American Indian and Alaskan Native
Faircloth, S., & Tippeconnic, J. W. (2010). The dropout/graduation crisis among American Indian and Alaska Native Students: Failure to respond places the future of Native peoples at risk. The Civil Rights Project. Retrieved from http://civilrightsproject.ucla.edu/research/k-12-education/school-dropouts/the-dropout-graduation-crisis-among-american-indian-and-alaska-native-students-failure-to-respond-places-the-future-of-native-peoples-at-risk/faircloth-tippeconnic-native-american-dropouts.pdf
This paper examines the graduation/dropout crisis among American Indian and Alaska Native students using data from the seven states with the highest percentage of American Indian and Alaska Native students as well as five states in the Pacific and Northwestern regions of the United States.
WIDA. (2014). WIDA focus on: American Indian English language learners. Retrieved from https://www.wida.us/professionaldev/educatorresources/focus.aspx
This publication examines the American Indian EL population and provides guidelines for teachers working with this specific group of students.
Early Childhood – Dual Language Learners
Nemeth, K. (2014). Young dual language learners. Philadelphia, PA: Caslon Publishing.
This book provides expert responses to questions asked by early childhood and elementary education administrators and preschool directors regarding educating young children who are ELs.
Neuman, S. & Wright, S (2013). All about words: Increasing vocabulary in the Common Core Classroom, PreK-2. New York, NY: Teacher’s College.
This book provides both a research-based consideration of the vocabulary teaching problem, and lots of practical insights into how to teach and otherwise expand children’s early language development, especially with informational texts.
WIDA. (2014). Early years programs: Supporting dual language learners. Retrieved from https://www.wida.us/professionaldev/educatorresources/focus.aspx
This publication provides suggestions for effective practices in supporting and instructing young Dual language learners. It also offers a tool for the leaders and practitioners to reflect on current practices.
ELs with Disabilities (Dually Identified ELs)
Hamayan, E., Marier, B., Sánchez-López, C., & Damico, J. (2013). Special education considerations for English language learners: Delivering a continuum of services. Philadelphia, PA: Caslon Publishing.
p style=”font-weight: 400; font-size: 14px;”>This book helps special education professionals learn how to assess the specific nature of an EL’s learning challenges, create a continuum of appropriate interventions, and measure the EL’s response to interventions.
NCELA. (2011, Spring). English learners with special needs, 3.3. Retrieved from http://ncela.us/accellerate/spring2011/
This publication includes a combination of articles that offer theory, research, and practice which address the characteristics of English learners with special needs (ELSN), effective intervention practices, and recommendations for professional development.
Stein, J. (2011). The case for collaboration: Integrating information on English learners and special education in teacher preparation programs. Multicultural Education, 19, 35-40. Retrieved from http://files.eric.ed.gov/fulltext/EJ955943.pdf
This article is a brief compilation of classroom observations. It includes the proposition that a study of the classroom teacher’s role in the pre-referral and referral process, especially in relation to EL, should be included in teacher preparation programs in collaboration with special education professionals.
Gifted and Talented ELs
Harris, B., Plucker, J. A., Rapp, K. E., & Martinez, R. S. (2009). Identifying gifted and talented English language learners: A case study. Journal for the Education of the Gifted, 32(3), 368–393. Retrieved from http://www.eric.ed.gov/PDFS/ EJ835865.pdf
This publication relates to a study that describes GT/ELL identification practices based on an in-depth case study of one diverse school district in the Midwest. School personnel, parents, and students participated in separate semi-structured group interviews about their experiences regarding GT/EL identification.
Long Term English Learners (LTELs)
Calderon, M. E. & Minaya-Rowe, L. (2011). Preventing long-term ELs: Transforming schools to meet core standards. Thousand Oaks, CA: Corwin.
This practical guidebook’s 10 components for success will help educators at all levels close achievement gap that exists for ELs who struggle with academic content throughout their school years.
Olsen, L. (2014). Meeting the unique needs of long term English language learners. Washington, DC: National Education Association. Retrieved from http://www.nea.org/assets/docs/15420_LongTermEngLangLearner_final_web_3-24-14.pdf
This publication highlights best practices that meet the unique educational needs of Long Term English Learners.
Students with Interrupted Formal Education (SIFE)
New York State Education Department. (2011). Guidelines for educating limited English proficient students with interrupted formal education (LEP/ELL SIFES). Retrieved from: http://www.p12.nysed.gov/biling/docs/NYSEDSIFEGuidelines.pdf
This guide from the New York State Education Department presents information on working with long term ELs and ELs who are students with interrupted formal education (SIFE).
Robertson, K., & Lafond, S. (2008). How to support ELL students with interrupted formal education (SIFEs). Retrieved from http://www.colorincolorado.org/article/27483/
This article provides a profile of SIFEs and their needs, recommendations of best practices, and examples of the kinds of quality support that will accelerate their academic achievement.
WIDA. (2015) SLIFE: Students with limited or interrupted formal education. Retrieved from https://www.wida.us/professionaldev/educatorresources/focus.aspx
This publication focuses on the unique strengths and needs of SLIFE and explores academic and socio-emotional factors that may affect this group of ELs. It emphasizes the benefits of building community partnerships and provides a checklist of considerations for planning and delivering instruction to support the academic and linguistic development of these students.