rights
OERI. See Office of Educational Research and Improvement
Office for Civil Rights (OCR), 278, 368-370
Office of Bilingual Education and Minority Languages Affairs (OBEMLA), 5, 9-10, 275-276, 289-294, 297, 311-315, 318-319, 322-329, 353-354, 357-358, 375-382, 392, 434-435
Office of Compensatory Education, 9, 278
Office of Educational Research and Improvement (OERI), 8-10, 277, 294, 310, 314, 317, 326-332, 335, 353-358, 381-388, 435-437
Office of Human Services Policy, 393
Office of Migrant Education, 390-391
Office of Policy, Budget, and Evaluation (OPBE), 372, 377-378, 381
Office of Policy and Planning (OPP), 381
Office of Reform Assistance and Dissemination (ORAD), 10, 318, 334, 353-354, 382, 388-389
Office of Special Education and Rehabilitative Services, 311, 314, 319, 322, 337
Office of Special Education Programs (OSEP), 349, 391-392, 445-447
Office of the Assistant Secretary for Planning and Evaluation (ASPE), 393-394
Older students, needs of, 6, 37-38, 348
OPBE. See Office of Policy, Budget, and Evaluation
Open-ended scoring, 122
OPP. See Office of Policy and Planning
Opportunity-to-learn standards, 125-128, 131, 371
Optimal Learning Environment Project, 270
ORAD. See Office of Reform Assistance and Dissemination
OSEP. See Office of Special Education Programs
Outcomes. See Educational outcomes for English-language learners
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P
Packard Foundation. See David and Lucile Packard Foundation
Parental influence. See Familial influence on learning
Part C Coordinating Committee, 330, 372, 376-378, 388-389
Performance-based measures, 122, 124
Performance standards, 125-128, 131, 371
Perkins Act, 279, 292, 296, 353
PES. See Planning and Evaluation Service
Pew Charitable Trusts, 401, 455
Phonics-based instruction, 59
Placement eligibility, 114-115, 118, 192-193, 287
Planning and Evaluation Service (PES), 10, 309, 318, 327, 358, 378, 389-390, 437-439
Pluralistic assessment, 124
The Policy Center of the Consortium for Policy Research in Education, 441
Population coverage, 284-285, 296-297, 344
Population parameters. See National education statistics
Poverty. See Socioeconomic factor
Prejudice. See Intergroup relations
Preschool environments, 43-44, 347. See also Familial influence on learning
Preschool programs, 6
Principal's role. See Effective practices, school leadership
Professional development. See Teachers serving English-language learners, development of
Proficiency, 33, 117. See also Assessment, student; English-language proficiency; First-language, proficiency in
Programs for English-language learners
development of, 4, 150-152, 158
evaluation of, 3-4, 7, 17, 138-161
future of, 149-157
national, 140-144
need for expertise in, 10, 322, 334-335
smaller-scale, 144-147, 152-153, 158-159
politicization of, 14, 148-149, 320, 379
theory-based (See Learning theory)
Project MORE, 165
Prospective case study approach, 165, 168, 187-188, 195-196, 218-225
Prospects: The Congressionally Mandated Study of Educational Growth and Opportunity, 18-21, 285, 294, 390
Psycholinguistic processes. See Reading acquisition
Public opinion, influence of, 3, 6-7, 9, 17, 350
Q
Quality of educational institutions and teaching, 290-291, 303
Quasi-experimental studies, 165-166, 168-169, 188-189, 226-239
R
Racial group interrelationships. See Intergroup relations
Readiness for school, 289, 302
Reading acquisition, 3
developmental aspects of, 60-61
initial instruction in, 57-60
prerequisites for, 54-57
psycholinguistic processes involved in, 61-63
Reading aloud, 54-55
Reading texts, 59
Reciprocal teaching, 61
Reliability issue, 115
Research agenda, identifying. See Research on English-language learners, priorities for
Researchers, recruiting new, 7, 9-10, 336-337, 358, 405-407
Research on English-language learners
basic versus applied, 319-321
Page 485
building capacity for, 344-345, 352-354
developing consensus on, 9, 315-317
disseminating, 8, 315, 317-319, 335-336
expanding variables, 322-324, 332-333
funding for, 8, 15, 321-322, 325, 373-374, 433-465
categorical, 114
foundations, 339-340, 359, 451-465
national research centers, 439-447, 450
peer review process for, 8, 330-332
implementing, 150, 158, 344, 355-359
infrastructure for, 4-5, 7, 307-341, 363-411
foundations, 399-404
national reform networks, 404-405
open meeting participants and invitees, 468-469
technical reviewers, 470
need for disaggregation by language status, 8
origins of, 363-373
political influence on, 14, 148-149, 320, 379
priorities for, 7-11, 15, 43-45, 71-75, 101-103, 128-131, 157-159, 189-196, 266-270, 294-298, 326-340, 343-354
setting, 8, 15, 25-26, 308-313, 327
reviewing, 313-315
S
Scholastic Aptitude Test (SAT), 121
School characteristics influencing learning, 3, 290-291, 303. See also Effective practices
libraries in classrooms, 54
school-wide language practices, 42
underfunded schools, 16, 21-22, 195
Schools and Staffing Survey, 289-290
Second-language learning, 3, 5-6, 15, 24, 28-51, 345-346
classroom factors in, 41-43
Sequential bilingualism. See Bilingualism
Sheltered instruction, 14, 19-20
Simplified English language instruction, 14, 19-20, 194
Simultaneous bilingualism. See Bilingualism
Small group instruction, 59
Social context of learning, 3, 5, 84-111, 346-347
Social identity theory, 93-94
Social support for education, 290, 303
Socioeconomic factor, 1, 7-8, 13, 18-19, 22, 373
Special Alternative Instructional Programs, 176, 370
Special services, eligibility for, 14
Spencer Foundation, 403, 452-454, 464-465
Spontaneous readers, 58
Standards-based reform movement, 125-128, 131, 371
Statistics. See National education statistics
Structured Alternative Instructional Program, 175
Structured immersion. See Immersion programs
Student assessment. See Assessment, student
Student development. See Educational outcomes for English-language learners
Success for All, 168-169, 174-177, 180, 183, 189, 404
T
Talk, structure of, 86-88
TBE. See Bilingual education, transitional
Page 486
Teacher Language Skills Survey, 377
Teachers of English to Speakers of Other Languages, 113n, 125, 127, 253
Teachers serving English-language learners, 7, 74, 351-352
development of, 3, 7, 250-273 (See also Effective practices)
evaluating, 258
inservice, 254
programs for, 253-266
of specialists, 9
education of, 3, 7-9, 17, 267-269
readiness of, 21
evaluating, 268-269
shortage of, 251-253
Theory-based programs. See Learning theory
Title I programs, 9, 118-119, 126-127, 133, 354
Title VII programs, 2, 9-10, 16, 23, 126-127, 134, 158, 165-166, 336, 367, 370, 372, 384, 406
Transitional bilingual education. See Bilingual education
Two-way bilingual education. See Bilingual education
U
Underachievement, 91-92
Underfunded schools. See School characteristics influencing learning
Universal Grammar framework, 35
U.S. Department of Education, 4-5, 7-10, 118-119, 140, 296, 433-439
U.S. Department of Education Organization Act, 132
U.S. Department of Health, Education and Welfare, 24, 368
U.S. Department of Health and Human Services (DHHS), 294, 309, 393-395
U.S. General Accounting Office (GAO), 146-147, 252, 331n
V
Validity issues, 114-115, 121, 130-131, 164n, 186-188, 293
Vocabulary, 56
W
Weschler Intelligence Scales for Children (WISC), 124
Whole-language instruction, 58-59
William and Flora Hewlett Foundation, 402-403, 462
WISC. See Weschler Intelligence Scales for Children
Word recognition, 61-62