References
- Brouillette, L. (2012). Supporting the language development of limited English proficient students through arts integration in the primary grades. Arts Education Policy Review, 113(2), 68–74. doi:10.1080/10632913.2012.656494
- Calderon, C. T., & Zamora, E. (2014). Factors affecting the implemented of sheltered instruction observation protocols for English language learners. National Forum of Educational Administration and Supervision Journal, 31(3), 20–32.
- Hastings, C., & Jacob, L. (Eds.). (2016). Social justice in English language teaching. Alexandria, VA: TESOL Press.
- Ohio Department of Education. (2012). Teaching English language learners. Retrieved from http://education.ohio.gov/Topics/Other-Resources/Limited-English-Proficiency/ELL-Guidelines
- Zygmut, E., & Clark, P. (2016). Transforming teacher education for social justice. New York, NY: Teachers College Press.