Book

The Geneseo Migrant Center sponsors a bibliographic library which serves as an introduction to migrant farmworker literature, both fiction and non-fiction. These resources may be useful inside the classroom, for research or to increase understanding of the migrant experience in other areas. As of May, 2008 there were 170 authors and 192 books listed.

Judie Haynes' book Getting Started with English Language Learners: How Educators Can Meet the Challenge offers numerous strategies for boosting the achievement of English language learners. According to the publisher, Haynes, a teacher with 26 years of experience, uses scenarios from actual classrooms to illustrate ideas and advice readers can use right away, including:

• six key concepts and six common myths of second language acquisition;
• five stages of language acquisition and what to do at each;
• four stages of culture shock that newcomers go through before they become comfortable with the language;
• how to know when an ELL student is ready to speak;
• how to match instruction to ELL learning styles and thinking skills;
• main challenges that ELL students face in learning reading, writing, math, science, and social studies;
• how to use differentiated instruction, flexible grouping, and other essential practices for ELL students; and
• what to do for ELL students during the first weeks of school.

Citation: Haynes, J. (2007). Getting started with English language learners: How educators can meet the challenge. Alexandria, VA: Association for Supervision and Curriculum Development.

How can educators distinguish between learning disabilities and language difficulties? Historically in the United States, there has been a tendency to refer English language learners (ELLs) inappropriately to special education. This has led to the overidentification of ELLs as having special education needs and a disproportionate representation of ELLs in special education.

In this book, Debbie Miller focuses on how best to teach children strategies for comprehending text. She leads the reader through the course of a year showing how her students learn to become thoughtful, independent, and strategic readers. Through explicit instruction, modeling, classroom discussion, and, most important, by gradually releasing responsibility to her students, Debbie provides a model for creating a climate and culture of thinking and learning.