Previous articleNext article No AccessCommentary: The Education of Language-Minority Students: Where Are We, and Where Do We Need to Go?Claude GoldenbergClaude Goldenberg Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 96, Number 3Jan., 1996Special Issue: The Language-Minority Student in Transition Article DOIhttps://doi.org/10.1086/461833 Views: 6Total views on this site Citations: 18Citations are reported from Crossref Copyright 1996 The University of ChicagoPDF download Crossref reports the following articles citing this article:Linda New Levine Teaching Speaking in Language Arts Content Instruction, (Jan 2018): 1–7.https://doi.org/10.1002/9781118784235.eelt0862Rachel A. Valentino, Sean F. Reardon Effectiveness of Four Instructional Programs Designed to Serve English Learners, Educational Evaluation and Policy Analysis 37, no.44 (Dec 2015): 612–637.https://doi.org/10.3102/0162373715573310Audrey Lucero Dual Language Teachers’ Use of Conventional, Environmental, and Personal Resources to Support Academic Language Development, Bilingual Research Journal 38, no.11 (May 2015): 107–123.https://doi.org/10.1080/15235882.2015.1017028Audrey Lucero Teachers? use of linguistic scaffolding to support the academic language development of first-grade emergent bilingual students, Journal of Early Childhood Literacy 14, no.44 (Dec 2013): 534–561.https://doi.org/10.1177/1468798413512848Virginia R. 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Pollard-Durodola The Cross-Linguistic Transfer of Early Literacy Skills: The Role of Initial L1 and L2 Skills and Language of Instruction, Language Speech and Hearing Services in Schools 38, no.33 (Jul 2007): 249.https://doi.org/10.1044/0161-1461(2007/026)Wilda Laija-Rodríguez, Salvador Hector Ochoa, Richard Parker The Crosslinguistic Role of Cognitive Academic Language Proficiency on Reading Growth in Spanish and English, Bilingual Research Journal 30, no.11 (Apr 2006): 87–106.https://doi.org/10.1080/15235882.2006.10162867 Leslie Reese Claude Goldenberg William Saunders Variations in Reading Achievement among Spanish‐Speaking Children in Different Language Programs: Explanations and Confounds Reese, Goldenberg and Saunders, The Elementary School Journal 106, no.44 (Jul 2015): 363–385.https://doi.org/10.1086/503637Gayle Buck, Colette Mast, Nancy Ehlers, Elizabeth Franklin Preparing teachers to create a mainstream science classroom conducive to the needs of English-language learners: A feminist action research project, Journal of Research in Science Teaching 42, no.99 (Jan 2005): 1013–1031.https://doi.org/10.1002/tea.20085Céline Blanchard, Luc Pelletier, Nancy Otis, Elizabeth Sharp Rôle de l’autodétermination et des aptitudes scolaires dans la prédiction des absences scolaires et l’intention de décrocher, Revue des sciences de l'éducation 30, no.11 (Nov 2005): 105–123.https://doi.org/10.7202/011772arMary A. 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Saunders , and Claude Goldenberg Effects of Instructional Conversations and Literature Logs on Limited- and Fluent-English-Proficient Students' Story Comprehension and Thematic Understanding, The Elementary School Journal 99, no.44 (Oct 2015): 277–301.https://doi.org/10.1086/461927Vivian Fueyo Teaching Language‐Minority Students: Using Research to Inform Practice, Equity & Excellence in Education 30, no.11 (Apr 1997): 16–26.https://doi.org/10.1080/1066568970300103