References and Further Reading
Anstrom, K., DiCerbo, P., Butler, F., Katz, A., Millet, J., & Rivera, C. (2010). A review of the literature on academic English: Implications for K–12 English language learners. Arlington, VA: George Washington University Center for Equity and Excellence in Education.
Bailey, A. L., & Butler, F. A. (2007). A conceptual framework of academic English language for broad application to education. In A. L. Bailey (Ed.), The language demands of school: Putting academic language to the test (pp. 68–102). New Haven, CT: Yale University Press.
Chamot, A. U., & O’Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Boston, MA: Addison Wesley.
Cummins, J. (1981). The cross-lingual dimensions of language proficiency: Implications for bilingual education and the optimal age issue. TESOL Quarterly, 14, 175–185.
de Oliveira, L. C. (2013). Academic language in the social studies for English learners. In M. B. Arias & C. J. Faltis (Eds.), Academic language in second language learning (pp. 149–170). Charlotte, NC: Information Age Publishing.
de Oliveira, L. C. (Ed.). (2014/2015). The Common Core State Standards and English language learners. Alexandria, VA: TESOL Press.
de Oliveria, L. C. (Ed.). (2016). Common Core State Standards for literacy in history/social studies, science, and technical subjects for English language learners. Alexandria, VA: TESOL Press.
Echevarria, J., Vogt, M. E., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model (5th ed.). Boston, MA: Allyn & Bacon.
Freeman, Y. S., & Freeman, D. E. (2009). Academic language for English language learners and struggling readers: How to help students succeed across the content areas. Portsmouth, NH: Heinemann.
Friedberg, C., Mitchell, A., & Brooke, E. (2016). Understanding academic language and its connection to school success. Retrieved from http://www.lexialearning.com/sites/default/files/resources/Whitepaper_Understanding_Academic_Language.pdf
Gottlieb, M. (2003). Large-scale assessment of English language learners: Addressing educational accountability in K–12 settings. Alexandria, VA: Teachers of English to Speakers of Other Languages.
Gottlieb, M., & Ernst-Slavit, G. (2013). (Eds.). Academic language in diverse classrooms: Promoting content and language learning. Mathematics, Grades K–2, 3–5, 6–8. Thousand Oaks, CA: Corwin.
Gottlieb, M., & Ernst-Slavit, G. (2014a). Academic language in diverse classrooms: Definitions and contexts. Thousand Oaks, CA: Corwin.
Gottlieb, M., & Ernst-Slavit, G. (2014b). (Eds.). Academic language in diverse classrooms: Promoting content and language learning. English language arts, Grades K–2, 3–5, 6–8. Thousand Oaks, CA: Corwin.
Scarcella, R. (2003). Academic English: A conceptual framework. Irvine: University of California Linguistic Minority Research Institute.
Snow, C. E., & Uccelli, P. (2009). The challenge of academic language. In D. R. Olson & N. Torrance (Eds.), The Cambridge handbook of literacy (pp. 112–133). Cambridge, UK: Cambridge University Press.
WIDA. (2012). Amplification of the English language development standards, Kindergarten–grade 12. Madison: Board of Regents of the University of Wisconsin System.
WIDA. (2016a). Can do descriptors: Key uses edition. Grades K, 1, 2–3, 4–5, 6–8, and 9–12. Madison: Board of Regents of the University of Wisconsin System.
WIDA. (2016b). Los descriptores PODEMOS. Kinder, 1, 2–3, 4–5, 6–8, 9–12 grados. Madison: Board of Regents of the University of Wisconsin System.
WIDA. (2016c). WIDA early years can do booklet. Madison: Board of Regents of the University of Wisconsin System.
Zacarian, D. (2012). Mastering academic language: A framework for supporting academic achievement. Thousand Oaks, CA: Corwin.
Zwiers, J. (2014). Building academic language: Meeting Common Core Standards across disciplines, Grades 5–12 (2nd ed.). San Francisco, CA: Jossey-Bass.
About the Authors
Margo Gottlieb, PhD,is cofounder and lead developer for WIDA at the Wisconsin Center for Education Research, University of Wisconsin–Madison, having also served as director of assessment and evaluation for the Illinois Resource Center. She has contributed to the crafting of language proficiency and development standards for American Samoa, Guam, TESOL, and WIDA and has designed assessments, curricular frameworks, and instructional assessment systems for language learners. Her professional experiences span from being an inner-city language teacher to working with thousands of educators across states, school districts, publishing companies, governments, universities, and educational organizations. Highlights of Margo’s career include being a Fulbright Senior Specialist in Chile and being appointed to the U.S. Department of Education’s Inaugural National Technical Advisory Council. In 2016, Margo was honored by TESOL International Association’s 50 at 50 “as an individual who has made a significant contribution to the TESOL profession within the past 50 years.” She has had opportunities to travel extensively and has presented in American Samoa, Argentina, Brazil, Canada, Chile, China, the Commonwealth of the Northern Mariana Islands, Denmark, Finland, Guam, Italy, Jakarta, Mexico, Panama, Singapore, South Korea, Taiwan, United Arab Emirates, and the United Kingdom, as well as close to home across the United States. Margo’s publications include over 70 articles, technical reports, monographs, chapters, and encyclopedia entries. Additionally, this past decade, she has authored, coauthored, and coedited 11 books: Assessing English Language Learners: Bridges to Educational Equity (2nd ed., 2016), Academic Language in Diverse Classrooms: Definitions and Contexts (with G. Ernst-Slavit, 2014), a foundational book for the series Promoting Content and Language Learning (a compendium of three mathematics and three English language arts volumes coedited with G. Ernst-Slavit, 2014, 2013), Common Language Assessment for English Learners (2012), Paper to Practice: Using the TESOL’s English Language Proficiency Standards in PreK–12 Classrooms (with A. Katz & G. Ernst-Slavit, 2009), and Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers (with D. Nguyen, 2007).
Mariana Castro, PhD,is director of standards for WIDA at the Wisconsin Center for Education Research, University of Wisconsin–Madison, where she has also served as director of academic language and literacy initiatives and director of teaching and learning. Mariana is, foremost, an educator, having taught science, ESL courses, and bilingual classes in K–12 systems. As an educator, she also led professional development for ESL and bilingual educators at her district. Mariana has also taught undergraduate and graduate courses at UW–Whitewater and Edgewood College in Madison, Wisconsin, where she lives with her husband, Andy, and three children, Amy, Andrés, and Diego. During her career as an educator, she worked with multilingual students, students with significant cognitive disabilities, and students with limited or interrupted formal education and collaborated with educators and administrators, in and out of the classroom. It was this work that provided the foundation and inspiration for her career. Over the last 10 years, Mariana has worked with in-service teachers and administrators across the U.S. and abroad on building capacity related to instruction and programming, with a focus on language development.