Page 486

Teacher Language Skills Survey, 377

Teachers of English to Speakers of Other Languages, 113n, 125, 127, 253

Teachers serving English-language learners, 7, 74, 351-352

development of, 3, 7, 250-273 (See also Effective practices)

evaluating, 258

inservice, 254

of nonspecialists, 9, 156

programs for, 253-266

of specialists, 9

education of, 3, 7-9, 17, 267-269

readiness of, 21

evaluating, 268-269

shortage of, 251-253

Theory-based programs. See Learning theory

Title I programs, 9, 118-119, 126-127, 133, 354

Title VII programs, 2, 9-10, 16, 23, 126-127, 134, 158, 165-166, 336, 367, 370, 372, 384, 406

Transitional bilingual education. See Bilingual education

Two-way bilingual education. See Bilingual education

U

Underachievement, 91-92

Underfunded schools. See School characteristics influencing learning

Universal Grammar framework, 35

U.S. Department of Education, 4-5, 7-10, 118-119, 140, 296, 433-439

U.S. Department of Education Organization Act, 132

U.S. Department of Health, Education and Welfare, 24, 368

U.S. Department of Health and Human Services (DHHS), 294, 309, 393-395

U.S. General Accounting Office (GAO), 146-147, 252, 331n

V

Validity issues, 114-115, 121, 130-131, 164n, 186-188, 293

Vocabulary, 56

W

Weschler Intelligence Scales for Children (WISC), 124

Whole-language instruction, 58-59

William and Flora Hewlett Foundation, 402-403, 462

WISC. See Weschler Intelligence Scales for Children

Word recognition, 61-62

Y

Young children, needs of, 6, 123, 191-192



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