Project Opportunity
Links

Home
 Maine's Future Teachers
In-Service Teachers
Research Faculty Team
LEA Support
ESL Endorsement
Courses
Workshops
Conferences

News
 Resources and Links
 Contact Us 

Come Visit

Project Opportunity

Resources and Links

ELL/ESL Resources Organizational Web Sites WIDA Access Resources Language and Culture Bulletins

ESL and Bilingual Resources & Links: The following web sites contain information and relevant resources in the field of ESL/ELL and bilingual teaching and learning:

ESL/ELL Resources

• ELL Resource Materials (Winslow High school's lending library)
• Dave's ESL Cafe
• Randall's Cyber Listening Lab
• Karin's ESL Partyland
• ESL Magazine Online
• Learn English as a Second Language Online
• Successful School Environments for Spanish-Speaking Parents

Back to Top

Organizational Web sites

• Univeristy of Maine's Instensive English Institute
• Center for Applied Linguistics
• Newcomer ETEP Program at USM
• Federal Resources for Educational Excellence
• The U.S. Dept. of Education's Office of English Language Acquisition, Language Enhancement & Academic Achievement for Limited English Proficient Students (OELA)
• National Assn. for Bilingual Education
• Teachers of English to Speakers of Other Languages (TESOL)
• International Volunteers Speaking Bureau (free multicultural presentations)
• Be Global Network

Back to Top

WIDA Access Resources

• Interview with Tim Boals, Director of WIDA 10-State consortium

Back to Top

Language & Culture Bulletins: The Language and Culture Bulletin is a publication produced by the Office of Multilingual and Multicultural Programs. The author of this bulletin is Don Bouchard, Program Coordinator for the Office of Multilingual and Multicultural Programs, and Outreach Coordinator for Project Opportunity. All are PDF files that require Adobe Acrobat Reader to view.

Volume 1, Numbers 1-6 (1998)
Volume 2, Numbers 1-10 (1999)
Volume 3, Numbers 1-13 (2000)
Volume 4, Numbers 1-8 (2001)
Volume 5, Numbers 1-8 (2002)
Volume 6, Numbers 1-8 (2003)
Volume 7, Numbers 1-9 (2004)
Volume 8, Numbers 1-8 (2005)
Volume 9, Numbers 1-10 (2006)
Volume 10, Numbers 1-8 (2007)
Volume 11, Numbers 1-6 (2008)
Volume12, Number 1 (2009)

Back to Top

Volume 12

• No. 1 The Landscape of Academic Writing

Back to Bulletin Index

Volume 11

• No. 1 Explicit Instruction
• No. 2 Eliciting Background Knowledge
• No. 3 Comprehensible Lesson Delivery
• No. 4 Scaffolding for Academic Talk
• No. 5 Active Listening to Develop Academic Language Proficiency
• No. 6 Integrating Language Use for Content Learning

Back to Bulletin Index

Volume 10

• No. 1 The Complexities of Learning for Language Minorities
• No. 2 The Effect of Early vs. Late Immigration on Schooling
• No. 3 The Unique and Complex Profile of Hispanic Learners
• No. 4 The Varied World of ELLS with Arabic Lanuage Background
• No. 5 Characteristics of Somali Culture...Impact on Learning
• No. 6 U.S. Born Cambodian Learners' Struggle for Cultural Identity
• No. 7 The Role of Explicit Teaching with Sudanese Learners
• No. 8 Unwrapping Culture & Language for ELLs in the Mainstream

Back to Bulletin Index

Volume 9

• 2005-The Year of Languages
• No. 1 Issues in Writing for English Language Learners
• No. 2 Using Content Texts for Writing
• No. 3 Guided Tasks for Improving Content Writing
• No. 4 Error Correction in Writing
• No. 5 Responding to ELL Writing
• No. 6 Effective Peer Review of Writing
• No. 7 Sentance Starters for Academic Writing
• No. 8 Aspects of Nouns and Verbs for Academic Writing
• No. 9 Using Corpra Research to Help in Academic Writing
• No. 10 Expository Writing Activities

Back to Bulletin Index

Volume 8

• No. 1 The Basis of Differentiation for ELLs
• No. 2 Adjusting Language Complexity in Teaching
• No. 3 Calibrating Cognitive Demand with Language Use in Content
• No. 4 Teaching to Learning Style Differences
• No. 5 Adapting Content Language to Different Learning Styles
• No. 6 Activities for Distinguishing How Words are Used
• No. 7 Innovative Use of Dictations to Access Content Language
• No. 8 Question Posing

Back to Bulletin Index

Volume 7

• No. 1 Profile of the Mainstreamed Language Minority Student
• No. 2 Examining Our Assumptions in Delivering Instruction
• No. 3 Ten Techniques for Comprehending Text
• No. 4 Integrated Language Activities for Teaching Content
• No. 5 Scaffolding
• No. 6 The Language of Math, Science and Social Studies
• No. 7 Vocabulary Activities for Learning Content
• No. 8 Helping Learners Achieve Academic Competence
• No. 9 Background Information for Teaching Mainstreamed Learners

Back to Bulletin Index

Volume 6

• No. 1 Scaffolding: Key to Higher Learning Standards
• No. 2 Helping Language Minority Learners Expand Oral Fluency
• No. 3 Increasing Academic Fluency
• No. 4 Monitoring Personal Oral Language Delivery
• No. 5 Why is English Difficult?
• No. 6 Engagement in Learning with Instructional Conversations
• No. 7 Understanding the Form and Meaning of Words
• No. 8 Vocabulary Learing Strategies

Back to Bulletin Index

Volume 5

• No. 1 Using Comprehensible Language in the Classroom
• No. 2 Misconceptions About Language and Culture
• No. 3 Factors to Consider in Teaching Concept Development
• No. 4 Challenges to Academic Success
• No. 5 Cross-Culture Competence
• No. 6 Elements of Acculturation
• No. 7 Cultural Assumptions and Their Effects on Learning
• No. 8 Mismatches in Teaching for Diversity

Back to Bulletin Index

Volume 4

• No. 1 Factors Influencing Reading English as a Second Language
• No. 2 Predictors of Literacy Success for...Students
• No. 3 Constructing Meaning in Reading
• No. 4 Barriers to Activating Knowledge in Reading
• No. 5 Critical Strategies for Comprehending Texts
• No. 6 Cultural Citations in Reading
• No. 7 Improving Content Reading with a Focus on Vocabulary
• No. 8 Strategies and Questions for Self-Directed Content Reading

Back to Bulletin Index

Volume 3

• No. 1 12 'C's for Success in School
• No. 2 What is Communicative Competence?
• No. 3 The 12 Cs...The Role of Context in Learning
• No. 4 The 12 Cs...Developing Language Through Content
• No. 5 The 12 Cs...Fostering Comprehensible Use of Language
• No. 6 The 12 Cs...Clarifying Language Responses
• No. 7 The 12 Cs...Constructing Knowledge
• No. 8 The 12 Cs...Learing Through Collaboration
• No. 9 The 12 Cs...Using Complex Language
• No. 10 The 12 Cs...Using Strategies to Connect ...with Knowlwdge
• No. 11 The 12 Cs...Lowering Anxiety Through Congenial Learning...
• No. 12 The 12 Cs...Building School Communities...
• No. 13 The 12 Cs...A Checklist to Help Ensure Learner Sucess

Back to Bulletin Index

Volume 2

• No. 1 Conversational and Academic Language Use...
• No. 2 The Crucial Role of Cognitive Demand and Context ...
• No. 3 Problematic English Structures in Academic Learning
• No. 4 Theme-Based Instruction for English Language Learners
• No. 5 Teaching Content to English LAnguage Learners
• No. 6 Lesson Modification...for English Language Barriers
• No. 7 The Relationship Between Culture & Learning Style
• No. 8 Teaching Learning Strategies to Promote Academic Sucecess
• No. 9 Designing Tasks to Promote Critical Thinking
• No. 10 Posing Questions to Promote Critical Thinking

Back to Bulletin Index

Volume 1

• No. 1 Who are the Language Minorities?
• No. 2 The Acculturation of Language Minority Learners...
• No. 3 Educational Experiences...Affecting...Achievement...
• No. 4 Attitudes and Motivation of Foreign Born...Learners
• No. 5 Attitudes and Motivation of US-Born ...Learners
• No. 6 Promoting a Culture of Success

Back to Bulletin Index

 

Any new ideas, suggestions or contributions will be most welcome!

Project Opportunity
5784 York Village, Bldg #4
Orono, ME 04469
Phone: (207) 581-3847 | Fax : (207) 581-9375
E-mail: rebecca.sawyer @umit.maine.edu

Consistent with University of Maine Policy, Project Opportunity ensures equal employment, equal educational opportunities, and affirmative action regardless of sex, age, national origin, disability, race, citizenship status, marital status, or sexual orientation. Questions or grievances relating to any affirmative action may be directed to: Affirmative Action Office, University of Maine, 101 North Stevens Hall, Orono, ME 04469. phone 207-581-1226.