Teaching Mathematics and English to English Language Learners Simultaneously

References

• Carrier, K. A. (2005). Key issues for teaching English language learners in academic classrooms. Middle School Journal, 37(2), 4–9.
   Google Scholar
• Chamot, A. U., & O’Malley, J. M. (1994). The CALLA handbook: How to implement the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley.
   Google Scholar
• Clement, J. (1982). Algebra word problem solutions: Thought processes underlying a common misconception. Journal for Research in Mathematics Education, 13(1), 16–30.
   Google Scholar
• Cummins, J. (2005). Teaching the language of academic success: A framework for school-based language policies. In C. Leyba (Ed.), Schooling and language minority students: A theoretico-practical framework (3rd ed.) (pp. 3–32). Los Angeles: Legal Books Distributing.
   Google Scholar
• Dale, T. C., & Cuevas, G. J. (1992). Integrating mathematics and language learning. In P. Richard-Amato & A. Snow (Eds.),The multicultural classroom: Readings for content area teachers (pp. 330–348). New York: Addison Wesley.
   Google Scholar
• Diaz-Rico, L. T., & Weed, K. Z. (2006). The crosscultural, language, and academic development handbook (3rd ed.). Boston: Pearson.
   Google Scholar
• Echevarria, J., Vogt, M., & Short, D. (1999). Making content comprehensible for English language learners: The SIOP model (2nd ed.). Boston: Allyn & Bacon.
   Google Scholar
• Ernst-Slavit, G., & Slavit, D. (2007). Educational reform, mathematics, and English language learners: Meeting the needs of all students. Multicultural Education, 14(4), 20–27.
   Google Scholar
• Fathman, A. K., Quinn, M. E., & Kessler. C. (1992). Teaching science to English Learners, Grades 4—8, NCBE Program Information Guide Series, Number 11. Washington, DC: National Clearinghouse for Bilingual Education.
   Google Scholar
• Johnson, C. C. (2005). Making instruction relevant to language minority students at the middle level. Middle School Journal, 37(2), 10–14.
   Google Scholar
• Lee, O. (2004). Teacher change in beliefs and practices in science and literacy instruction with English language learners. Journal of Research in Science Teaching, 41(1), 65–93.
   Web of Science ®Google Scholar
• Lee, O., & Fradd. S. H. (1998). Science for all, including students from non-English language backgrounds. Educational Researcher, 27(4), 12–21.
   Google Scholar
• Lee, O., & Fradd, S. H. (2001). Instructional congruence to promote science learning and literacy development for linguistically diverse students. In D. R. Lavoie & W. M. Roth (Eds.), Models of science teacher preparation (pp. 109–126). AA Dordrecht, The Netherlands: Kluwer Academic Publishers.
   Google Scholar
• Lemke, J. (1990). Talking science. Norwood, NJ: Ablex.
   Google Scholar
• Moschkowich, J. N. (2000). Learning mathematics in two languages: Moving from obstacles to resources. In W.G. Secada (Ed.), Changing the faces of mathematics: Perspectives on multicultural and gender equity (pp. 85–93). Reston, VA: National Council of Teachers of Mathematics.
   Google Scholar
• National Clearing House for English Language Acquisition (NCELA). (2004). The growing numbers of limited English proficient students. Washington, DC: U.S. Department of Education.
   Google Scholar
• National Council of Teachers of Mathematics (NCTM). (1994). News Bulletin. Reston, VA: Author.
   Google Scholar
• National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: Author.
   Google Scholar
• Project GLAD. (n.d.). Retrieved April 30, 2007, from http://www.projectglad.com/
   Google Scholar
• Ruiz, N. T., & Figueroa, R. A. (1995). Learning-handicapped classrooms with Latino students: The optimal learning environment (OLE) Project. Education and Urban Society, 27, 463–483.
   Web of Science ®Google Scholar
• Scarcella, R. (2003). Accelerating academic English: A focus on English language learners. Oakland, CA: Regents of the University of California.
   Google Scholar
• Secada, W. G., Fennema, E., & Adajian, L. B. (Eds.) (1995). New directions for equity in mathematics education. New York: Cambridge University Press.
   Google Scholar
• Teachers of English to Speakers of Other Languages (TESOL). (2006). PreK–12 English language proficiency standards. Alexandria, VA: Author.
   Google Scholar
• Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence, University of California.
   Google Scholar
• Thompson, D. R., & Rubenstein, R. N. (2000). Learning mathematics vocabulary: Potential pitfalls and instructional strategies. Mathematics Teacher, 93, 568–574.
   Google Scholar
• Wong-Fillmore, L., & Snow, C. E. (2000). What teachers need to know about language. Retrieved April 28, 2006, from http://www.cal.org/ericcll/teachers/teachers.pdf.
   Google Scholar