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ESL Infusion at OISE
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ESL Learning and Literacy



Students in the classroom

The resources below deal with issues of language acquisition and how to support English language learners in developing proficiency in language and literacy more generally. For convenience, the books and journals section is divided into elementary, secondary and general subcategories.

Books & Journals      Internet Resources

You may also find our streamed video resources relevant, especially Sections 3-5 from each of the Primary/Middle/Senior School videos in the ESL Infusion Series.


Books & Journals

The following books and journals can also be found at the OISE Library.


Teaching the world's children: ESL for a

ges three - seven (2nd ed.).
Ashworth, M. (2004). 
Toronto.: Pippin Publication

Balancing Reading & Language Learning: A Resource for Teaching English
Capellini, M. (2005).
Language Learners, K-5. Maine.: Stonehouse Publishers

Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom.
Gibbons, P. & Cummins, J. (2002).
Toronto.: Pearson Education Canada

We don’t speak much English yet: the story of Carlos and Carolina’s first year in Canada.
Lofler, E. (2000).
Toronto: Toronto District School Board.

Early childhood programs for language minority children.
Nissani, H. (1990).
Washington, D.C.: National Clearinghouse for bilingual Education.

Language and cultural issues in the early education of language minority children.
Wong Fillmore, L. (1991a).
In S. L. Kagan (Ed.), The care and education of America's

young children: Obstacles and opportunities (pp. 30-49).
Chicago: University of Chicago Press.

When learning a second language means losing the first.
Wong Fillmore, L. (1991b).
Early Childhood Research Quarterly, 6(3), 323-346.

Multicultural children in the early years: creative teaching, meaningful learning.
Woods, P. (1999).
Bilingual education and bilingualism; Philadelphia, PA: Multilingual Matters.


Literature-based ESL for secondary students.
Custudio, B., & Sutton, M. (1998).
TESOL Journal, 19-23.

Reading and writing in more than one language Lessons for teachers.
Franklin, E. (Ed.) (1999).
Alexandria, VA: TESOL Inc. Chapter 1 (School success for secondary English learners)

Into, through, and beyond secondary school.
Lucas, T. (1997).
McHenry, IL: Center for Applied Linguistics.

Through the golden door: Educational approaches for immigrant adolescents with limited schooling.
Mace-Matluck, B., Alexander-Kasparik, R., & Queen, R. (1998).
McHenry, IL: Center for Applied Linguistics.

When they don't all speak English: Integrating the ESL student into the regular classroom.
Rigg, P., & Allen, V. (Eds.) (1989).
Urbana, IL: National Council of Teachers of English. Chapter 9 (A road to success for language-minority high school students)


Why TESOL?: Theories and issues in teaching English as a second language for K-12 teachers ( 2nd Ed.).
Ariza Eileen N. (2002).
Dubuque/Iowa.: Kendall/Hun

Working with second language learners.
Carey, S. (2000).
Portsmouth, NH: Heinemann.

Chapter 3 (How do I make my spoken language more understandable?)
Chapter 5 (How do I make a difficult textbook more readable?)

The CALLA handbook: implementing the cognitive academic language learning approach.
Chamot, Anna Uhl. (1994).
Reading, Mass.: Addison-Wesley Pub. Co.,

Bilingual education.
Christian, D., & Genesee, F. (Eds.). (2001).
Alexandria, VA: TESOL

Teaching literacy and communication across the curriculum.
Costello, C., Palmer, T., & Smitheram, M. (1997).
Toronto: OSSTF. Chapter 2 (Literacy requirements in all subject areas)

Language, power and pedagogy: Bilingual children in the crossfire.
Cummins, J. (2000).
Toronto: Multilingual Matters Ltd. Chapter 3 (Language proficiency in academic contexts)

English Grammar for the Vietnamese.
Danhti Rien, Duong (1977).
Canada.: Frederick Ungar Publishing Co.

Foreign language teaching and minority language education.
Davis, K.A. (1999).
Honolulu, HI: University of Hawai'i Press.

Teaching language and content to linguistically and culturally diverse students: Principals, ideas, and materials.
Don, Y. R. (2004).
Greenwich, Connecticut: Information Age

Sheltered content instruction: teaching English-language learners with diverse abilities.
Echevarria, J. (1998).
Boston: Allyn and Bacon.

The sheltered instruction observation protocol (SIOP).
Echevarria, J., Vogt, M.E., Short, D. (2000).
Allyn and Bacon.

Reading and writing in more than one language Lessons for teachers.
Franklin, E. (Ed.) (1999).

Alexandria, VA: TESOL Inc. Chapter 3 (Cross-age tutoring and ESOL students)

The education of linguistically and culturally diverse students: Effective instructional practices (Educational Practice Report 1).
Garcia, (1991).
Santa Cruz, CA: The National Center for Research on Cultural Diversity and Second Language Learning.

Teaching English language learners K-12: A quick-start guide for new teachers.
Jesness J. (2004).
Thousand Oaks, California.: Corwin Press

The foundations of dual language instruction.
Lessow-Hurley, J. (2000).
New York: Addison Wesley Longman, Inc.

How Languages are Learned.
Lightbown, Patsy M. & Spada, Nina (1999).
Oxford.: Oxford University Press

English as a second language in the mainstream: Teaching, learning, and identity.
Mohan, B., Leung, C., & Davison, D. (Eds.) (2001).
Harlow, England: Longman.

A functional approach to research on content-based learning: Recasts in causal explanations.

Mohan, B. and Beckett, G.H. (2001).
CMLR, 58(1), 133-155.

Effective Grouping for Literacy Instruction.
Nagel, G.K. (2001).
Needham Heights, MA: Allyn & Bacon.

Grammar for English Language Teachers.
Parrott, M. (2000).
Cambridge: Cambridge University Press.

Educating Language Minority Children.
Pedalino Porter, R. (Ed.). (2000).
Washington, D.C.: READ Institute.

Reading, writing, and learning in ESL: A resource book for K-12 teachers. Second Edition.
Peregoy, S., & Boyle, O. (1993).
New York: Longman. Chapter 2 (Second la

nguage acquisition)

Guidebook: Helping students of limited English skills in the regular classroom.
Rojas, V. (2000).
The LPD Video Journal of Education, 9, (6), 2-8.

Handbook of undergraduate second language education.
Rosenthal, J.W. (Ed.). (2000).
Mahwah, NJ: Lawrence Erlbaum Associates.

The tapestry of language learning: The individual in the communicative classroom.
Scarcella, R., & Oxford, R. (1992).
Boston: Heinle and Heinle. Chapter 5 (Communicative competence and first language acquisition)

Language, literacy, and content instruction: Strategies for teachers.
Schifini, A. (1994).
In K. Spangenberg-Urbaschat and R. Pritchard (Eds.). Kids come in all languages: Reading instruction for ESL students (p. 159-179).

Newark, DL: International Reading Association.

Learning English: A Teacher's Guide to Interfe

rence and other problems.
Swan, M., and Smith, B. (2004).
Cambridge: Cambridge Univ. Press

Internet for English Teaching.
Warschauer, M., Shetzer, H., and Meloni, C. (2000).
Alexandria, VA: TESOL.

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Internet Resources

Language Learning and Technology journal online

Krashen's theory of sLA


The Center for Advanced Research on Language Acquisition (CARLA) This is a Web site of CARLA, a National Language Resource center, located at the University of Minnesota. The center supports a number of coordinated programs of research, training, and development related to foreign language teaching. The Second Language Learning Strategies Project was one of many research projects sponsored by the center. Links to detailed information on this and other projects can be found at the Web site.

Strategies-based instruction

A Guide to Learning English: For Mainstream Teachers of ESL Students

The Internet TESL journal

Center for Applied Linguistics (CAL) CAL is a private, not-for-profit organization whose purpose is to promote and improve the teaching and learning of la

nguages, identify and solve problems related to language and culture, and serve as a resource for information about language and culture. There are links on a variety of topics and to numerous sites including the ERIC Clearinghouse on Languages and Linguistics, the Foreign Language Assessment for the National Assessment of Educational Progress (NAEP) project, and the Heritage Language Initiative.

Chamot and O'Malley's landmark work on the Cognitive and Academic Language Learning Approach

National Capital Language Resource Center 

National K-12 Foreign Language Resource Center This is the Web site of a National Language Resource Center jointly sponsored by Iowa State University and the Center for Applied Linguistics. Its focus is on the professional development of K -12 foreign language teachers. Its three primary initiatives are performance assessment, effective teaching strategies, and new technologies in the foreign language classroom. Links to these and ot

her projects can be found at the Web site

First language acquisition principles

International Journal of American Linguistics

L2 Educational Resources Database

NABE (National Association for Bilingual Education)

copies of links to articles on bilingual education that may be of current interest

A historical overview of the development of

the notion of communicative competence.


Summer Institute of Linguistics International Lingua-Links This Web site provides an extensive set of resources on communication, communicative competence, and additional language learning. Descriptions of language skills are

given along with recommendations of techniques and activities to develop these skills. The site also contains an extensive collection of reference information.


The Sheltered Instruction Protocol Model


Second language theories

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