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Bunch, G. C. (forthcoming). The language of ideas and the language of display: Expanding conceptions of “academic language” in linguistically diverse classrooms. In Rolstad, K. (Ed.), Rethinking school language. Mahwah, NJ: Erlbaum.
Bunch, G. C., & Panayotova, D. (2008). Latinos, language minority students, and the construction of ESL: Language testing and placement from high school to community college. Journal of Hispanic Higher Education 7 (1), 6-30.
Bunch, G. C. (2008). Language minority students and California community colleges: Current issues and future directions. Paper commissioned by the California Community College Collaborative (C4), University of California, Riverside.
Bunch, G. C. (2006). “Academic English” in the 7th grade: Broadening the lens, expanding access. Journal of English for Academic Purposes 5, 284-301.
Bunch, G. C., Lotan, R., Valdés, G., & Cohen, E. (2005). Keeping content at the heart of content-based instruction: Access and support for transitional English learners. In J. Crandall & D. Kaufman (Eds.), Content-based instruction in primary and secondary school settings (pp. 11-25). Alexandria, VA: Teachers of English to Speakers of Other Languages.
Valdés, G., Bunch, G. C., Snow, C. E., & Lee, C. (2005). Enhancing the development of students' language(s). In L. Darling-Hammond, J. Bransford, P. LePage, K. Hammerness & H. Duffy (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 126-168). San Francisco: Jossey-Bass.
Bikle, K. & Bunch, G. C. (2002). CLAD in STEP: One program's efforts to prepare teachers for linguistic and cultural diversity. Issues in Teacher Education 11 (1), pp. 85-97.
Bunch, G. C., Abram, P. L., Lotan, R. A., & Valdés, G. (2001). Beyond sheltered instruction: Rethinking conditions for academic language development. TESOL Journal, 10(2/3), 28-33.
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