Chapter 9 - Articles of Interest
 The articles in this section will provide you with in-depth information on topics that were presented in each chapter of the Help! Kit. Under each chapter heading listed below, you will see from one to three referenced articles that appear in bold font. These articles are th e ones that are included in the printed and bound version of the Help! Kit. Articles with links are available via the WWW, just click to jump to them, if the article is followed by an *and a document number such as ED289368 then a physical copy must be ordered. The remaining articles are listed to provide you with additional knowledge about these specific areas of interest.

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 Chapter 1
1. Riddlemoser, N. (1987, November). Working with limited-English proficient students in the regular class-room. Washington, DC: ERIC Clearinghouse on Languages and Linguistics, Center fo r Applied Linguistics. *ED289368
2. Menchaca, V.D., & Ruiz-Escalante, J.A. (1995). Instructional strategies for migrant students (Report No.EDO-RC-95-10). Charleston, WV:ERIC Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory.
3. Garcia, E.E. (1997, March). The education of Hispanics in early childhood: Of Roots and Wings. Young Children, 5-14. (Copyright 1997 by Eugene Garcia-see inside front cover for information on right and permissions. [Volume, 52, Number 3])
4. Dale, T.C. (1986, December). Limited-English-proficient students in the schools: Helping the newcomer. Washington, DC: ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics.
Chapter 2
1. Whittaker, C. R., Salend, S. J., & Gutierrez, M. B. (1997, March). Voices from the fields: Including migrant farm workers in the curriculum. The Reading Teacher,50(6),482-493.(Copyright 1997 International Reading Association)
2. Sutton, C. (1990, Summer). Oral language development -- Common sense strategies for second language learners in the primary grades. Elementary ESOL Education News, 13 (1), 1- 2. 
3. Kagan,S.(1 995,May). We can talk: Cooperative learning in the elementary ESL classroom. Washington, DC: ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics. (ERIC Document Reproduction Service No. EDO-FL-95-08) 
4. Jacob, E. & Matson, B. (1987, September). Cooperative learning with limited-English-proficient students. Washington, DC: ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics. *ED287314
5. First, C.A. Nations, M. J. I Thrush, E. A. (1990, Summer). Tips from the trenches -Sample learning center activities. Elementary ESOL Educatjon News, 13 (1), 3-5. 
Chapter 3
1. Samway, K. D., & Taylor, D. (1993, Spring). Inviting children to make connections between reading and writing. TESOL Journal,7-11. 
2. Hamayan, E. V (1989, Summer).Teaching writing to potentially English proficient students using whole language approaches. Program Information Guide Series, 11. Silver Spring, M D: National Clearinghouse for Bilingual Education.
Chapter 4 
1. Crandall, J. (1994, January). Content-centered language learning. Washington, DC: ERIC Clearing-house on Languages and Linguistics, Center for Applied Linguistics. ( ERIC Document Reproduction Service No. EDO-FL-94-06) 
2 . Tang, G.M. (1992-1993, Winter). Teaching content knowledge and ESOL in multicultural class-rooms. TESOL Journal, 2(2). Reprinted by permission in TEACH: Session 3-Study Guide Appendix, 209-214. 
3. Reilly, T. (1988, May). ESL through content-area instruction. Washington, DC: ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics. ED406847
Chapter 5 
1. Short, D.J.& Spanos,G. (1989, November). Teaching mathematics to limited English proficient Students. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Center for Applied Linguistics. *ED317086 
2. Corwin, R.B. Brahier, D.J., & Speer, W.R. (1993, February). Ideas. Arithmetic Teacher. 40 (6), 325-332. 
3. Capps, L. R. & Pickreign, J. (1993, September). Language connections in mathematics: A critical part of mathematics instruction. Aritbmetic Teacber, (41)1, 8-12.
Chapter 6
1. Tannenbaum, J . (1996, May). Practical ideas on alternative assessment for ESL students. Washington, DC: ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics. (ERIC Document Reproduction Service No. EDO-FL-96-07)
2. Derrick-Mescua, M. ( ). Assessment that supports academic success for English language learners. In From Theory to Practice. Tampa, FL: Region XIV Comprehensive Center.
3. Hoyos, C. (1 996, January/February). Help your students beat the testing. Instructor, 60-65. 
Chapter 7
1. Holman, L.J.(1997,April). Working eff ectively with Hispanic immigrant families. Phi Delta Kappan, 648-649. 
2. Villarreal, A. (1996, February 1). Parents as first teachers: Creating an enriched home learning environment. NABE News, 13-17.
3. Martin, P (1994). Migrant farm wo rkers and their children (Report No. EDO-RC- 94-7). Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory.
4. Valent-Sciences, E., Sutton, C. P 7 Ware, H. W (1991). Fostering home-school cooperation: Involving language minority families as partners in education. Washington, DC: Na tional Clearinghouse for Bilingual Education.
Chapter 8 - no articles cited
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