• Introduction
  • Welcome and Background Information
  • Description and Organization of the Course
• Who Are English Language Learners?
  • Introduction
  • The Role of Culture
  • Meeting the Needs of Children who are English Language Learners: What Every Teacher Should Know
  • Second Language Acquisition
  • Director’s Corner/Making Connections
• Culturally and Linguistically Supportive Classroom Environments
  • Introduction: Key Components of a Supportive Classroom Environment
  • Physical Set-up and Materials
  • Classroom Organization and Management: Suggested Practices
  • Building a Positive Social and Emotional Environment: Suggested Practices
  • Director’s Corner/Making Connections
• Working with Young English Language Learners
  • Introduction
  • Planning for Instruction with Children who are English Language Learners
  • Instructional Strategies in Action
  • Director’s Corner/Making Connections
• Resources
  • Introduction
  • Websites
  • Recommended Children’s Books
  • Music
  • Glossary
  • Resources References
• Assessment/
  Certificate

Albert Bandura is a psychologist specializing in social cognitive theory and self-efficacy. His research into observational learning has illustrated the critical role of modeling in human behavior. For more information about Albert Bandura’s research on basic social learning, please review the following sources.

• Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

• 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: W. H. Freeman.

For more information on wait time, the second step of the Five Instructional Strategies, please review the following article.

• Davenport, N. A. (2003). Questions, answers and wait-time: implications for assessment of young children. International Journal of Early Years Education, 11(3), 245-253.

The scaffolding and instructional strategies explained in Section Four utilize the concept of explicit instruction. The following research articles provide supportive evidence for explicit instruction with English language learners.

• Gersten, R. (1996). The double demands of teaching English language learners. Educational Leadership, 53(5), 18-22.

• Linan-Thompson, S., Vaughn, S., Hickman-Davis, P., & Kouzekanani, K. (2003). Effectiveness of supplemental reading instruction for second-grade English language learners with reading difficulties. The Elementary School Journal, 103(3), 221-238.

• Quiroga, T., Lemos-Britton, Z., Mostafapour, E., Abbott, R., & Berninger, V. (2002). Phonological awareness and beginning reading in Spanish-speaking ESL first graders: research in practice. Journal of School Psychology, 40(1), 85-111.

• Vaughn, S., Mathes, P., Linan-Thompson, S., & Francis, D. (2005). Teaching English language learners at risk for reading disabilities to read: putting research into practice. Learning Disabilities Research & Practice, 20(1), 58-67.

• Vaughn, S., Cirino, P., Linan-Thompson, S., Mathes, P., Carlson, C., Hagan, E., Pollard-Durodola, S., Fletcher, J., & Francis, D. (2006). Effectiveness of a Spanish intervention and an English intervention for English-language learners at risk for reading problems. American Educational Research Journal, 43(3), 449-487.