Resources


 * //Since I recognize that our class is very diverse in terms of their experiences and interests, below are some articles (some are dated but still very relevant) that may be of interest to//** //**you.**//

Banis, S., Suurmeijer, T. P. B. M., & Van Peer, D. R. (1999). Child-rearing practices toward children with hemophilia: The relative importance of clinical characteristics and parental emotional reactions. //Family Relations, 48//(2), 207-213. Calzada, E. & Eyberg, S. (2002). Self-reporting parenting practices in Dominican and Puerto Rican mothers of young children. //Journal of Clinical Child and Adolescent Psychology, 31//(3), 354-363. Horejsi, C. & Craig, B. H. R. (1992). Reactions by Native America parents to child protection agencies: Cultural and community factors. //Child Welfare, 71//(4), 329-342. McIntyre, T. & Silva, P. (1992). Culturally diverse childrearing practices: Abusive or just different? //Beyond Behavior, 4//(1), 8-12.
 * Diversity Scholarly Articles (Sampling) **
 * //Child-Rearing//**

Alaimo, K., Olson, C. M., & Frongillo, Jr., E.A. (2001). Food insufficiency and American school-age children’s cognitive, academic, and psychosocial development. //Pediatrics, 108//(1) 44-53. Books, S., & Polakow, V. (2001). Special issue: Poverty and schooling. //Educational Studies, 32//(3), 259-264. Heymann, J. (2000). What happens during and after school: Conditions faced by working parents living in poverty and their school-age children. //Journal of Children & Poverty, 6//(1), 5-20. Huston, A. (1997). Poverty and behavior: The case for multiple methods and levels of analysis. //Developmental Review, 17//(3), 376-393. Jalango, M. R. (1996). On behalf of children: Pervasive myths about poverty and young children. //Early Childhood Education Journal, 24//(1), 1-3. Kazemipur, A. & Halli, S. S. (Year?). The color of poverty: A study of the poverty of ethnic and immigrant groups in Canada. //Source//? Langham, B. A. (2002). Training improves careers—and quality. //Texas// //Child Care, 2//(7). Lott, B. (2001). Low-income parents and the public schools. //Journal of Social Issues, 57//, 247-259. McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. //American Psychologist, 53//(2), 185-204. Pinderhughes, E. E., Nix, R., Fosters, E. M., Jones, D., & The Conduct Problems Prevention Group. (2001). Parenting in context: Impact of neighborhood poverty, residential stability, public services, social networks, and dangerous parental behaviors. //Journal of Marriage & Family, 63//, 941-953. Reynolds, A. J., Miedel, W. T. & Mann, E. A. (2000). Innovation in early intervention for children in families with low incomes. //Young Children, 55//(9), 84-88. Sanchez-Janowski, M. (1999). The concentration of African American poverty and the dispersal of the working class: An ethnographic study of three inner-city areas. //International Journal of Urban and Regional Research, 23//(4), 619-638. Seccombe, K. (2002). Beating the odds versus “changing the odds”: Poverty resilience and family policy. //Journal// //of Marriage & Family, 64//(2), 384-395. Stevenson, J. M. (1997). Children and poverty: How American higher education must respond for the 21st century. //Education, 118//(2), 213-218. Vissing, Y. (1999). Homeless children: Addressing the challenge in rural schools. //Eric Digest//, ERIC-RIEO, 19990101. Wagner, M., Spiker, D., & Linn, M. (2002). The effectiveness of the parents as teachers program with low-income parents and children. //Topics in Early Childhood Education, 22//(2), 67-81.
 * //Poverty//**

Anti-bias and conflict resolution curricula: Theory and Practice. ERIC/CUE Digest No. 97. Barta, J., & Winn, T. (1996). Involving parents in creating anti-bias classrooms. //Children Today, 24//, 28-31. Corson, P. (2000). Laying the foundation for literacy: An anti-bias approach. //Childhood Education, 76//(6), 385-389. Derman-Sparks, L. & The A.B.C. Task Force (1989). Anti-biased curriculum: Tools for empowering. //Young Children//.Washington,D.C.: NAEYC. Gann, C. (2002). A spot of our own: The cultural relevancy, anti-bias resource room. //Young Children, 56//(6), 34-36. Hunt, R. (1999). Making positive multicultural early childhood education. Young Children, 54(5), 39-42. Hutchins, T., & Sims, M. (1998). Gender segregations in young children’s conflict behavior in child care settings. //Child Study Journal, 28//(1), page #?. Phuntsog, N. (2001). Culturally responsive teaching: What do selected United Stateselementary school teachers think? //Intercultural Education, 12//(1), 51-64. Qualls-Mitchell, P. (2002). Reading enhancement for deaf and hard-of-hearing children through multicultural empowerment. //Reading Teacher, 56//(1), 76-86. Ryan, D. & Martin, A. (2000). Lesbian, gay, bisexual, and transgender parents in the school systems. //School Psychology, 29//(2), 207-217.
 * //Multicultural/Anti-biased//**

Anti-Defamation League (2000). //No place for hate. A resource guide from the anti-Defamation league//. New York, NY: Anti-Defamation League. Derman-Sparks, L., & the ABC Task Force (1989). //Anti-bias curriculum//. Washington, DC: NAEYC. Carter, B. & McGoldrick, M. (1999). //The expanded family life cycle: Individual, family and social perspectives// (3rd Edition). Needham Heights, MA: Allyn & Bacon. Mindel, C.H., Habenstein, R. W., & Wright, R. (1998). //Ethnic families in America: Patterns and variations// (4th Edition). Upper Saddle River, NJ: Prentice-Hall. Jones, E. & Derman-Sparks, L. (1992). Meeting the challenge of diversity. //Young Children//, 47(2), 12-18. Sadker, D. (1999). Gender equity: Still knocking at the classroom door. //Educational Leadership//, //56//(7), 22-26. NAEYC. (1996). NAEYC position statement: Responding to linguistic and cultural diversity –Recommendations for effective early childhood education. //Young Children//, //51//(2), 4-12. NOTE: Download position statements at www.naeyc.org. Boutte, G. S., LaPoint, S. & Davis, B. (1993). Racial issues in education: Real or imagined? //Young Children//, //49//(1), 19-23. Bowman, B. (1992). Reaching potentials of minority children through developmentally and culturally appropriate programs. In S. Bredekamp & Teresa Rosegrant (Eds.), //Reaching Potentials: Appropriate Curriculum and Assessment for Young Children (Vol. 1)//. Washington, DC: NAEYC, pp. 128-136.Garcia, E. E. (1997). The education of Hispanics in early childhood: Of roots and wings. //Young Children//, //52//(3), 5-13. Gutwirth, V. (1997). A multicultural family study project for primary. //Young Children//, //52//(2), 72-78. Wellhousen, K. (1996). Be it ever so humble: Developing a study of homes for today’s diverse society. //Young Children//, //52//(1), 72-76. Akaran, S. E. & Field, M. V. (1997). Family and cultural context: A writing breakthrough. //Young Children//, //52//(4), 37-40. Walker-Dalhouse, D. (1993). Beginning reading and the African-American child at risk. //Young Children//, //49//(1), 24-28. Kuball, Y. E. (1999). A case for developmental continuity in a bilingual K-2 setting. //Young Children//, //54(//3//), 74-79//. Tabors, P. O. (1998). What early childhood educators need to know: Developing effective programs for linguistically and culturally diverse children and families. //Young Children//, //53(6), 20-26.// Wolfe, L. (1992). Reaching potentials through bilingual education. In S. Bredekamp & Teresa Rosegrant (Eds.), //Reaching Potentials: Appropriate Curriculum and Assessment for Young Children (Vol. 1)//.Washington,DC: NAEYC, pp. 139-144. Pelo, A. (1997). “Our school’s not fair!:” A story about emergent curriculum. //Young Children//, //52//(7), 57-61. Cahill, B. J., & Theilheimer, R. (1999). “Can Tommy and Sam get married?” Questions about gender, sexuality, and young children. //Young Children//, //54//(1), 27-31. Lakey, J. (1997). Teachers and parents define diversity in an Oregonpreschool cooperative –democracy at work. //Young Children//, //52//(4), 20-28. //Wickens, E. (1993).// Penny’s question: I will have a child in my class with two moms – What do you know about this? //Young Children, 48//(3), 25-28. //Okagaki, L. & Diamond, K. E. (2000).// Responding to cultural and linguistic differences in the beliefs and practices of families with young children//.// //Young Children, 55//(3), 74-80. //Olson, J., Murphy, C. L. & Olson, P. D. (1999).// Readying parents and teachers for the inclusion of children with disabilities: A step-by-step process//.// //Young Children, 54//(3), 18-22. Blasi, M. J. & Priestley, L. (1998). A child with severe hearing loss joins our learning community. //Young Children, 53//(2), 44-49. Edmiaston, R., Dolezal, V., Doolittle, S., Erickson, C. ,& Merritt, S. (2000). Developing individualized education programs for children in inclusive settings: A developmentally appropriate framework//.// //Young Children, 55//(4), 36-41. Russell-Fox, J. (1997). Together is better: Specific tips on how to include children with various types of disabilities. //Young Children////, 52//(4), 81-83. Wolery, M., & Wilbers, J. S. (1994). //Including children with special needs in early childhood programs//. Washington, DC: NAEYC. Kitano, M. (1989). The K-3 teacher’s role in recognizing and supporting young gifted children. //Young Children, 44//(3), 57-63. Walker, B., Hafenstein, N. L., & Crow-Enslow, L. (1999). Meeting the needs of gifted learners in the early childhood classroom. //Young Children//, //54//(1), 32-36. Anderson, M. (1999). Children in-between: Constructing identities in the bicultural family. //Journal of the Royal Anthropological Institute//, //5//(1), 13-26. Bernal, M. E., & Knight, G. P., (1993). //Ethnic identity: Formation and transmission among Hispanics and other minorities//. Albany, NY: State University of New York Press. Bowman, B. T. (1995). The professional development challenge: Supporting young children and families. //Young Children//, //__51__//(1). 30-34. Bowman, B. T. (1994). The challenge of diversity. //Phi Delta Kappan//, //76//(3), 218-24. Bowman, B. T. (1992). Who is at risk for what and why. //Journal of Early Intervention//, 16(2), 101-08. Bowman, B. T. (1989). Educating language-minority children: Challenges and opportunities. //Phi Delta Kappan//, //71//(2), 118-120. Brookins, G. K. (1993). Culture, ethnicity, and bicultural competence: Implications for children with chronic illness and disability. //Pediatrics//, 91(5), 1056-1062. Coleman, J. (1997). Black children away from home: Black children--issues of identity. //Educational & Child Psychology//, //14//(2), 34-41.
 * __Other References__**
 * SOME READINGS ON CHALLENGES TO CHILD DEVELOPMENT RELATED**
 * TO DIVERSITY**

Coll, C. G., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H., & Garcia, H. V. (1996). An integrative model for the study of developmental competencies in minority children. //Child Development//, //67//(5), 1891-1914.

Fisher, C. B., Jackson, J. F. & Villarruel, F. A. (1998). The study of African American and Latin American children and youth. In. W. Damon (Ed.), //Handbook of Child Psychology, 5th Edition.// v. 1 Theoretical models of human development (R. M. Lerner, Vol. Ed.) (pp. 1145-1207).New York,NY: John Wiley & Sons, Inc. Friedlander, M. L. (1999). Ethnic identity development of internationally adopted children and adolescents: Implications for family therapists. //Journal of Marriage & Family Counseling//, //25//(1), 43-60. García, E. E. & Hurtado, A. (1995). Becoming American: A review of current research on the development of racial and ethnic identity in children. In W. D. Hawley & A. W. Jackson (Eds.) (pp. 163-184), //Toward a common destiny: Improving race and ethnic relations in America.//San Francisco,CA: Jossey-Bass Inc, Publishers. Graham, S. (1992). Most of the subjects were white and middle class:” Trends in published research on African Americans in selected APA journals, 1970-1989. //American// //Psychologist//, //47//, 629-639. Holcomb, T. K. (1997). Development of deaf bicultural identity. //American Annuals of the Deaf, 142//(2), 89-93. Huston, A., McLoyd, V. C., & Coll, C. G. (1997). Poverty and behavior: The case for multiple methods and levels of analysis. //Developmental Review//, //17//(3), 376-393. Kerwin, C., Ponterotto, J. G., Jackson, B. L. & Harris, A. (1993). Racial identity in biracial children: A qualitative investigation. //Journal of Counseling Psychology//, 40(2), 221-231. Laosa, L. M. (1997). Research perspectives on constructs of change: Intercultural migration and developmental transitions. In A. Booth & A.C. Crouter (Eds.) (pp. 133-148), //Immigration and the family: Research and policy on U.S. immigrants//.Mahwah,NJ: Lawrence Erlbaum Associates, Inc, Laosa, L M. (1991). The cultural context of construct validity and the ethics of generalizability. //Early Childhood Research Quarterly//, (Special Issue: Educating linguistically and culturally diverse preschoolers), //6//(3), 313-321. Laosa, L. M. (1989). Social competence in childhood: Toward a developmental, socioculturally relativistic paradigm. //Journal of Applied Developmental Psychology//, //19//, 447-468. Mallory, B. L. & New, R. S. (1994). //Diversity & developmental appropriate practice: Challenges for early childhood education//. New York, NY: Teachers College Press. McLoyd, V. C. (1999). Culture and development in our postcultural age. In A. S. Masten (Ed.), //Cultural processes in child development//.Mahwah,NJ: Lawrence Erlbaum Associates, Inc. pp.123-135 McLoyd, V. C., & Ceballo, R. (1998). Conceptualizing and assessing economic context: Issues in the study of race and child development. In V. C. McLoyd & L. Steinberg (Eds.) (pp. 251-278), //Studying minority adolescents: Conceptual, methodological, and theoretical issues//.Mahwah,NJ: Lawrence Erlbaum Associates, Inc. McLoyd, V. C. (1998). Changing demographics in the American population: Implications for research on minority children and adolescents. In V. C. McLoyd & L. Steinberg (Eds.) (pp. 3-28), //Studying minority adolescents: Conceptual, methodological, and theoretical issues//.Mahwah,NJ: Lawrence Erlbaum Associates, Inc. McLoyd, V. C., & Steinberg, L. (1998). //Studying minority adolescents: Conceptual, methodological, and theoretical issues//. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. //American Psychologist//, //53//(2), 185-204. McLoyd, V. C. (1997). The impact of poverty and low socioeconomic status on the socioemotional functioning of African-American children and adolescents: Mediating effects. In R. D. Taylor & M. C. Wang (Eds.) (pp. 7-34), //Social and emotional adjustment and family relations in ethnic minority families//.Mahwah,NJ: Lawrence Erlbaum Associates, Inc. McLoyd, V. C., & Jozefowicz, D. M. H. (1996). Sizing up the future: Predictors of African American adolescent females' expectancies about their economic fortunes and family life courses. In B. J. R. Leadbeater & N. Way (Eds.) (pp. 355-379), //Urban girls: Resisting stereotypes, creating identities//.New York,NY:New YorkUniversity Press. McLoyd, V. C. (1995). Poverty, parenting, and policy: Meeting the support needs of poor parents. In H. E. Fitzgerald & B. M. Lester (Eds.) (pp. 269-303), //Children of poverty: Research, health, and policy issues//.New York,NY: Garland Publishing, Inc. McLoyd, V. C. (1991). What is the study of African American children the study of?: The conduct, publication, and changing nature of research on African-American children. In R. L. Jones (Ed.) (pp. 419-440), //Black psychology// (3rd ed).Berkeley,CA: Cobb & Henry Publishers. Morrison, J. W. & Rodgers, L. S. (1996). Being responsive to the needs of children from dual heritage backgrounds. //Young Children//, //52//(1), 29-33. Padilla, A. M. (1994). Bicultural development: A theoretical and empirical examination. In R. G. Malgady & O. Rodriguez (Eds.) (pp. 20-51), //Theoretical and conceptual issues in Hispanic mental health//.Malabar,FL: Robert E. Krieger Publishing Co, Inc. Parke, R. D. & Buriel, R. (1998). Socialization in the family: Ethnic and ecological perspectives. In. W. Damon (Ed.), //Handbook of Child Psychology, 5th Edition//. v. 3. Social, emotional, and personality development (N. Eisenberg, Vol. Ed.) (pp. 463-552).New York,NY: John Wiley & Sons, Inc. 490-511. Phinney, J. S. & Landin, J. (1998). Research paradigms for studying ethnic minority families within and across groups. In V. C. McLoyd & L. Steinberg (Eds.) (pp. 89-109), //Studying minority adolescents: Conceptual, methodological, and theoretical issues//.Mahwah,NJ: Lawrence Erlbaum Associates, Inc. Poston, W. S. C. (1990). The biracial identity development model: a needed addition. //Journal of Counseling and Development//, //69//(2), 152-155. Quintana, S. M. (1994). A model of ethnic perspective-taking ability applied to Mexican-American children and youth. //International Journal of Intercultural Relations//, //18//(4), 419-448. Rogoff, B. & Morelli, G. (1993). Perspectives on children’s development from cultural psychology. In M. Gauvain & M. Cole (Eds.), //Readings// //on the development of children// (pp. 17-24).New York,NY: Scientific American Books. Sampson, E. E. (1993). Identity politics: Challenges to psychology’s understanding. //American Psychologist//, //48//, 1219-1230. Sheets, R. S. & Hollins, E. R. (1999). //Racial and ethnic identity in school practices: Aspects of human development//. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Stott, F. & Bowman, B. (1996). Child development knowledge: A slippery base for practice. //Early Childhood Research Quarterly//, //11//(2), 169-183. Williams, C. B. (1999). Claiming a biracial identity: Resisting social constructions of race and culture. //Journal of Counseling and Development//, //77//(1), 32-35.

Center for Applied Linguistics [] Stephen D. Krashen [] Jim Cummins []
 * HELPFUL Resources **

EC-6 TEKS English Language Arts and Reading: [] []
 * Chapter 89**, Adaptations for Special Populations. Subchapter BB. Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students, TEA
 * Chapter 29**, Texas Education Code 29.051 - 29.064: Bilingual Ed. & Special Language Programs, TEA
 * No Child Left Behind** **(NCLB) Title III**

Bilingual Education, TEA Sponsored [] Bilingual Ed. TEA PowerPoint Presentations [] Steve Murdock., TexasState Demographer []
 * Supplemental Readings **
 * **1. Bilingual Education: Historical Perspective and Rationale**

Lessow-Hurley, J. (2004). //The foundations of dual language instruction//, __Chapter 1__, Historical and International Perspective.Reading,MA: Longman. Pérez, B. & Torres-Guzmán, M. (2003). //Learning in two worlds: An integrated Spanish/English biliteracy approach//. Allyn and Bacon. __Chapter 1__, Society, Culture, and Literacy.

Lessow-Hurley, J. (2004). //The foundations of dual language instruction//, __Chapter 6__, Primary Language Instruction. Crawford, J. (2001) //La educación bilingüe en los estados unidos: Política vs. pedagogía//.

Cummins, J. (1981). Empirical and theoretical underpinnings of bilingual education. //Journal of Education//.BostonUniversity. 63 (1), 16-29. Krashen, S. //Bilingual education: Arguments for and (bogus) arguments against//.GeorgetownUniversity Press. Ovando, C. (2003). Bilingual education in the United States: Historical development and current Issues. //Bilingual Research Journal//, 27(1).

[Standards 2.1, 2.2, 2.3, 2.4, 2.5] ||
 * **2. Policies Influencing the Education of English Language Learners (ELL) in the**
 * U.S.** **and Texas**

Lesson-Hurley, J. (2004). //The foundations of dual language instruction//, __Chapter 10__, Legal Foundations of Dual Language Instruction. Lesson-Hurley, J. (2004). //The Foundations of dual language instruction//, __Chapter 11__, The Politics of Bilingualism.

Cummins, J. (1998). //Bilingual education in the United States: Power, pedagogy, and// //possibilities//.

Lessow-Hurley, J. (2003) //Meeting the needs of second language learners: An educator’s// //guide//, Chapter 1: Who is the Second Language Learner?Alexandria,VA: Association for Supervision and Curriculum Development. Tinajero J. (2005). Bilingual education in Texas: Lightning the path, leading the way. //Language// //Learner//. November/December. [Standards 4.1, 4.2, 4.3] || Lesson-Hurley, J. (2004). //The foundations of dual language instruction//, __Chapter 2__, Dual Language Program Models. Pérez, B. & Torres-Guzmán, M. (2003). //Learning in two worlds: An integrated Spanish/English biliteracy approach//. Allyn and Bacon. __Chapter 2__, The Child Learner. Pérez, B. & Torres-Guzmán, M. (2002). //Learning in two worlds: An integrated Spanish/English biliteracy approach//. __Chapter 3__, Biliteracy. Brisk, M. E., & Harrington, M. M. (2007). //Literacy and bilingualism: A handbook for ALL teachers//, __Chapter 1__, Literacy and Bilingualism.
 * **3. Pedagogical Models for ELLs**

Alanís, I.(2000). A Texastwo-way bilingual program: Its effects on linguistic and academic achievement. //Bilingual Research Journal//, //24//(3). August, D. (2000). Transitional programs for English language learners: Contextual factors and effective programming. //CRESPAR//. Report-R-58. Collier, V., & Thomas, W. (2004). The astounding effectiveness of dual language for All. NABE //Journal of Research and Practice 2//(1). Collier, V., Thomas, W. & Tinajero, J. (2006). From remediation to enrichment transforming Texasschools through dual language education. //TABE Journal 9//(1). Howard, R.., Sugarman, J., Christian, D., Lindholm-Leary, K., Rogers, D. (2005) Guiding principles for dual language education. Center for Applied Linguistics. //OELA//. NCLA. Lara-Alecio, R., Galloway, M., Irby, B., Rodríguez, L., Gómez, L. (2004) Two-way immersion programs in Texas. //Bilingual Research Journal. 28//(1). Ovando, J., Collier, V. & Combs, M. J. (2003). //Bilingual and ESL classrooms// (Third edition), Excerpts Chapters 1 and 2, Pages 72-76.

[Standards 2.1, 2.2, 2.3,2.4, 2.5, 2.6] ||
 * **4. First and Second Language Acquisition, Development and Assessment**

Lesson-Hurley, J. (2004). //The foundations of dual language instruction//, __Chapter 4__, Language Development. Lesson-Hurley, J. (2004). //The foundations of dual language instruction//, __Chapter 5__, Language Ability. Brisk, M. E., & Harrington, M. M. (2007). //Literacy and bilingualism: A handbook for ALL teachers//, __Chapter 5__ Approaches with Focus on Oral Discourse. Brisk, M. E., & Harrington, M. M. (2007). //Literacy and bilingualism: A handbook for ALL teachers//, __Chapter 6__ Approaches with Focus on Language.

Lesson-Hurley, J. (2004). //The foundations of dual language instruction//, __Chapter 3__, Aspects of Language. Lessow-Hurley, J. (2004). //The foundations of dual language instruction//, __Chapter 7__, Second Language Instruction.Reading,MA: Longman. Bielengerg, B., Wong-Fillmore, L. (2005). The English they need for the test. //Educational Leadership//. Brown, D. (2000). //Principles of language learning and teaching//. Chapter 1, First Language Acquisition. Pages 20-32 ; 70-73. Brown, D. (2000). //Principles of language learning and teaching//. Chapter 3, Age and Acquisition. Pages 49-57; 61-69. ERIC (2001) Language teaching methodology //ERIC Digest,// September. ERIC Development Team. (2000). What early childhood teachers need to know about language. //ERIC Digest//. ED447722. ERIC Development Team. (2000). What elementary teachers need to know about language. //ERIC Digest//. ED447721. Macrory, G. (2001). Language development: What do early years practitioners need to know? //Early Years//, //21//(1). Snow, C., & Hoefnagel-Hohle, M. (1977). Age differences in the pronunciation of foreign sounds. //Language and Speech//. //20//(4). Snow, C., & Hoefnagel-Hohle, M. (1978). The critical period for language acquisition: Evidence from second language learning. //Child Development//, 49. Wong-Fillmore, L. (2000). Loss of family languages: Should educators be concerned? //Theory into Practice.// //Children and Languages at School//. [Standards 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7] ||
 * **5. Supporting Minority Student Success**
 * **5. Supporting Minority Student Success**

Lesson-Hurley, J. (2004). //The Foundations of dual language instruction//, __Chapter 8__, Aspects of Culture. Lesson-Hurley, J. (2004). //The foundations of dual language instruction//, __Chapter 9__, Culture and Academic Success. Brisk, M. E., & Harrington, M. M. (2007). //Literacy and bilingualism: A handbook for ALL teachers//, __Chapter 2__, Working Effectively with Bilingual Students. Banks, Cookson, & Gay, G. (2001). Diversity within unity: Essential principles for teaching and learning in a multicultural society. //Phi Delta Kappan//. Casanova, U. (2003). Education, culture and power. A Review Essay. //CENTRO Journal//, //15//(1). Condemarín, M. (2002) Falsas concepciones sobre la competencia lingüística, los valores, y la cultura de los niños y niñas provenientes de familias pobres. //Lectura y Vida.// marzo. Cummins, J. Bismilla, V., & Chow, P. (2005). Affirming identity in multilingual classrooms. //Educational Leadership//, September. Gallimore, R., & Goldenberg, C. (2001). Analyzing cultural models and settings to connect minority achievement and school improvement research. //Educational Psychologist//, //36//(1), 45-56. García, G. G., & Beltrán, D. (2003). Revisioning the blueprint: Building for the academic success of English learners. In G.G. García (Ed.), //English Learners// (pp. 197-226).Newark,DE: International Reading Association. Green, P. (2003). The undocumented: Educating the children of migrant workers in America. //Bilingual Research Journal//, //27//(1). Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. //Theory into Practice,// //31//(2). Nieto, S. (2002). Language, culture, and teaching: Critical perspectives for a new century. Excerpt Chapter 9, //On Becoming American, An Exploratory Essay//.Lawrence Erlbaum Associates. Jiménez, R. (2001). It’s a difference that changes us: An alternative view of the language and literacy learning needs of Latina/o students. //The Reading Teacher//, //54//(8).

Smith, P., Jiménez, R., & Martínez, L. N. (2003). Other countries’ literacies: What U.S. educators can learn from Mexican schools. //The Reading Teacher//, //56//(8). Wong-Fillmore, L. (1990). Latino Families and the schools. //California// //Perspectives//. [Standards 1.1, 1.2, 2.2, 2.3, 2.5] ||
 * **6. Literacy and Bilingualism**

Freeman, Y., & Freeman, D. (2006). //Teaching reading and writing in Spanish and English in bilingual and dual language classrooms//. __Chapter 1__, The Context of Developing Literacy. Pérez, B., & Torres-Guzmán, M. (2003). //Learning in two worlds: An integrated Spanish/English// //biliteracy approach.// Allyn and Bacon. __Chapter 4.__ Early Years ofReading and Writing.

Pérez, B., & Torres-Guzmán, M. (2002). //Learning in two worlds: An integrated Spanish/English biliteracy approach//. __Chapter 6__, Literacy in the Content Area. Brisk, M. E., & Harrington, M. M. (2007). //Literacy and bilingualism: A handbook for ALL teachers,// __Chapter 7__, Approaches to Teaching Literacy in the Content Areas. Artiles, A., & Harrry, B. (2004). Addressing culturally and linguistically diverse students’ overrepresentation in special education: Guidelines for parents. Practitioner Brief Series. //National// //Center// //for Culturally Responsive Educational Systems//. Escamilla, K. (2000). Bilingual means two: Assessment issues, early literacy and Spanish- speaking children. Research Symposium. //OBEMLA//.U.S. Department of Education,WashingtonDC. La Celle-Peterson, M., & Rivera, C. (1994). Is it real for all kids? A framework for equitable assessment policies for English language learners. //Harvard Educational Review//, //64//(1), 55-75. Ramirez, D. (2000). Bilingualism and literacy: Problem or opportunity? A synthesis of reading research on bilingual students. Research Symposium. //OBEMLA//.U.S. Department of Education,WashingtonDC. Smith, P., Jiménez R., & Ballesteros, R. M. (2005). Hay una pedagogía nacional de la lecto-escritura?: Una mirada a la construcción social de lectores y escritores en México. //Lectura y Vida//, marzo. [Standards 2.2, 2.3, 2.5, 4.1, 4.2, 4.3] ||
 * **7. Literacy and Biliteracy: Effective Practices**

Freeman, Y., & Freeman, D. (2006). //Teaching reading and writing in Spanish and English in bilingual and dual language classrooms//. __Chapter 2__, A Word Recognition View ofReading. Freeman, Y., & Freeman, D. (2006). //Teaching reading and writing in Spanish and English in bilingual and dual language classrooms//. __Chapter 3__, A Sociopsycholinguistic View ofReading. Freeman, Y., & Freeman, D. (2006). //Teaching reading and writing in Spanish and English in bilingual and dual language classrooms//. __Chapter 4__, The history of literacy instruction in Spanish and English.

Brisk, M. E., & Harrington, M. M. (2007). //Literacy and bilingualism: A handbook for ALL teachers//, __Chapter 4__, Approaches with Focus onReading.

Barrera R., Jiménez, R. (2000) Literacy instruction for bilingual Latino students: Teacher’s experiences and knowledge. Early Literacy and Spanish-speaking children. Research Symposium. //OBEMLA//.U.S. Department of Education,WashingtonDC. Costa, M. (2006). Aprender a enseñar desde la alfabetización critica. Lectura y Vida. diciembre De la Colina, M. G., Parker, R., Lara-Alecio R. (2001) Intensive Intervention in Reading Fluency for At-Risk Spanish Readers. //Bilingual Research Journal//, //25//(4). Gambrel, L. (2004). El Papel de la conversación en el aula. Lectura y vida. December. García, E., (1991). Effective Instruction for Language Minority Children: //The Teacher Journal of Education//, //173//(2). Jiménez, R. (2002. Fostering the literacy development of Latino students. Focus on //Exceptional Children//, //34//(6). Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. //Modern Language Journal,// //73//, 440-464. Nathenson-Mejía, S., & Escamilla, K. (2003). Connecting with Latino children: Bridging cultural gaps with children’s literature. //Bilingual Research Journal,// //27//(1). Padrón, Y., Waxman, H., & Rivera, H. (2002). Educating Hispanic students: Effective instructional practices. //CREDE// Practitioner Brief # 5. Romo, V. (2002). Interpretaciones infantiles de los textos: Un desafío y una clave para la enseñaza. //Lectura y Vida//, julio. [Standards 2.2, 2.3, 2.5, 4.1, 4.2, 4.3] || Freeman, Y., & Freeman, D. (2006). //Teaching reading and writing in Spanish and English in bilingual and dual language classrooms//. __Chapter 7__, Effective Writing Instruction. Freeman, Y., & Freeman, D. (2006). //Teaching reading and writing in Spanish and English in bilingual and dual language classrooms//. __Chapter 8__, Stages and Levels of Writing Development. Pérez, B., & Torres-Guzmán, M. (2002). //Learning in two worlds: An integrated Spanish/English biliteracy approach//. __Chapter 5__, Developing Proficiency inReading and Writing. August, D., & Shanahan, T. (2006). Developing literacy in second-language learners. Report of the National Literacy Panel on Language Minority Children and Youth. Executive Summary. //CAL//,Lawrence Erlbaum & Associates. Brook, C., & Raphael, T. (2005). Windows to language, literacy, and culture. Insights from an English Language Learner. Chapter 3, Whole Group Discussion: Unique Challenges for English Language Learners. //International Reading Association//. Echevarría, J., & Short D.(2000). The sheltered observation protocol (SIOP). Paper. SIOP Institute Ferreiro, E. (2000). Readingand writing in a changing world. //Publishing Research Quarterly.// Fall. Ferreiro, R. (2005). El reto de la educación del siglo XXI: la generación N. Apertura: //Re////vista de Innovación//. Universidad de Guadalajara. Haynes, J. (2007). //Getting started with English language learners: How educators can meet the challenge. Chapter 1. Key Concepts of Second-Language Acquisition//. Alexandria, VA: Association for Supervision and Curriculum Development. Tankersley, K. (2005) //Literacy strategies for grades 4-12: Reinforcing the threads of reading//. Chapter 1. Motivating Struggling Readers. Association for Supervision and Curriculum Development. Tankersley, K. (2005). Literacy strategies for grades 4-12: Reinforcing the threads of reading. Chapter 5. Higher Order Thinking. Association for Supervision and Curriculum Development.
 * Brisk, M. E., & Harrington, M. M. (2007). //Literacy and bilingualism: A handbook for ALL teachers//, __Chapter 3__, Approaches with Focus in Writing.

[Standards 2.2, 2.3, 2.5, 4.1, 4.2, 4.3] || Pérez, B., & Torres-Guzmán, M. (2002). //Learning in two worlds: An integrated Spanish/English biliteracy approach//. __Chapter 7__, Assessment. Pérez, B., & Torres-Guzmán, M. (2003). //Learning in two worlds: An integrated Spanish/English biliteracy approach//. Allyn and Bacon.- __Chapter 3__, Biliteracy. Brisk, M. E., & Harrington, M. M. (2007). //Literacy and bilingualism: A handbook for ALL teachers//, __Chapter 9__, Learning from Student Performance. Escamilla, K., & Coady, M. (2001). Assessing the writing of Spanish-speaking students: Issues and suggestions. In J. Tinajero and Hurley (eds.), //Handbook for Literacy Assessment for Bilingual Learners//.Boston: Allyn & Bacon. Escamilla, K. (2006) Monolingual assessment and emerging bilinguals: A case study in the U.S., In García O., Skutnabb-Kangas T. & Torres- Guzmán (eds.), //Imagining Multilingual Schools//.Ch. 9. Multilingual Matters Ltd.Clevedon,England. August D., Calderon M., & Carlo, M. (2001). The transfer of skills from Spanish to English: A study of young learners, //NABE News,// (March/April). Calderón, M., Hertz-Lazarowitz, R., & Slavin, R. (1998). Effects of bilingual cooperative integrated reading and composition on students making the transition from Spanish to English reading. //Elementary School Journal//, //99//, 153-165. Durgunoglu, A., & Öney, B. (2000). Literacy development in two languages: Cognitive and sociocultural dimensions of cross-language transfer. A Research Symposium on high standards in reading for students from diverse language groups: //Research, Practice & Policy//.Washington,DC: Office of Bilingual Education and Minority Languages Affairs. United States Department of Education. Hakuta K., & August D. (1998). //Educating language-minority children//. Chapter 2. Bilingualism and second language learning, Pages 11-20. National Research Council Institute of Medicine,NationalAcademy Press,WashingtonDC. [Standards 2.2, 2.3, 2.5, 5.1, 5.2, 5.3] ||
 * **8. Literacy and Biliteracy: Transitions, Transfer and Assessment**
 * **9. Literacy and Biliteracy: Early Intervention**

Cheung A., & Slavin, R. E. (2005). Effective reading programs for ELLs and other language minority students. //Bilingual Research Journal, 29//(2). 241-267.

Freeman, Y., & Freeman, D. (2006). //Teaching reading and writing in Spanish and English in bilingual and dual language classrooms//. __Chapter 6__, A Principled Approach to TeachingReading. Brisk, M. E., & Harrington, M. M. (2007). //Literacy and bilingualism: A handbook for ALL teachers//, __Chapter 8__, Individualized and Small Group Instruction. Alanís I., Munter J., & Villamil-Tinajero J. (2003). Preventing reading failure for ELLs: Interventions for struggling first grade L2 students. //NABE Journal of Research and Practice//. Winter, 92-109. Saunders, W., & Goldenberg, C. (1999). The effects of instructional conversations and literature logs on the story comprehension and thematic understanding of English proficient and limited English proficient students (Research Rep. No. 6). Washington, DC, and Santa Cruz, CA: //Center for Research on Education, Diversity & Excellence.// Smith, C. (2000). Second Language Learners: Writing. ERIC Topical Bibliography and Commentary, //ERIC Clearinghouse on Reading, English, and Communication//. [Standards 2.2, 2.3, 2.5, 4.1, 4.2, 4.3] || Freeman, Y., & Freeman, D. (2006).//Teaching reading and writing in Spanish and English in bilingual and dual language classrooms//. __Chapter 5__, Methods of TeachingReading in Spanish. Freeman, Y., & Freeman, D. (2006). //Teaching reading and writing in Spanish and English in bilingual and dual language classrooms//. __Chapter 7__, PuttingReading and Writing Together to Develop Biliterate and Bicultural Students. Pérez, B., & Torres-Guzmán, M. (2002). //Learning in two worlds: An integrated Spanish/English biliteracy approach//, __Chapter 8__, Resources. ||
 * **10. Literacy and Biliteracy: Putting All Together**
 * **10. Literacy and Biliteracy: Putting All Together**