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A Bibliography of Additional Readings in Diversity

Compiled by J.S. Damico

Summer 2014

CODI 590

The bibliography listed below contains some of the better readings that I have been exposed to in

the areas of multi-cultural/multilingual/diversity research and practice. I have selected some of

the important historical pieces, some of the best explanatory pieces, and some of the most

influential pieces that I know. However, I have only provided those pieces that I have read so be

aware that this listing is limited. With some of these I have provided annotations. Please also

note that dividing articles, chapters, and books into categories is very difficult since many fit into

several categories. I have arbitrarily divided many this way….

Diversity Issues (General) Bialystock, E. (2001). Bilingualism in development: Language, literacy, and cognition.

Cambridge: Cambridge University Press. A really excellent book for overview. Hard to decide

under which category to place this one. An excellent starting text.

Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy.

Clevedon: Multilingual Matters. Perhaps the most influential book in the field of special education

and diversity. Cummins’ first book and a great overview – even now. Cummins, J. (1989). Empowering minority students. Sacramento, CA: California Association of

Bilingual Education. As with much of Cummins work, a really excellent take on the issues. Of all of Jim’s work, this is my personal favorite…and that is saying a lot. More on the affective issues and an up-date on his first book.

Cummins, J. (2000). Language, power and pedagogy. Bilingual children in the crossfire.

Clevedon: Multilingual Matters, Ltd. An up-date on Cummins book. A strong book but some

duplication of the earlier ones.

Damico, J.S. (1993). Synergy in applied Linguistics: Theoretical and pedagogical implications.

In F. Eckman (Ed.), Confluence: Linguistics, L2 Acquisition, and Speech Pathology. (pp.

195-212). Amsterdam: John Benjamins Publishing Company. My overview/comparison for

development of ESL and SLP as fields of inquiry in language learning.

Damico, J.S. & Damico, S.K. (1993). Language and social skills from a diversity perspective:

Considerations for the speech-language pathologist. Language, Speech, and Hearing

Services in Schools, 24, 236-243.

Damico, J.S. and Hamayan, E.V. (1992). Multicultural language intervention: Addressing

culturally and linguistically diverse issues. Chicago, IL: Riverside Publishing CO.

Damico, J.S., Smith, M., & Augustine, L.L. (1996). Multicultural populations and childhood

language disorders. In M. Smith and J.S. Damico (Eds.) Childhood language disorders

(pp. 272-299). New York: Thieme Medical Publishers, Inc.

Damico, S.K. & Damico, J.S. (1995). The impact of diversity on academic skills: Considerations

for the speech-language pathologist. The NSSLHA Journal, 22, 72-80.

deJong, E. (1986). The bilingual experience. Cambridge: Cambridge University Press. One of my personal favorite books on bilingualism. deJong is a really good writer and this books was so well crafted with (what was then) the best up-to-date research.

deJong, E. (2011). Foundations for multilingualism in education. Philadelphia: Caslon Press. One

of a number of really excellent pedagogically oriented books from Caslon (my diversity publisher and a personal favorite). This one is really more of an overview and designed for classroom education

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courses…..but a really fine overview.

Garcia, E.E. & Garcia, E.H. (2012). Understanding the language development and early

education of Hispanic children. New York: Teachers College Press. Fairly new and I have not read it all but so far so good. Eugene Garcia always writes well and has excellent theoretical and empirical support. Chapters 5, 6 &7 are especially good and practical.

Hamayan, E.V. & Damico, J.S. (1991). Developing and using a second language. In E.V.

Hamayan & J.S. Damico (Eds.) Limiting bias in the assessment of bilingual students. (pp.

39-76) Austin: PRO-ED A general overview of L2 principles written for SLPs and with a clinical spin.

When written, we wanted it to reflect some of the issues that SLPs were dealing with back in the 1980s and early 1990s.

Hamayan, E.. & Freeman Field, R. (2012). English Language Learners at School: A guide for

administrators. (2nd Edition). Philadelphia: Caslon. A collection of 80+ specific questions

answered by experts from across the ELL professionals. A great resource.

Hamayan, E.V., Sanchez-Lopez, C., Damico, J.S., & Marler, B, (2013). Special education

considerations for English language learners: A handbook for intervention teams.

(Revised and Expanded 2nd

Edition) Philadelphia, PA: Caslon, Inc. You have a PDF of this book and we will discuss and read some chapters….you can be the judge

Kelley, A., & Kohnert, K. (2012). Is There a Cognate Advantage for Typically Developing

Spanish-Speaking English-Language Learners? Lang Speech Hear Serv Sch, 43(2),

191-204. I think Kohnert is doing the best SLP work in L2 right now. This is only one of her excellent

pieces.

Wong-Fillmore, L. (1991). Second language learning in Children: A model of language

learning in social context. In E. Bialystok (Ed.) Language Processing by Bilingual

Children. (49-69) Cambridge: Cambridge University Press. Nearly everything Wong-Fillmore

writes is worth reading. His is an excellent example of her clarity on the topic of social influence.

SECOND LANGUAGE ISSUES

Second Language Acquisition Theory Anderson, J.R. (1995). Learning and memory: an integrated approach. New York: Wiley.

Much of the neo-behaviorism in SLA and the processing models originally came from Anderson’s work and this particular book is widely cited in many of those writings.

Asher, J. (1972). Children’s first language as a model for second language learning. Modern

Language Journal, 56 (3), 133-139. A classical and very influential paper (albeit very short).

Atkinson, D. (2011). Alternative approaches to second language acquisition. New York:

Routledge. The most recent collection of the leading L2 theories from a socio-cultural and socio-

cognitive perspective. The six theoretical versions are mainly written by the leading advocates of these theories. It is fair and clear presentation of each of these.

Atkinson, D. Churchill, E. Nishino, T. & Hanako, O. (2007). Alignment and Interaction in a

Sociocognitive Approach to Second Language Acquisition. The Modern Language

Journal, 91, 169-188. Doughty, C.J. & Long, M.H. (eds.). (2003) The Handbook of second language acquisition.

Oxford: Blackwell. At the time, this book had the best representations of the various L2 theories

with a special emphasis on the more cognitive/constructivist representatives. The work by Long, Piennemann, and White are especially good.

Ellis, R. (2008). The study of second language acquisition. (2nd

Ed). Oxford: Oxford University

Press.

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Firth, A., & Wagner, J. (2007). On Discourse, Communication, and (Some) Fundamental

Concepts in SLA Research. The Modern Language Journal, 91, 757-772.

Gass, S.M. (2003). Input and interaction. In C.J. Doughty & M.H. Long (Eds.), Handbook of

second langauge acquisition. (pp. 24-255). Oxford: Blackwell.

Gasser, M. (1990). Connectionist models. Studies in Second Language Acquisition,12, 179-199.

Krashen, S.D. (1981). Second language acquisition and second language learning. Oxford:

Pergamon. An initial statement of his theoretical stance and a review of relevant research.

Krashen, S.D. (1982). Principles and practice in second language acquisition. Oxford:

Pergamon. The original book written by Krashen on his L2 theory – especially the input hypothesis. This book had a verey significant impack on the field of SLA.

Krashen, S. D. (2004). Applying the Comprehension Hypothesis: Some Suggestions.

Unpublished Keynote Speech. Steve supplied me with this a number of years ago with the request

for some comments. This was when he was really trying to deal with the criticism from the output focus people. Here he gives more explicit description of the input hypothesis and what he says he meant early on.

Lantolf, J.P. (1996). SLA Theory building: “Letting all the flowers bloom!” Langauge Learning,

46, 713-749.

Lantolf, J.P. (Ed.). (2000). Sociocultural theory and second language learning. Oxford: Oxford

University Press. A fine collection of the research and theory that is oriented to CA and Vygotskyean

interaction in SLA. Lantolf does provide the clearest and most detiled discussion of his ideas of L2 acquisition in this collection and there is a fine section of pedagogical implications.

Larsen-Freeman, D. (2007). Reflecting on the Cognitive-Social Debate in Second Language

Acquisition. The Modern Language Journal, 91, 773-787.

Lightbown, P.M. & Spada, N. (2010). How language are learned (3rd

Ed.). Oxford: Oxford

University Press. This is a nice overview of L1 and L2 –especially L2 – Information on theories and

some practices in language learning. A much better take on some of the L2 stuff since the authors are really SLA researchers.

Pienemann, M. (1999). Language processing and second language development: Processability

Theory. Amsterdam: John Benjamins. Though I am not a fan of processability, this is Pienmann’s

best and most complete version of it…..not that well written.

Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through

collaborative dialogue. In J.P. Lantolf (Ed). Sociocultural theory and second language

learning. Oxford: Oxford University Press. One of the better articles in this fine collection –

particularly the way she reviews her theory and then applications for the classroom.

Swain, M., & Deters, P. (2007). "New" Mainstream SLA Theory: Expanded and Enriched. The

Modern Language Journal, 91, 820-836.

Van Patten, B. (ed.). (2004). Processing instruction: Theory, research, and commentary.

Mahwah, NJ: Lawrence Erlbaum and Associates. Perhaps the best and most accessible of Van

Patten’s theory and a number of helpful applications and fair criticisms of his work and of the work of some others – especially the nativist and more cognitivsts orientations.

Watson-Gegeo, K. A. (2004). Mind, language , and epistemology: Toward a language

socialization paradigm for SLA. Modern Language Journal, 88, 331-350.

Second Language Acquisition Variables and Research Cenoz, J. (2003). The additive effect of bilingualism on third language acquisition: A review.

International Journal of Bilingualism, 7, 71-87.

Dulay, H.C. & Burt, M.K. (1974). Natural sequences in child second language acquisition.

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Language Learning, 24, 37-53. A very influential early piece of research on the natural order of

acquisition in L2. Using Brown’s morphemes, they duplicated his work (and findings)…but the work was a bit methodologically flawed and the acquisition does not hold up.

Fantini, A.E. (1976). Language acquisition of a bilingual child: A sociolinguistic perspective.

Vermont: The Experiment Press. A good case study. This could also go under the family

involvement section since it is quite informative and families will identify with the child and family setting.

Flege, J.E. & Fletcher, K.L. (1992). Talker and listener effects on degree of perceived foreign

accent. Journal of the Acoustic Society of America, 91, 370-389. Some of the physiological data on interlanguage that I mentioned in class.

Gardner, R.C. & Lambert, W. (1972). Attitudes and motivation in second language learning.

Rowley, MA: Newbury House. The classic text dealing with motivation in second language

acquisition. Many of the later work by Schumann, Selinker, Gass and Genesee are due to this work and its reported research.

Gardner, R.C. (1985). Social psychology and second language learning: The role of attitude and

motivation. London: Edward Arnold. An up-date on the earlier 1972 book with Lambert

Jorgensen, J.N. & Holden, A. (Eds). (1997). The development of successive bilingualism in

school-age children, Copenhagen Studies in Bilingualism 27, Copenhagen: Royal Danish

Schools of Educational Studies. An excellent collection of research studies on development in the

schools with a heavy focus on Scandinavian experiences.

Lardiere, D. (1998). Case and tense in the “fossilized “ steady-state. Second Language Research,

14, 1-26.

Leopold, W. (1954). A child’s learning of two languages. Georgetown University Round Table

on Languages and Linguistics (pp. 19-30). Washington, DC: Georgetown University

Press. One of the real classics (A diary study) on SLA was his 1939 book. Very influential for the

development of the field of SLA. This is a later reflection and review. The book is less accessible.

Long, M.H. (1983). Native speaker/non-native speaker conversation and the negotiation of

comprehensible input. Applied Linguistics, 4, 126-141. Long’s opening volley against particular

parts of the input hypothesis with data from his influential dissertation.

Long, M.H. (2007). Problems in SLA. New York: Lawrence Erlbaum Associates. An excellent up-

date of some of the issues in SLA from an empirical and theoretical perspective. His chapte on Age differences and how it orients to sensitive period hypotheses (not critical period) is very good….though speculative. Long is a fine scholar and this book is another indication of that.

Macnamara, J. (1970). Bilingualism and thought. In J. Alatis (Ed). Bilingualism and language

contact. Washington, DC: Georgetown University Press. Another one of the classics in SLA.

Dealt with the cognitive aspects of SLA.

Oller, D.K. & Eilers, R.E. (Eds). (2002). Language and literacy development in bilingual

children. Clevedon: Multilingual Matters. This book has a fine collection of studies on

development from the holistic perspective…one underlying language system…and how it (especially)

affects assessment issues. From Kim Oller in Memphis. Pfaff, C.W. (1979). Constraints on language mixing: intrasentential code-switching and

borrowing in Spanish/English. Language, 55, 291-318. Early and very influential paper on code-

switching as a rule governed skills of bilinguals. This paper dismissed many of the false ideas about code-switching from a deficit perspective. One of two influential papers at this time.

Poplack, S. (1980). Sometimes I’ll start a sentence in English y termino en espanol: Towards a

typology of code-switching. Linguistics,18, 582-618. Here is the other very influential paper on code-switching in the early 1980s (with Pfaff)….they actually complement each other…this is more of a categorization but plenty of research/data reviewed.

Scovel, T. (1988). A time to speak: A psycholinguistic inquiry into the critical period for human

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speech. Boston, MA: Newbury House. This book has some excellent research on critical period.

Actually, Scovel’s interpretation is a bit biased toward Critical period – despite much research. He focuses primarily on the phonology argument (others would suggest that is more sensitive than critical period)…but it is a fair representation of the research.

Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10, 209-231. An

important article in SLA with implications for the holistic perspective and for our orientation toward how L2 progresses. A short and readable account.

Singleton, D. (1989). Language acquisition: The age factor. Clevedon: Multilingual Matters A comprehensive review of the critical period hypothesis by reviewing age as the critical factor. Interpretation here is more standard and combined with Scovel’s book pretty much covers the debate on critical period as not really applying. I believe it is better than Scovel’s book.

Wong-Fillmore, L. (1979). Individual differences in second language acquisition. In C.J.

Fillmore, W.S. Wang, & D. Kempler (eds). Individual differences in language ability and

language behavior. (pp. 203-228). New York: Academic Press. A classic and influential paper

on the impact of individual differences in SLA. There were a few good ones before this but the data, thought and implications were so well laid out in this early paper.

Wong-Fillmore, L. (1991). When learning a second language means losing the first. Early

Childhood Research Quarterly, 6, 323-346. Nice review of the idea of subtractive bilingualism

and implications in young children.

Government Language and Education Policy Abedi, J., Hofstetter, C. H., & Lord, C. (2004). Assessment accommodations for English

Language Learners: Implications for policy-based empirical research. Review of

Educational Research, 74, 1-28.

Chen, S.C. (2006). Simultaneous promotion of indenisation and internationalisation: New

language-in-education policy in Taiwan. Language and Education, 20, 322-337.

Crawford, J. (1999). Bilingual education: History, politics, theory, and practice. (4th

Ed.) Los

Angeles: Bilingual Educational Services.

Fishman, J. (1991). Reversing language shift. Clevedon, Multilingual Matters. Really a book about

societal bilingualism and how to address progressive loss of language and reduction of speech communities – usually in subtractive societal contexts. While not only dealing with government policy, it does deal more with societal problems than individual speakers (except how societal influence them). A wide range of case studies from across the world and a excellent analysis of what can be done…Fishman at his best.

Fuller, B. (2007). Standardized childhood: The political and cultural struggle over early

education. Palo Alto, CA: Stanford University Press.

Tse, L. (2001). Why don’t they learn English? Separating fact from fallacy in the U.S. language

debate. New York: Teachers College Press.

Program Models of Second Language Learning Baker, K.A. & de Kanter, A.A. (1981). Effectiveness of bilingual education: Review of the

Literature. Washington, DC: Department of education, Office of Planning, Budget and

Evaluation. A very controversial critique of bilingual education during the Reagan administration. Very

negative of bilingual education and not strong in recommending it. This critique was taken to task due to the research methodologies and interpretations employed (See Willig). But it has a “place” in the field.

Bearse, C.A. & de Jong, E. (2008). Cultural and linguistic investment: Adolescents in a

secondary two-way immersion program. Equity & Excellence in Education, 41, 325-340.

Boyson, B.A. & Short, D.J. (2003). Secondary school newcomer programs in the United States.

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Santa Cruz, CA: Center for Research on Education, Diversity & Excellence.

Calderon, M. & Minaya-Rowe, L. (2003). Designing and implementing two-way bilingual

programs: A step-by-step guide for administrators, teachers, and parents. Thousand

Oaks, CA: Corwin Press.

Christian, D. (1996). Two-way immersion education: Students learning through two languages

Modern Language Journal, 80, 66-76.

Cloud, N., Genesee, F. & Hamayan, E. (2000). Dual Language Instruction. A handbook

of enriched education. Ontario, Canada: Heinle & Heinle. A really excellent discussion of dual

language in terms of both foundations and instruction. Cloud is a fine and very classroom-oriented researcher and Genesse and Hamayan are exceptional scholars and very oriented to practice.

Collier, V.P. & Thomas, W.P. (2004). The astounding effectiveness of dual language education

for all. NABE Journal of Research and Practice, 2, 1-20.

Collier, V.P. & Thomas, W.P. (2009). Educating English language learners for a transformed

world. Albuquerque, NM: Fuente Press. An excellent review of their research on teaching models

for Ells plus information on pedagogical implications.

Greene, J.P. (1997). A meta-analysis of the Rossell and Baker review of bilingual education

research. NABE Journal of Research and Practice, 3, 1-22.

Willig, A.C. (1985). A meta-analysis of selected studies on the effectiveness of bilingual

education. Review of Educational Research, 55, 269-317. The classic refutation of Baker and deKanter and the Regan administration attack on bilingual education.

Teaching Content in ELL Contexts Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy.

White Plaines, NY: Addison Wesley Longman. A nice collection of ideas and practices

about language teaching from a more holistic perspective (for the most part).

Chamot, A.U. & O’Malley, J.M. (1985). A cognitive academic language learning approach.

Rosslyn, VA: National Clearinghouse for Bilingual Education. This is the most

comprehensive discussion of the CALLA approach to content-based bilingual education. Although it is nearly 30 years old, the model is still employed effectively.

Cloud, N., Lakin, J., Leininger, E, Maxwell, L. (2010). Teaching adolescent English language

learners. Essential strategies for middle and high school. An excellent methods book for older

ELL learners. Cloud always does great work with theory and practice.

Collier, V.P. (1992). A synthesis of studies examining long-term language minority

student data on academic achievement. Bilingual Research Journal, 16, 187-212

Commins, N.L. & Miramontes, O.B. (2005). Linguistic diversity and teaching. New York:

Routledge. An interesting take on issues of ELL instruction using a case study approach. Four cases and

the actual demonstrations of how they were handled are provided and then there is a set of cases on public issues. A very well written and beneficial book.

Dooley, K. (2004). Pedagogy in Diverse Secondary School Classes: Legacies for Higher

Education. Higher Education, 48, 231-252.

Echevarria, J., Vogt, M., & Short, D.J. (2004). Making content comprehensible for English

language learners The SIOP Model. Boston: Pearson. I believe that SIOP is the best version of

sheltered instruction and this (and their other two books and tapes) developed for demonstration are the best review/explanation of this model.

Freeman, D.E. & Freeman, Y.S. (2001). Between Worlds. Access to second language

acquisition. Portsmouth, NH: Heinemann.

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Iddings, A. C. D., Risko, V. J., & Rampulla, M. P. When You Don’t Speak Their Language:

Guiding English-Language Learners Through Conversations About Text. The Reading

Teacher, 63, 52-61.

Janzen, J. (2008). Teaching English Language Learners in the Content Areas. Review of

Educational Research, 78(4), 1010-1038.

Reiss, J. (2005). Teaching content to English language learners: Strategies for secondary school

success. White Plains, NY: Longman. Directly oriented to middle school and high school ELL

students, there are a great number of very useable strategies for sheltered instruction in the content areas. This is a well written and very practical book.

Vogt, M. & Echevarria, J (2008). 99 ideas and activities for teaching English learners with the

SIOP model. Boston: Pearson. A bit too cookbook for me but several teachers I know have really

benefitted from this collection of ideas.

Whitmore, K.F. & Crowell, C.G. (1994). Inventing a classroom. Life in a bilingual,

whole language learning community. Wong-Fillmore, L. (1989). Teaching English through content: Instructional reform in

programs for language minority students. In J.H. Esling (Ed.), Multicultural Education

and Policy: ESL in the 1990s. (125-143). Toronto: OISE Press.

ELL Literacy Instruction Cloud, N., Genesee, F., & Hamayan, E. (2009). Literacy instruction for English language

learners. A teacher's guide to research-based practices. Portsmouth, NH: Heinemann.

Cummins, J. (2007). Pedagogies for the Poor? Realigning Reading Instruction for Low-Income

Students with Scientifically Based Reading Research. Educational Researcher, 36, 564-

572.

DeSilvia-Iddings, A. C. (2009). Bridging Home and School Literacy Practices: Empowering

Families of Recent Immigrant Children. Theory into Practice, 48(4), 304-311.

Fairbanks, C.M. & Broughton, M.A. (2003). Literacy lessons: The convergence of

expectation, practices, and classroom culture. Journal of Literacy Research, 34, 391-428

Krashen, S.D. (2004). The power of reading. Insights from the research (2nd

Edition).

Portsmouth, NH: Heinemann. An excellent overview of strong theory and empirical research on some of the ways to create a preparatory set and a program design for literacy. A very constructivist approach.

Landis, D., Umolu, J., & Mancha, S. (2010). The Power of Language Experience for Cross-

Cultural Reading and Writing. Reading Teacher, 63, 580-589.

Miller, M & Veatch, N (2010). Teaching literacy in context: Choosing and using instructional

strategies. The Reading Teacher, 64, 154-165.

Pacheco, M. (2010). English-Language Learners' Reading Achievement: Dialectical

Relationships Between Policy and Practices in Meaning-Making Opportunities. Reading

Research Quarterly, 45(3), 292-317.

Reese, L., & Goldenberg, C. (2006). Community Contexts for Literacy Development of Latina/o

Children: Contrasting Case Studies. Anthropology and Education Quarterly, 37, 42-61.

Reyes, I., & Azuara, A. (2008). Emergent Biliteracy in Young Mexican Immigrant Children.

Reading Research Quarterly, 43, 374-398.

Reyes, M. de la Luz (1992). Challenging venerable assumptions: Literacy instruction for

linguistically different children. Harvard Educational Review, 62, 427-446.

Roberts, T.A. (2008). Home Storybook Reading in Primary or Second Language with Preschool

Children-Evidence. Reading Research Quarterly, 43, 103-130.

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Soltero-González, L. (2009). Preschool Latino Immigrant Children: Using the Home Language

as a Resource for Literacy Learning. Theory into Practice, 48(4), 283-289.

White, C. L. (2001). Examining poverty and literacy in our schools: Janice’s story. In S. Boran

& B. Comer (Eds.) Critiquing whole language and classroom inquiry. (Pp. 169-199).

Urbana, IL: National Council of Teachers of English.

Learning Strategies in ELL Chamot, A. U., & El-Dinary, P. B. (1999). Children's Learning Strategies in Language

Immersion Classrooms. The Modern Language Journal, 83, 319-338.

Cloud, N., Lakin, J., Leininger, E., & Maxwell, L. (2010). Teaching adolescent English

language learners. Essential strategies for middle and high school. Philadelphia: Caslon

Publishing.

Cummins, J. & Swain, M. (1986). Bilingualism in education. New York: Longman. A joint effort

by two of the leading theorists/pedagogues in the field. Really more of an overview but a fine one.

Graman, T. (1988). Education for humanization: Applying Paulo Freire’s pedagogy to learning a

second language. Harvard Educational Review, 58, 433-448.

Jarvis, J. & Robinson, M. (1997). Analyzing educational discourse: An exploratory

study of teacher response and support to pupil’s learning. Applied Linguistics, 18, 212-

228.

Krashen, S.D. (1989). We acquire vocabulary and spelling by reading: Additional evidence for

the input hypothesis. Modern Language Journal, 73, 440-464. An excellent review of the

power of reading for the acquisition of a second language. Like most of Krashen’s work, well-researched and very well argued with fine implications.

Loewen, S., Li, S., Fei, Thompson, A., Nakatsukasa, K., Ahn, S., et al. (2009). Second Language

Learners' Beliefs about Grammar Instruction and Error Correction. The Modern

Language Journal, 93(1), 91-104.

McCabe, M. (1997). Cultural background and storytelling: A review and implications

for schooling. The Elementary School Journal, 97, 453-473.

McDermott, R., & Hall, K. D. (2007). Scientifically Debased Research on Learning, 1854-2006.

Anthropology and Education Quarterly, 38, 9-15.

Oller, J.W., Jr. & Richards, P. (1983). Methods that work. Rowley, MA: Newbury House. A fine collection of articles and chapters employing more holistic and meaning-based approaches to ELL pedogogy. Not tainted by Oller’s later fixation on True Narrative Representation as a theoretical foundation (one I believe has numerous flaws)

Oxford, R. (1990). Language learning strategies: What every teacher should know. New York:

Newbury House

Sapona, R.H. & Phillips, L.J. (1993). Classrooms as communities of learners: Sharing

responsibility for learning. In A.M. Bauer (Ed.). Children who challenge the system.

(pp. 63-87). Norwood, NJ: Ablex Publishers.

Zwiers, J. & Crawford, M. (2011). Academic conversations. Classroom talk that fosters critical

thinking and content understandings. Portland, ME: Stenhouse Publishers. A recent book

with lots of demonstrations of ways to modify classroom talk for ELL instruction across the curriculum. Some strong theory but the specific examples in various academic subjects is the most valuable part of this book.

Interactional/Oral Language Intervention for ELL

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Anthony, A. R. B. (2008). Output Strategies for English-Language Learners: Theory to Practice.

The Reading Teacher, 61, 472-482.

Cekaite, A. (2007). A Child's Development of Interactional Competence in a Swedish L2

Classroom. The Modern Language Journal, 91(1), 45-62.

Edstrom, A. (2006). Oral Narratives in the Language Classroom: A Bridge between Non-Native,

Heritage, and Native-Speaking Learners. Hispania, 89, 336-346.

Krashen, S.D. & Terrell, T. (1983). The natural approach: Language acquisition in the

classroom. Oxford: Pergamon. This was a very influential book employing Krashen’s theory by

linking numerous pedagogical techniques. Still one of the most frequently employed approaches to ELL pedagogy and still very foundational.

Loewen, S., & J, P. (2006). Recasts in the Adult English L2 Classroom: Characteristics,

Explicitness, and Effectiveness. The Modern Language Journal, 90, 536-556.

Long, M.H. & Porter, P. (1985). Group work, interlanguage talk, and second language

acquisition. TESOL Quarterly, 19, 207-228. Following Long’s 1983 article, this was a more

practice oriented discussion of the need for interaction and practical implications.

Swain, M. (2006). Languaging, agency and collaboration in advanced second language learning.

In H. Byrnes (Ed.), Advanced language learning: the contribition of Halliday and

Vygotsky (pp. 95-108). London: Continuum.

Family Involvement and Maintenance in ELL Bayley, R., Schecter, S.R., & Torres-Ayala, B. (1996). Strategies for bilingual maintenance:

Case studies of Mexican-origin families in Texas. Linguistics and Education, 8, 389-408.

DeSilvia-Iddings, A. C. (2009). Bridging Home and School Literacy Practices: Empowering

Families of Recent Immigrant Children. Theory into Practice, 48(4), 304-311.

Harding-Esch, E. & Riley, P. (2003). The bilingual family: A handbook for Parents.(2nd

Ed).

Cambridge: Cambridge University Press. For my money the best little book on issues relating to

bilingual development and what parents should do to assist their kids. Well written, clearly described, very practical advice but based on excellent research. A number of excellent cases studies as well. The first edition of this little book (Harding & Riley, 1986) can be gotten online for a few dollars and is mostly the same book…..I have brought four copies of that one in the past…and they have all gotten away from me…..that is how helpful it is to practioners and parents.

Menard-Warwick, J. (2007). Biliteracy and Schooling in an Extended-Family Nicaraguan

Immigrant Household: The Sociohistorical construction of parental involvement.

Anthropology and Education Quarterly, 38, 119-137.

Saunders, G. (1982). Bilingual children: Guidance for the family. Clevedon: Multilingual

Matters. Pretty good take on the topic but a distant second to Harding & Riley and its revision, Harding-

Esch & Riley.

Assessment Allington, R. L. (2009). What really matters in Response to Intervention. Boston: Pearson.

Although this book is dealing with literacy to a much greater extent and RtI, Allington’s points and principles are very relevant to this issue and the impact on real assessment.

Bachman, L.F. (2002). Some reflections on task-based Language performance assessment.

Language Testing, 19, 453-476.

Brown, J. E., & Doolittle, J. (2008). A Cultural, Linguistic, and Ecological Framework for

Response to Intervention With English Language Learners. Teaching Exceptional

Children, 40, 66-72. Better than most takes on RtI.

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Caesar, L. G., & Kohler, P. D. (2007). The State of School-Based Bilingual Assessment: Actual

Practice Versus Recommended Guidelines. Lang Speech Hear Serv Sch, 38(3), 190-200. An interesting “state-of-the –field” piece that gives you a perception of what SLPs are actually doing in the schools.

Damico, J.S. (1992). Performance assessment of language minority students. Proceedings of the

National Research Symposium on Limited English Proficient Students' Issues: Focus on

Evaluation and Measurement. (pp.137-172). Washington, DC: OBEMLA. This is from that

invited federal conference on testing that I spoke about it class.

Damico, J.S. (1991). Descriptive assessment of communicative ability in limited English

proficient students. In E.V. Hamayan & J.S. Damico (Eds.) Limiting bias in the

assessment of bilingual students. (pp. 157-218) Austin: PRO-ED. Though an old piece, I

(unashamedly) think it is still one of the most innovative approaches to diversity assessment.

Damico, J.S., & Hamayan, E.V. (1991). Implementing appropriate assessment in the real world.

In E.V. Hamayan & J.S. Damico (Eds.) Limiting bias in the assessment of bilingual

students. (pp. 303-318) Austin: PRO-ED.

Damico, J.S., Oller, J.W., and Storey, M.E. (1983). The diagnosis of language disorders in

bilingual children: Pragmatic and surface-oriented criteria. Journal of Speech and

Hearing Disorders, 48, 285-294.

Gould, S.J. (1981). The mismeasure of man. New York: Norton. A very interesting book by a leading

thinker and essayist. A paleontologist by training, Gould takes a logical, historical, and evidence-based approach to human measurement and testing. I believe it is a very important book and one that certainly validated and extended a number of my concerns and thinking way back in the 1980s. The book has been revised at least once….but I can only speak to this edition since I have not read the later edition(s). I think all professionals dealing with assessment/measurement should read this book.

Hamayan, E.V. & Damico, J.S. (Eds.) (1991) Limiting bias in the assessment of bilingual

exceptional students. Austin: PRO-ED. A book Else and I edited (and wrote a good portion of ourselves) that was very influential in SLP. We never revised it because we didn’t like the publisher and decided not to work with them again….but the book was an active seller and did not go out of print until 2011…..twenty years later! It is still as innovative in its implications and applications as any book in the SLP field….though dated with research….Genesee, Crago & Paradis would be a close second….

Menken, K. (2008). English language learners left behind: Standardized testing as language

policy. Clevedon, UK: Multilingual Matters. Very interesting take (and a bit disheartening) about

what is going on in the UK…..similar to the US Rinaldi, C., & Sampson, J. (2008). English Language Learners and Response to Intervention.

Referral Considerations. Teaching Exceptional Children, 40, 6-14. Good summary and overview of RtI

Shepard, L. A. (2000). The Role of Assessment in a Learning Culture. Educational Researcher,

29, 4-14.

Stow, C., & Dodd, B. (2005). A survey of bilingual children referred for investigation of

communication disorders: A comparison with monolingual children referred in one area

in England. Journal of Multilingual Communication Disorders, 3 (1), 1-24. Another good

take on the UK expereinces…not dissimilar to ours (unfortunately)

van Kraayenoord, C. E. (2010). Review: Response to Intervention: New Ways and Wariness.

Reading Research Quarterly, 45, 363-376. My favorite take on RtI. She is an Aussie (or NZer now living in OZ)…..can’t remember but it is the best take on RtI I have seen. I read the article and immediately contacted her and initiated a dialogue and asked fror other papers…something I don’t often do. That is how muh I liked this article

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Xu, Y., & Drame, E. (2008). Culturally Appropriate Context: Unlocking the Potential of

Response to Intervention for English Language Learners. Early Childhood Education

Journal, 35, 305-311. Antoerh nice take on RtI with more from diversity perspective.

Racial Minority Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African-American

Children. San Francisco, CA: Jossey-Bass

Nasir, N.S. & Hand, V.M. (2006). Exploring sociocultural perspectives on race, culture, and

learning. Review of Educational Research, 76, 449-475.

Ogbu, J.U. & Davis, A. (2003). Black American students in an affluent suburb: A study of

academic disengagement. Lawrence Erlbaum Publishers. His last book before his death. Trying

to figure out why even middle-class black students struggle more than their white peers in excellent schools. His findings in this study – a district he was invited in to by black parents…..was a bit controversial but shows his usual excellent work. Ogbu was a real top-flight researcher in diversity education. An anthropologist who did really fine work.

Spencer, M.B. (1988). Self-concept development. In D.T. Slaughter (Ed.), Black children and

poverty: a developmental perspective (pp. 103-116). San Francisco: Jossey-Bass.

Stanton-Salazar, R.D. (1997). A social capital framework for understanding the

socialization of racial minority children and youths. Harvard Educational Review, 67, 1-

40. Typical of HER, a really excellent read.

Dialects Wolfram, W. & Christian, D. (1989). Dialects and education: Issues and answers. Englewood

Cliffs, NJ: Prentice Hall/Regents. For my money, the best overall treatment of dialectal issues and

the educational context. Wolfram is the leader in dialectal impact on education and was responsible for much of the important sociolinguistic work on dialects in classrooms.

Collaborative Service Delivery Damico, J.S. & Nye, C. (1990). Collaborative Issues in multicultural populations. Best Practices

in School Speech-Language Pathology. 1, 127-139.

Classroom Accommodations Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective Instruction for English Learners. The

Future of Children, 21(1), 103-127.

Gartrell, N. (1991). Coming together: an interactive model of schooling. In Burawoy et al

(Eds.), Ethnography unbound: Power and resistance in the modern metropolis. (Pp. 203-

220). Berkeley, CA: University of California Press.

Moll, L.C. (2002). Through the mediation of others: Vygotskyean research on teaching. In V.

Richardson (Ed.), Handbook on research in teaching (4th

Edition). Washington, DC:

American Educational Research Association

Rogoff, B. , Paradise, R., Mejía Arauz, R. Correa-Chavez, M. & Angelillo, C. (2003). Firsthand

learning through intent participation. Annual Review of Psychology, 54, 175-203.

Wong-Fillmore, L. (1985). When does teacher talk work as input? In S. Gass & C. Madden

(Eds.). Input in Second Language Acquisition (17-50). Rowley, MA: Newbury House.

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Oppositional Mechanisms Callahan, R. M. (2005). Tracking and High School English Learners: Limiting Opportunity to

Learn. American Educational Research Journal, 42, 305-328.

Delpit, L. (1995). The silenced dialogue. In Other People’s Children: cultural conflict in the

classroom. (Pp. 21-47), New York: The New Press.

Edelsky, C. (1998). It’s a long story– and it’s not done yet. In K.S. Goodman (Ed.). In defense

of good teaching: What teachers need to know about the “reading wars”. (Pp. 39-55).

York: ME: Steinhouse Publishers.

Fine, M. (1987). Silencing in public schools. Language Arts, 64, 157-174.

Fine, M., Jaffe-Walter, R., Pedraza, P., Futch, V. & Stoudt, B. (2007). Swimming: On oxygen,

resistance, and possibility for immigrant youth under siege. Anthropology & Education

Quarterly, 38, 76-96.

Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CN: Yale

University Press.

Sinclair, R.L. and Ghory, W.J. (1987). Becoming marginal. In H.T. Trueba (Ed.). Success or

failure? Learning and the language minority student. (pp. 169-184). Cambridge, MA:

Newbury House.

Skutnabb-Kangas, T. & Cummins, J. (Eds.) (1988). Minority education: From Shame to

struggle. Clevedon, UK: Multilingual Matters. An excellent collection of studies and writings on

the issues of empowerment and the institutional barriers placed in the way of minorities. Trueba, H.T. (Ed.) (1987). Success or failure? Learning and the language minority student.

Cambridge, MA: Newbury House. Another fine collection of studies including the Sinclair & Ghory

paper cited separately above.

Immigrants Berrol, S.C. (1995). Growing up American: Immigrant children in America: then and now. New

York: Twayne.

Berry, J.W., Phinney, J.S., Sam, D., & Vedder, P. (2006). Immigrant youth: Acculturarion,

identity, and adaptation. Applied Psychology: An International Review, 55, 303-332.

Carhill, A., Suárez-Orozco, C., & Páez, M. (2008). Explaining English Language Proficiency

among Adolescent Immigrant Students. American Educational Research Journal, 45(4),

1155-1179.

Carter, T.P. (1968). The negative self-concept of Mexican-American students. School and

Society, 96, 271-291. An early and classical study of immigrants and affect.

Crosnoe, R. (2006). Mexican roots, American schools: Helping Mexican immigrant children.

Palo Alto, CA: Stanford University Press. Excellent take on the issues especially directed toward

Mexican-American students in our schools. Many of the principles, however, are relevant to other groups as well.

DeVos, G.A. & Lee, C. (1981). Koreans in Japan. Berkeley, CA: University of California Press. A fascinating look at issues of dis-empowerment and its impact on a castelike minority in a country other than the U.S. Very similar experiences and implications to our U.S. experience.

Goode, J., Schneider, J.A., & Blanc, S. (1992). Transcending boundaries and closing ranks:

How schools shape interrelations. In L. Lamphere (Ed.) Structuring Diversity:

Ethnographic perspectives on the new immigration. (Pp. 173-214). Chicago, IL:

University of Chicago Press.

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Cultural Issues Agar, M. (1994). Language shock. Understanding the culture of conversation. New York:

William Morrow and Company. An excellent book dealing with the unity of langauge and culture

and the ways that Agar believes culture should be conceptualized for strategic discovery and problem solving.

Baert, P. (1998). Social theory in the twentieth century. New York: New York University Press.

Borofsky, R., Barth, F., Shweder, R. Rodseth, L. & Stolzenberg, N.M. (2001). When: A

conversation about culture. American Anthropologist, 103, 432-446. A set of essays about

culture not as a thing or object but as an emergent phenomenon. This is from a processural perspective.

Chhuon, V., & Hudley, C. (2010). Asian American Ethnic Options: How Cambodian Students

Negotiate Ethnic Identities in a U.S. Urban School. Anthropology and Education

Quarterly, 41, 341-359.

Crago, M., Eriks-Brophy, A., Pesco, D. & McAlpine, L. (1997). Culturally-based

miscommunication in classroom interaction. Language, Speech and Hearing Services in

Schools, 28, 245-254.

Ferdman, B.M. (1990). Literacy and cultural identity. Harvard Educational Review, 60, 181-

204. HER is maybe my favorite journal and this is a really excellent article on the impact of culture and cultural identity on learning and education.

Friedrich, P. (1989). Language, ideology, and political economy. American Anthropologist, 91,

295-312. A bit abstract but the initial discussion of Agar’s conceptualization of languageculture

Garcia, E.E. (2001). Understanding and meeting the challenge of student cultural diversity (3rd

Ed.) Boston, MA: Houghton Mifflin.

Geertz, C. (1973). The interpretation of culture. New York: Basic Books. A very important book

about conceptualizing culture from a process perspective. A fine review and then a set of operational concepts from one of the more important cultural anthropologists of the latter 20

th century.

González, N., Moll, L.C., & Amanti, C. (Eds.) (2005). Funds of knowledge: Theorizing

practices in households, communities, and classrooms. New York: Routledge. A collection

of studies and discussions about how to address the issue of culture in the education of minority populations. A more process-oriented approach formulated by González and applied with the Mexican-American context. Some nice reviews and applications.

Goodenough, W. (1957). Cultural anthropology and linguistics. In P. Garvin (Ed.), A report of

the seventh annual roundtable meeting on linguistics and language study, 9, Washington,

DC: Georgetown University Monograph Series on Language and Linguistics.

Gutierrez, K. & Rogoff, B. (2003). Cultural ways of learning: Individual traits and repertoires of

practice. Educational Researcher, 32, 19-25.

Heath, S.B. (1984). Ways with words. Cambridge, Cambridge University Press. A report of her

dissertation done on working class and middle American children in the Piedmont area of the Carolinas. A very influential and very well written book using qualitative methodologies to show how sub-cultural patterns impact school preparation and literacy

Heath, S.B. (1986). Sociocultural contexts of language development. In Beyond language: Social

and cultural factors in schooling language minority students. (pp. 143-186). Los

Angeles: Evaluation, Dissemination, & Assessment Center. An interesting study comparing

Chinese-American immigrant families with Mexican-American (more recently) immigrant families to note some of the potential differences in regard to cultural factors impact on education. More to demonstrate that there are differences and that these have an impact than anything else.

Keesing, R.M. (1974). Theories of culture. Annual Review of Anthropology, ,3, 73-97.

Kroeber, A.L. & Kluckhohn, C. (1966). Culture: A critical review of concepts and definitions.

New York: Vintage Books

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Ladson-Billings, G. (2006). It’s not the culture of poverty, it’s the poverty of culture: The

problem of teacher education. Anthropology & Education Quarterly, 37, 104-109.

Matute-Bianchi, M.E. (1986). Ethnics identities and patterns of school success among Mexican-

Descent and Japanese-American students in a California high school: An ethnographic

analysis. American Journal of Education, 95, 233-255. A collaborator of Ogbu, this study is an

empirical study of Ogbu’s points on the differences between voluntray and involuntary (castelike) minorities and how this impacts education and learning responses.

Ogbu, J.U. (1978). Minority education and caste. New York: Academic Press.

Ogbu, J.U. (1982). Cultural discontinuities and schooling. Anthropology and Education

Quarterly, 13, 290-307.

Ogbu, J.U. & Matute-Bianchi, M.E. (1986). Understanding socio-cultural factors: Knowledge,

identity, and school adjustment. In Beyond language: Social and cultural factors in

schooling language minority students. (pp. 73-142). Los Angeles: Evaluation,

Dissemination, & Assessment Center. Perhaps Ogbu’s most cited article. The ideas regarding

stratification according to historical-cultural factors for students and how it impacts education and assimilation (voluntary and castelike) are laid out here.

Paul, B. (1965). Anthropological perspectives on medicine and public health. In K. Skipper, Jr.,

and R.C. Leonard (Eds.), Social interaction and patient care. (pp.187-224). Philadelphia,

PA: J.B. Lippincott.

Portes, P. (2005). Dismantling educational inequality: A cultural-historical approach to closing

the achievement gap. New York: Peter Lang.

Portes, P. (2007). Culture and education in U.S. Schools. New York: Basic Books.

Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford:

Oxford University Press. An excellent text on apprenticeship learning and its applications in the

classroom.

Rogoff, B. 2003). The cultural nature of human development. Oxford: Oxford University Press. One of the best available books on the influence of cultural learning styles to development and the Vygotskyean orientation that development follows cultural learning.

Rosaldo, R. (1989). Culture and truth: the remaking of social analysis. Boston: Beacon.

Schwartz, T. (1978). Where is culture? In G. Splinder (Ed.), The making of psychological

anthropology. Berkeley, CA: University of California Press.

Spindler, G. (1982). Doing the ethnography of schooling: Educational anthropology in action.

New York: Holt, Rinehart, & Winston.

Tomasello, M. (1999). The human adaptation for culture. Annual Review of Anthropology, 28,

509-529.

Trueba, H. T. (1988). Culturally-based explanations of minority students’ academic

achievement. Anthropology & Education Quarterly, 19, 270-287.

Westby, C. (1997). There’s more to passing than knowing the answers. Language, Speech and

Hearing Services in Schools, 28, 274-287.

Willis. P. (1977). Learning to labor: How working class kids get working class jobs. Lexington:

D.C. Heath. A classic investigation of working class cultural transmission and its impact in society.

Books and Articles written for and by Speech-Language Pathologists Genesee, F., Crago, M. & Pardis, J. (2004). Dual language development and disorders: A

handbook on bilingualism and second language learning. Baltimore: Paul H. Brooks. A

really excellent book that has been very successful and that really took the place of our 1991 book. Up-dated research and (essentially) fine implications from three very good writers and experts in SLA.

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Hamayan, E.V. & Damico, J.S. (Eds.) (1991) Limiting bias in the assessment of bilingual

exceptional students. Austin: PRO-ED. Have put this under assessment too and it is perhaps self-

serving to put it here…but it is a good book.

Kohnert, K., Yim, D., Nett, K., Kan, P. F., & Duran, L. (2005). Intervention with linguistically

diverse preschool children: A focus on developing home language(s). Language, Speech,

and Hearing Services in Schools, 36, 251-263.

Van Borsel, J., Maes, E., & Foulon, S. (2001). Stuttering and bilingualism: A review. Journal of

Fluency Disorders, 26, 170-205.

Watson, J.B. & Kayser, H. (1994). Assessment of bilingual/bicultural children and adults who

stutter. Seminars in Speech and Language, 15, 149-164.