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Durgunoglu, A. Y., & Öney, B. (2000). Literacy development in two languages: cognitive and sociocultural dimensions of cross-language transfer. Paper presented at the A Research Symposium on High Standards in Reading for Students From Diverse Language Groups: Research, Practice & Policy, Washington DC.
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Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2005). English language learners in U.S. schools: An overview of research findings. Journal of Education for Students Placed at Risk, 10(4), 363-385.
Genesee, F., Paradis, J., Crago, M. (2004). Dual Language development and disorders: A handbook on bilingualism and second language learning. Baltimore, MD: Brookes Publishing.
Gold, N. (2006). Successful bilingual schools: Six effective programs in California. San Diego, CA: San Diego County Office of Education.
Goldenberg, C. (2006) Improving Achievement for English learners: What the research tell us. Education Week, 25(43), 34-36.
Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say [Electronic Version]. American Educator, 32, 8-19, 22-23, 42-44. Retrieved September 2, 2008, from http://www.aft.org/pubs-reports/american_educator/issues/summer08/goldenberg.pdf.
Griego-Jones, T. (1994). Assessing students' perceptions of biliteracy in two way bilingual classrooms [Electronic Version]. The Journal of Educational Issues of Language Minority Students, 13, 79-93. Retrieved November 14, 2006, from http://www.ncela.gwu.edu/pubs/jeilms/vol13/assess13.htm.
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Howard, E., Lindholm-Leary, K., Sugarman, J., Christian, D., and Rogers, D. 2005. Guiding Principles for Dual Language Education. Washington, DC: Center for Applied Linguistics.
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Lavadenz, M. (2003). Think Aloud Protocols:Teaching Reading Processes to Young Bilingual Students. ERIC Digest EDO-FL-03-14. Center for Applied Linguistics: Washington, D.C.
Lavadenz, M. (2005). “Como hablar en silencio (Like speaking in silence): Issues in language, culture and identity of Central Americans in Los Angeles”. In: A.C. Zentella, (Ed.). Language and Literacy Practices in Latino Families and Communities. Teachers College Press: NY.
Lindholm, K.J. (1991). Theoretical assumptions and empirical evidence for academic achievement in two languages. Hispanic Journal of Behavioral Sciences, 13(1), 3-17.
Lindholm, K.J., & Aclan, Z. (1991). Bilingual proficiency as a bridge to academic achievement: Results from bilingual/immersion programs. Journal of Education, 173(2), 99-113.
Lindholm-Leary, K. 2005. Review of Research and Best Practices on Effective Features of Dual Language Education Programs. Washington, DC: Center for Applied Linguistics. Retrieved March 27, 2007, from http://www.lindholm-leary.com/resources/review_research.pdf.
Lindholm-Leary, K.J. (2001). Dual Language Education. Clevedon, England: Multilingual Matters.
Lindholm-Leary, K.J., & Borsato, G. (2001). Impact of two-way bilingual elementary programs on students’ attitudes toward school and college. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence.
Martínez-Roldán, C. M., & Malavé, G. (2004). Language ideologies mediating literacy and identity in bilingual contexts [Electronic Version]. Journal of Early Childhood Literacy, 4, 155-180. Retrieved November 9, 2006, from the SAGE Premier database.
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Petitto, L.A., & Dunbar, K. (2004). Proceedings from Conference on Building usable Knowledge in Mind, Brain, & Education ’04: New Findings from Educational Neuroscience on Bilingual Brains, Scientific Brains, and the Educated Mind. Cambridge, MA: Harvard Graduate School of Education.
Stuart-Smith, J. & Martin, D. (1997). Investigating literacy and pre-literacy skills in Punjabi/English schoolchildren. Educational Review, 49(2), 181-197.
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Frameworks for Teaching, Teacher Preparation, and Professional Development
Calderon, M. (1997). Staff Development in Multilingual Multicultural Schools. ( Report No. EDO-UD-97-5). New York, NY: ERIC Clearinghouse on Urban Education. (ERIC Document Reproduction Service No. ED410368).
Fitzgerald, J., & Graves, M. (2005). Reading supports for all. Educational Leadership, 62(4), 68-71.
Gandara, P., Maxwell-Jolly, J., & Driscoll, A. (2005). Listening to teachers of English language learners: A survey of California teachers’ challenges, experiences, and professional development needs. Santa Cruz, CA: Center for the Future of Teaching and Learning. (ERIC Document Reproduction No. ED491140).
Joint Policy Committee. (2001). Success for English language learners: Teacher preparation policies and practices. Teacher Education Quarterly, 28(1), 199-208.
MacGillivray, L., & Rueda, R. (2003). Listening to inner city teachers of English language learners: Differentiating literacy instruction. Washington, DC: Office of Educational Research and Improvement. (ERIC Document Reproduction No. ED479984).
Menkart, D. (1993). Multicultural education: Strategies for linguistically diverse schools and classrooms. NCBE Program Information Guide Series, 16. Retrieved March 27, 2007, from http://www.ncela.gwu.edu/pubs/pigs/pig16.htm.
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WestEd. (2004). A framework for teaching English learners. R&D alert: A publication of WestEd, 6(3), 1, 8-9.
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Classroom Practices/ Teaching Strategies
Baker, P. B., & Digiovanni, L. W. (2005). Narratives on culturally relevant pedagogy: Personal responses to the standardized curriculum [Electronic Version]. Current Issues in Education, 8. Retrieved April 1, 2008, from http://cie.asu.edu/volume8/number22/index.html.
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Teacher Efficacy
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York, NY: Freeman.
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21st Century Skills
Baldrige National Quality Program. (2000). Education criteria for performance excellence. Retrieved February 21, 2007, from http://www.quality.nist.gov/Education_Criteria.htm.
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School Reform
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Darling-Hammond, L. (2001). The right to learn: A blueprint for creating schools that work. Indianapolis, IN: Jossey-Bass Publishers.
Del Vecchio, A., Guerrero, M., Gustke, C., Martinez, P., Navarrete, C., Nelson, C., et al. (1994). Whole-school bilingual education programs: Approaches for sound assessment. NCBE Program Information Guide Series(18), 1-4.
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Gandara, P. (1994). The impact of education reform movement on limited English proficient students. In B. McLeod (Ed.), Language and learning: Educating linguistically diverse students. Albany: SUNY Press.
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Nieto, S. M. (2003). Profoundly multicultural questions. Educational Leadership, 60(4), 6-10.
Olsen, L. (2006). Ensuring Academic Success for English Learners. University of California Linguistic Minority Research Institute Newsletter, 15(4), 1-7.
Olsen, L., Chang, H., De La Rosa Salazar, D., Leona, C., Perez, Z., McClain, G., et al. (1994). The unfinished journey: Restructuring schools in a diverse society. San Francisco, CA: California Tomorrow.
Parent/Community
Banks, James. (2003). Teaching strategies for ethnic studies (7th ed.). Boston: Allyn & Bacon.
Chang, J. (2001). Scaffold for school-home collaboration: Enhanced reading and language development. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence. Retrieved March 27, 2007 from http://repositories.cdlib.org/cgi/viewcontent.cgi?article=1084&context=crede
Cochran, M. & Dean, C. (1991). Home-school relations and the empowerment process. The Elementary School Journal. 91(3), 261-269.
Cummins, J. (1996). Negotiating identities: Education for empowerment in a diverse society. Ontario, CA: California Association for Bilingual Education.
Genesee, F. (1994). Educating second language children: The whole child, the whole curriculum, the whole community. Cambridge, MA: Cambridge University Press.
McCaleb, S. (1997). Building communities of learners: A collaboration among teachers, students, families, and community. New Jersey : Lawrence Erlbaum Associates.
Moll, L.C., Armanti, 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), 132-141.
Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York, NY: Columbia University Teachers College Press.
Olsen, L., Bhattacharya, J., Chow, M., Dowell, C., Jaramillo, A., & Pulido Tobiassen, D., et al. (2001). And Still We Speak…Stories of Communities Sustaining and Reclaiming Language and Culture. Oakland, CA: California Tomorrow.
Ramirez, J.D., & Douglas, D. (1988). Language minority parents and the school: Bridging the gap. Sacramento, CA: Department of Education Office of Bilingual Bicultural Education.