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Judith Simons - Quality ESL Programs: An Administrators Guide

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Judith Simons Quality ESL Programs: An Administrators Guide

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This book is the first and only comprehensive guide for administrators building ESL programs. The guide provides insight into the development, administration, and evaluation of programs for ESOL students. It stresses the importance of facilitating policy decisions and creating a solid infrastructure for quality programming. The variety of integrated perspectives presented enables administrators to better make valid, grounded decisions related to the education of their increasing numbers of culturally and linguistically diverse (CLD) students.

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Table of Contents Appendixes Appendix A Selected Studies and Position - photo 1
Table of Contents

Appendixes
Appendix A
Selected Studies and Position Papers Comparing Native-Language Instruction (Bilingual-Education) Programs to Structured-Immersion Programs

Baker, K. (1987). Comment on Willigs A meta-analysis of selected studies on the effectiveness of bilingual education. Review of Educational Reseach, 57, 276282.

Baker, K., & DeKanter, A. (1981). Effectiveness of bilingual education: A review of the literature. Washington, DC: U.S. Dept. of Education, Office of Planning, Budget and Evaluation.

Danoff, M. N., Coles, G.J., McLaughline, D. H., & Reynolds D.J. (1977). Evaluation of the impact of ESEA Tide VII Spanish /English Bilingual Education Programs (Vol. 1, Study Design and interim findings). Palo Alto, CA: American Institute.

Donovan, R. H. & Hodson J. K. (1995). Espanol aumentivo: A transitional bilingual education program for secondary Hispanic preliterates, Evaluation Report, Year IV (ED3888045).

Genesee, F. (1985). Second language learning through immersion: A review of U.S. programs. Review of Educational Research, 55, 541561.

OMalley, J. M. (1978). Review of the evaluation of impact of ESEA Title VII Spanish/English Bilingual Education Programs. Bilingual Resources, 1, 610.

Rossell, C. (1998). Mystery on the bilingual express: A critique of the Thomas and Collier study. READ Perspectives, 2, 6578.

Russell, G., & Woodward, J. (1995). A longitudinal study of transitional and immersion bilingual programs in one district. Elementary School Journal , .

Secada, W. (1987). This is 1987, not 1980: A comment on a comment. Review of Educational Research , , 377384.

Tobias, R. (1994). Education progress of students in bilingual and ESL programs: A longitudinal study, 19901994, OER Report (ED 378817).

Willig, A. (1985). A meta-analysis of selected studies on the effectiveness of bilingual education. Review of Educational Research, 55, 269317.

Willig, A. (1987). Examining bilingual education research through meta-analysis and narrative Review: A response to Baker. Review of Educational Research 57, 362376.

Yates, J. R., & Ortiz, A. A. (1983). Baker and de Kanter review: Inappropriate conclusions of the efficacy of bilingual education. NABE Journal, 7, 377384.

Appendix B
State-by-State Contact Person and Program Mandates for ESOL Students
Contact PersonProgram Mandates
Alabama
Diane CourtneyNo Mandate
(334) 242-9700
Alaska
Anne KesslerBilingual/bicultural education. Mandate for districts with 8 or more LEP students, students who are English proficient but speak another language. Districts may apply for waiver.
(907) 465-8716
Arizona
Nancy MendozaAll schools must provide either bilingual or ESL programs for all LEP students.
(602) 542-3204
Arkansas
Andre GuerroNo mandate. State requires all courses be taught in English, but school districts may establish ESL programs.
(501) 682-4213
California
Leroy HammSchools having at least 10 LEP students who speak one language must provide a program.
(916) 657-3699
Colorado
Dr. Roger MartinezAll instruction must be conducted in English, except LEP transitional programs, which may be ESL or bilingual.
(303) 866-6771
Connecticut
George DeGeorgeAny school or school district with 20 or more LEP students who speak a single language must provide a bilingual program. Three-year limit on TBE programs.
(860) 566-2169
Delaware
Sister Margie LovelandNo statute or regulations. By law, English is the only language of instruction.
(302) 739-2770
Florida
Bernardo A. GarciaEither an ESL or bilingual program must be provided if15 students speak the same language in a school.
(904) 487-4495
Georgia
Beth ArnowSchools must provide programs for LEP students designed to develop English skills and American culture concepts for participation in regular classroom instruction.
(404) 656-4495
Hawaii
Dr. Alan RamosBoth ESL and bilingual education programs are allowed.
(808) 733-4495
Idaho
Irene ChavollaEnglish required as language of instruction, but transitional programs may be provided for children who do not speak English at home. A consent decree requires a uniform, comprehensive, and appropriate program statewide.
(208) 332-6907
Illinois
Rene ValencianoAll students must be served by either a transitional bilingual education program or a transitional program. Any school that has 20 or more students who speak one language must have a TBE program. Any school with fewer than 20 students speaking a single language must have a transitional program.
(314) 814-3986
Indiana
Darlene SlabySchool districts must provide bilingual/ bicultural programs for students whose L1 is not English, who speak another language more often than English, or who live in a home where the language spoken most often is not English. Program goal is to assist students in reaching their full academic achievement and to preserve awareness of cultural and linguistic heritage.
(317) 232-0555
Iowa
Dan ChavezNo mandate. Code allows for TBE and/or ESL programs.
(515) 281-3805
Kansas
Kimberley KreikerSchools required to establish program for LEP students that integrates them into regular educational programs. Schools may enter into a small multidistrict arrangement to share program costs.
(913) 296-7929
Kentucky
Nancy LaCountNo statutes or regulations.
(502) 564-2672
Louisiana
Sally M. TylerNo statutes or regulations.
(504) 342-3454
Maine
Dr. Barney BerubeState law requires English as the language of instruction, but permits bilingual or ESL programs for LEP students.
(207) 287-5984
Maryland
Jill BayseState law establishes guidelines for creating both bilingual and ESL programs. Each school must establish one of the two for LEP students.
(410) 767-0344
Massachusetts
Tony DelorenzoAny school district with 20 or more LEP students at any grade level of a particular language group must offer a TBE program. BE programs may include English-proficient students. Multigrade classrooms with up to a 4-year age spread are permitted. Districts may petition to waive this requirement due to hardship.
(617) 388-3300
Michigan
Jesus SolisSchools required to provide ESL or bilingual programs, but only bilingual programs receive funding.
(517) 373-4580
Minnesota
Joyce BiaginiState does not require bilingual or ESL programs, but any district with either program is required to prevent LEP student isolation for any substantial part of school day, and to facilitate integration into nonverbal subjects such as art, music, and PE.
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