List+of+References


 * **Duff, P. (2001). Language, literacy, content, and (pop) culture: challenges for ESL students in mainstream courses. //Canadian Modern Language Review, 58//(1), 103-132.**
 * //Two year ethnographic study - classroom observations and interviews with students and teachers. Looked at the experience of Canadian high school ESL students in social studies. Findings point to the linguistic, social, cultural, and academic challenges faced by these students. Suggests that even in mainstream classes with// //a rich and varied curriculum//, //teachers do not give much explicit attention to language issues, students lack comprehensible written and oral texts, they are not given many opportunities to write and speak extended discourse, the social interaction between native and non-native students is difficult and limited, and students lack the background knowledge to be full participants in discussions centered on academic content and pop culture. Nonetheless, many of these (mostly Asian) students were able to earn good grades in the classes.// ||
 * **Huang, J., & Morgan, G. (2003). A functional approach to evaluating content knowledge and language development in ESL students' science classification texts. //International Journal of Applied Linguistics, 13//(2), 234-262.**
 * //Used functional linguistics and Mohan's knowledge structure analysis to analyze the content and linguistic development of science essays (first and third drafts) written by ESL students in Canada, ages 8-10. "This comparison strongly indicates that content construction in science and development in language use are interrelated and interdependent in science writing. On the one hand, the science knowledge a student constructs very often determines his or her selection of the grammatical resources used to express it. . . . On the other hand, the linguistic capability of the students has a great impact on the way that the students construct their knowledge." (p. 255)// ||
 * **Stoddart, T., Pinal, A., Latzke, M., & Canaday, D. (2002). Integrating inquiry science and language development for English language learners. //Journal of Research in Science Teaching, 39//(8), 664-687.**
 * //Describes a rationale for a "synergistic" integration of science and language instruction and the development of the science-language integration rubric which measures how teachers' expertise in integration of science and language// //develops. Excerpts from teacher interviews are used to illustrate each level on the rubric.// ||
 * **Stoddart, T., Pinal, A., Latzke, M., & Canaday, D. (2002). Integrating inquiry science and language development for English language learners. //Journal of Research in Science Teaching, 39//(8), 664-687.**
 * //Describes a rationale for a "synergistic" integration of science and language instruction and the development of the science-language integration rubric which measures how teachers' expertise in integration of science and language// //develops. Excerpts from teacher interviews are used to illustrate each level on the rubric.// ||