Resources
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: https://lead.nwp.org/wp-content/uploads/2017/10/preserving_cultural_identity_ell.pdf
Ottow, S. (25 April, 2018). The power of story for ELL’s and newcomers: Identity and empathy. Teaching Channel. Retrieved October 27, 2020 from
https://www.teachingchannel.com/blog/the-power-of-story-for-ells-and-
Newcomers-identity-and-empathy
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. https://ncela.ed.gov/files/feature_topics/newcomers/ElevatingELs_SocialEmotionalSupportNewcomer.pdf
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. https://doi.org/10.1080/87567555.2015.1126801.
Assessment
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 https://doi.org/10.1177/1540796919835169. 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.