ESL-7600

Adekile, A. (2012). Achievement gap. In J. A. Banks (Ed.), Encyclopedia of diversity in education (Vol. 1, pp. 17-21). SAGE Publications, Inc., https://www-doi-org.proxy1.ncu.edu/10.4135/9781452218533.n7
This resource explains the issue of the achievement gap, which is a crucial problem not only for ELL students in US K-12 public schools but also for various diverse groups, some of which can often intersect.

Frank, M. A. (Practitioner). (2015). Bilingual education [Video]. SAGE Knowledge. https://www-doi-org.proxy1.ncu.edu/10.4135/9781506314747
This video (3:15) highlights practice-based ideas for Bilingual Education from the perspective of a seasoned teacher.

(2009). Children left behind [Video]. SAGE Knowledge. https://www-doi-org.proxy1.ncu.edu/10.4135/9781529731583
This resource video (46:57) explores how standardized testing can be a large issue and hurdle in teaching ELL students in U.S. public schools. Watch Chapter 1 – Children Left Behind. There are other videos (chapters) in the series if you’d like to explore them as well.

Robins, K. N., Lindsey, R. B., Terrell, R. D., Lindsey, D. B. (Academics). (2015). Culturally proficient instruction [Video]. SAGE Knowledge. https://www-doi-org.proxy1.ncu.edu/10.4135/9781506321073
This resource video (46:35) provides essential and broad understanding of how culturally responsive teachers fall on an ongoing continuum and how culturally responsive pedagogy can be nurtured in schools. Note that the terms culturally responsive/competent and culturally proficient generally overlap for this video.

Ovando, C., & Gabaldón, S. (2012). English language learners, redesignated. In J. A. Banks (Ed.), Encyclopedia of diversity in education (Vol. 1, pp. 789-789). SAGE Publications, Inc., https://www-doi-org.proxy1.ncu.edu/10.4135/9781452218533.n250
This resource explains how the classification of ELL students into categories and levels in schools varies a lot by state and locale in the U.S. Consider the various nuances, proficiency levels, ELL placement issues, etc., as well as their corresponding impacts.

Mitchell, C. (2019, October 30). “English-Only” laws in education on verge of extinction; Arizona, the last one, on verge of repealing its law. Education Week, 39(11), 1.
This resource explores the ongoing debate on “English-Only” laws in some U.S. states and how that issue affects ELL students.

González, J. (2008). English or content instruction. In J. M. González (Ed.), Encyclopedia of bilingual education (pp. 270-271). SAGE Publications, Inc., https://www-doi-org.proxy1.ncu.edu/10.4135/9781412963985.n108
This resource explores the importance of both language and content area outcomes and how an imbalance (sometimes due to political and social issues/trends) can affect ELL students. The historical understanding behind this issue is crucial in considering social, political, and educational issues facing ELL students and their teachers.

The truth behind the 'tiger mother' stereotype in Australian schools. (2020, May 31). Sunday Age [Melbourne, Australia], 20. https://link.gale.com/apps/doc/A625235254/STND?u=nu_main&sid=ebsco&xid=c4ee528f
This resource describes the various schooling experiences of Asian migrant students in Australia. As you read, consider how cultural and linguistic diversity and societal expectations shape experiences for learners in various contexts and from various backgrounds.