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Socio Emotional Resources

Sumaryono, K., & Ortiz, F. W. (2004, May). Preserving the Cultural Identity of the English Language Learner [PDF]. Voice from the Middle, volume 11 number 4. Retrieved from:

Ottow, S. (25 April, 2018). The power of story for ELL’s and newcomers: Identity and empathy. Teaching Channel. Retrieved October 27, 2020 from


Wells, A., Fox, L, Cordova-Cobo, D. (2016, February 9). How Racially Diverse Schools and Classrooms Can Benefit All Students. The Century Foundation.

Pearson, C. M., & Navarro, J. (2012). Bullying, ELLs, and the Additional Confound of Disabilities: What Are the Problems, and What Can Be Done About Them? in "Serving for a Better World": Selected Proceedings of the 2012 Michigan Teachers of English to Speakers of Other Languages Conference. 17-31.

Castro-Olivo, S.M. (2014). Promoting social-emotional learning in adolescent Latino ELLs: A study of the culturally adapted strong teens program. Psychology Quarterly, 29(4), 567-577.

National Clearinghouse for English Language Acquisition. (n.d.). Elevating English learners (ELs): Social and emotional supports for newcomer students.

Cochran, K., & Karlin, N. (2016). The Influence of Teacher Power on English Language Learners’ Self-Perceptions of Learner Empowerment. College Teaching, 64(4), 158–167. 


Li, C., Kruger, L.J., Beneville, M., Kimble, E., & Krishman K. (2018). The Unintended Consequences of High-Stakes Testing on English-Language Learners: Implications for the Practice of School Psychology. School Psychology Forum, 12(3). 79-90.  This article explores how school psychologists may address assessment issues in the multitiered system of supports to help ELLs and their families cope with the unintended, negative consequences of high-stakes tests. 

Karvonen, M., & Clark, A. K. . (2019). Students With the Most Significant Cognitive Disabilities Who Are Also English Learners. Research & Practice for Persons with Severe Disabilities, 44(2), 71–86. Retrieved from  This study expands what is known about this population by describing EL students who participated in Dynamic Learning Maps Alternate Assessments in 16 states during the 2016-2017 year. Data sources include (a) teacher responses to a survey of student characteristics, including items about academic skills, expressive and receptive communication, and classroom setting; (b) accessibility supports used during assessment; (c) students’ alternate assessment results; and (d) student EL services. Results are described for students identified as ELs, likely-ELs, and non-ELs. 

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