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criteria, and program evaluation, as well as to special education programs, gifted and talented, and other special programs. OCR does not require or advocate a particular program of instruction for ELL students and nothing in federal law requires one form of instruction over another. Under federal law,
Lesson planning helps English as a second language (ESL), adult basic education (ABE), adult secondary education (ASE), and other instructors create a smooth instructional flow and scaffold instruction for learners. The Lesson Planning Process Before the actual delivery of a lesson, instructors engage in a planning process.
fied teachers (Slavin et al., 2011), the research literature sug-gests that high-quality professional development (PD) is a key ingredient of effective tutoring programs (U.S. Depart-ment of Education, 2001), programs providing dual-lan-guage instruction (Boyle, August, Tabaku, Cole, & Simpson-Baird, 2015), and reading programs for struggling
The Office for Civil Rights (OCR), U.S. Department of Education developed these materials in response to requests from school districts for a reference tool to assist them through the process of developing a comprehensive English language proficiency or English language learners (ELL) n1 program.
Part II: Developing ELL Programs. Plan Development. To be effective, an ELL plan needs to be comprehensive. It should address each aspect of the district's program for all ELL students, at all grade levels, and at all schools in the district. To ensure its ongoing value, it needs to be viewed by district staff as containing useful information.
Teachers of Spanish and Portuguese (2000) has published a handbook for K-16 teachers that includes a list of 29 secondary- and college-level SNS textbooks. The National Foreign Language Center, in collaboration with the Center for Applied Linguistics (CAL), has developed an extensive bibliography of textbooks and materials
Spanish-speaking immigrants and Americans of Hispanic descent whose families came from Central America, Cuba, Mexico, Puerto Rico, and South America. The inclusion of Spanish-speaking students in foreign language classes places additional demands on teachers, who may be prepared to teach only speakers of English. As a result, a
Included with these materials are an overview, a guide to developing ELL programs, suggestions for program evaluation, a glossary of specialized terms used in ELL education, a resource list including Web sites, and a series of ELL program flow charts. (Contains 29 resources.) (KFT)