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  • Becker, H. (2001). Teaching ESL K-12: Views from the Classroom. Boston: Henle & Henle.
  • Corson, D. (1999). Language Policy in Schools: A Resource for Teachers and Administrators. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Diaz-Rico, L. & Weed, K. (2002). The Crosscultural, Language, and Academic Development Handbook. Boston: Allyn & Bacon.
  • Herrell, A. & Jordan, M. (2004). Fifty Strategies for Teaching English Language Learners, Second Edition. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
  • Maitland, K. (1997). Adding English: Helping ESL Learners Succeed. Torrence, CA: Good Apple.
  • O’Malley, J. & Valdez-Pierce, L. (1996). Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Longman
  • Opitz, M.(ed.) (1998). Literacy Instruction for Culturally and Linguistically Diverse Students. Newark, DE: International Reading Association.
  • Peregoy, S. & Boyle, O. (2001). Reading, Writing, and Learning in ESL. New York: Addison-Wesley.
  • United States Congress (2002). Public Law 107-110 (No Child Left Behind Act). Retrieved April 22, 2004, from the United States Department of Education website,
  • Valdez-Pierce, L. (2003). Assessing English Language Learners. National Education Association.

Resource Guide for Working with ESL Students
Who are English Language Learners? What does legislation say about educating and assessing ELLs? The Politics of Language What patterns does English language development typically follow? What are common program models for ESL education? What does the ESL specialist need from me? How can I support ELLs in my classroom? Conclusion Resources Appendix 1: Declaration of Rights for Parents of English Language Learners under No Child Left Behind Appendix 2: Legislation of the 108th Congress concerning Foreign Languages and International Education Appendix 3: Six Levels of Minority Language Policy