Important Information: Coronavirus (COVID-19)
At this time, the College is planning to resume in-person, on-campus instruction, residence life, and student activities as permitted for the Fall 2020 semester. We are exploring various contingencies and measures that will be required to open the campus. Faculty and staff offices will reopen when the state allows as part of the phased reopening. For communications related to College operations and personal issues related to the pandemic, email COVID-19@mville.edu. Visit our dedicated COVID-19 website here for up-to-date resources and communications: https://www.mville.edu/content/covid-19-information-manhattanville-community.
Instructional information and resources for teachers of English Language Learners.
Success in the Mainstream through Teaching Parents to Support Early Literacy Learning: The K-PASS Program (NYSTESOL Idiom, 2008)
The Kindergarten-Providing Academic Skills and Strategies (K-PASS) program was designed to teach parents the literacy skills necessary for child success in kindergarten and how best to ready children for further language development in an effort to cut off the existing achievement gap.
Effective Literacy and English Language Instruction for English Learners in the Elementary Grades (U.S. Department of Education, 2007)
A practice guide providing “practical and coherent information on critical topics related to literacy instruction for English learners.” The Institute of Education Sciences includes five fully detailed Recommendations concerning best practices in instruction for English language learners.
The Astounding Effectiveness of Dual Language Education for All (NABE Journal of Research and Practice, Winter 2004) 
Over the course of almost two decades, this study finds that the Dual Language educational model has proved itself valuable in seeking to close the achievement gap in childhood linguistic development.
A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement (Center for Research on Education, Diversity & Excellence, 2002)
It is estimated that language minority (LM) students will make up almost half of school-age population in the United States by 2030. This study brings together policy analyses from school districts nationwide as related to evaluation and reformation of LM student education.
Effective Reading Programs for English Language Learners
English language learners have been found to benefit from instruction in “comprehensive reform programs using systematic phonics, one-to-one or small group tutoring programs, cooperative learning programs, and programs emphasizing extensive reading.” This study elaborates on these and more strategies for school districts to implement in order to ensure opportunities for reading success for all students.
L2 Proficiency Development in a Two-Way and a Developmental Bilingual Program
This study aims to weigh the short- and long-term effectiveness of bilingual education programs versus that of accelerated, English-only, structured-immersion programs for ELLs. Five state governments have introduced proposals which would completely replace one with the other.
Teaching English Language Learners
Teaching students for whom English is not a primarily-used language is a difficult process, and any attempt to simplify the needs of this demographic is disrespectful to its students. We need to step up nationwide to improve our comprehensive ELL instruction, because “the costs of large-scale underachievement are very high.”
Academic Vocabulary: Engaging Activities for English Language Learners (and Others!) K-8
English learners need to be exposed to Academic Language early and often so as to best complement their development as readers and critical thinkers. This presentation offers a number of comprehensive activities to aide teachers in their instruction of this more complex set of vocabulary.
Inclusion for ELs: SIOP in Elementary Classrooms
This presentation identifies the cultural and educational disparity in ELLs. It introduces Sheltered Instruction Observation Protocol (SIOP) as a viable option to improve support networks for these students.
The SIOP Model: Providing Diverse Learners with Access to Content and Language
By 2025, it is estimated that English learners will make up approximately 25% of the total K-12 student population. This presentation reviews the Sheltered Instruction Observation Protocol’s (SIOP) organizational framework, eight instructional components, and its model of academic language.
SIOP Model Research Methods
References for the published research on the SIOP instructional model.
The SIOP Model Self-Assessment
For teachers: A self-assessment to measure current teaching practices against the recommendations of the SIOP model.
Common Word Roots
A list of common English root words to aide instruction of ELLs.
NABE 2012 Conference: Crawford Keynote, Cummins Keynote