Not for ESOL Teachers
Edition: 4
Copyright: 2025
Pages: 530
Edition: 4
Copyright: 2025
Pages: 394
Choose Your Format
$72.00 USD
Ebook
$36.00 USD
Not for ESOL Teachers: What every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student provides the basics and background information needed to teach English learners in the classroom. This publication continues to be a labor of love for the student who is learning through a foreign language. It has tremendous affection, respect, and compassion for the mainstream teacher who is not a trained teacher of English to speakers of other languages (TESOL).
New to the 4th edition:
- Each chapter contains information from sources with a direct relation to the topic.
- Each chapter includes updated links, references, key points, final points, more voices from stakeholders, and online resources for further learning
- Several new chapters and new co-authors reflect many of the latest innovations and challenges since the last edition in 2018:
- Translanguaging and Its Application in the Classroom (new chapter)
- The Benefits and Importance of Preserving Learners’ Heritage (or Native) Languages.(new chapter)
- Multilingual Students with Trauma (new chapter)
- Teaching Science to English Learners (new co-author)
- Teaching Social Studies to English Learners (new author)
- Universal Design for Learning Integration in Multilingual Classrooms (new chapter)
- Jamaicans in the American School System: A New Understanding of Language and Culture (new co-author)
- Using AI for Multilingual Learners in the Mainstream Classroom (new chapter)
- Information Literacy and Multilingual Learners (new chapter)
- Traditional Assessment: Why It Is Inappropriate (new co-author)
- All the chapters have been refreshed, updated, and checked for accuracy. In some cases, additional authors have been added. (See Table of Contents)
- Significant revisions to all chapters to include the most critical information on changes that have occurred in the field, and in the world.
Part 1: Classrooms of Today
Chapter 1: Who are Our Multilingual Learners (MLs)?
Maria Coady and Eileen N. Whelan Ariza
Chapter 2: Pluralism in the Mainstream Classroom—Who Am I
Eileen N. Whelan Ariza and Susanne I. Lapp
Chapter 3: Cross-Cultural Misunderstandings in Academic Settings
Eileen N. Whelan Ariza and Susanne I. Lapp
Chapter 4: Understanding Different Learning Styles
Eileen N. Whelan Ariza
Chapter 5: Multilingual Students with Trauma
Eileen N. Whelan Ariza
Part 2: The Perplexity and Complexity of Learning Another Language
Chapter 6: What Teachers Need to Know About First-and Second-Language Acquisition
Eileen N. Whelan Ariza and Justin P. White
Chapter 7: Translanguaging and Its Application in the Mainstream Classroom
Andrés Ramírez and Yuly Andrea González
Chapter 8: The Benefits and Importance of Preserving Learners’ Heritage (or Native) Languages
Phyllisienne Gauci
Part 3: Learning English through Integration of Academic Content
Chapter 9: Why Integrate Language and Content?
Eileen N. Whelan Ariza
Chapter 10: Individualized Instruction for Multilingual Learners (MLs)
Eileen N. Whelan Ariza
Chapter 11: Teaching Math to Multilingual Learners (MLs)—Myths, Methods, and Materials
Sally Robison and Viktoria Korogodsky
Chapter 12: Teaching Science to Multilingual Learners (MLs)
Lindsey Laury and Maryam Zilouchian
Chapter 13: Teaching Social Studies to Multilingual Learners (MLs)
Benita Bruster
Chapter 14: Teaching Multilingual Learners (MLs) Literacy through the Arts
Susannah L. Brown
Chapter 15: Vocabulary Development in a Literacy Curriculum (From Elementary to Older Multilingual Learners [MLs]): An Action Plan 215
Kate Mastruserio Reynolds
Part 4: Transforming Education: Integrating Technology, Literacy, and Inclusive Learning Strategies
Chapter 16: Universal Design for Learning (UDL) Integration in Multilingual Classrooms
Victoria Brown and Emily Franklin
Chapter 17: Using Artificial Intelligence (AI) for Multilingual Learners (MLs) in the Mainstream Classroom
Victoria Brown
Chapter 18: Information Literacy and Multilingual Learners (MLs)
Sherrie Sacharow
Chapter 19: Literacy, Technology, and the Multilingual Learner (ML)
Susanne I. Lapp
Part 5: Assessment and the Multilingual Learner
Chapter 20: Traditional Assessment: Why Is It Inappropriate?
Melissa Antonelli and Eileen N. Whelan Ariza
Part 6: Multilingual Learners (MLs) and the Wider Community
Chapter 21: Working with Parents of Multilingual Learners (MLs)
Naomi Hagen and Erin Meuer
Chapter 22: Beyond the Classroom Walls: Suggestions for Noninstructional Staff
Diana Pett, Eileen N. Whelan Ariza, and Renee Zelden
Part 7: Sampler of Cultural Groups: The Teacher as Cultural Observer
Chapter 23: Hispanics, Latino/as, and Spanish Speakers
Eileen N. Whelan Ariza
Chapter 24: Supporting Students of Color in the U.S. School System: Key Insights for Teachers
Angela Rhone and Susanne I. Lapp
Chapter 25: Muslims, Followers of Islam, and Speakers of Arabic
Rachida Faid-Douglas, Ammar Saleh, and Aida Ali
Chapter 26: Chinese, Japanese, South Korean, and Indian
Linglan Cao, Ke Xu, and Eileen N. Whelan Ariza
Chapter 27: Haitians
Eileen N. Whelan Ariza (With contributions from Mr. Success Innocent, and Mr. Evan Noel)
Chapter 28: Native Americans
Eileen N. Whelan Ariza
Appendices
Appendix A: Resources and Strategies for Teachers of Multilingual Learners
Appendix B: Language-Level Classifications and Descriptions
Appendix C: WIDA Language Proficiency Levels
Appendix D: SIOP® Lesson Planning Guide
Appendix E: Tips for Content Modification
Appendix F: Sample of Modified Lesson Plan—Science
Appendix G: Class Assignment: Content Area Textbook Analysis Form
Appendix H: Project Rubric for Modification of Textbook
Appendix I: Resources: Journals and Websites
Glossary
References
Index
Eileen N. Whelan Ariza received her Ed.D. in Multilingual/Multicultural Education from the University of Massachusetts, Amherst, and her MAT in TESOL, Spanish as a Second Language, and her Bilingual/Multicultural Endorsement from the School of International Training in Brattleboro, Vermont. A Teaching Fellow for many years at Harvard University's English Language Institute, she is a professor in Florida Atlantic University's teacher education program, and is ESOL Coordinator for the College of Education, where she prepares both prospective and current teachers in the undergraduate and graduate programs. A three time Fulbright Scholar to Mexico, Costa Rica, and Malta, Ariza has taught English as a foreign/second language methodology in several countries to teachers, and ESOL to students ranging from preschoolers to the elderly. Her primary research interests are in ESOL, both in the United States and overseas, cross-cultural communication, and preparation of mainstream teachers with English learners in their classroom. Ariza has authored and co-authored several popular textbooks (e.g., Not for ESOL teachers: What every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student. (3nd Ed). Boston, MA: Pearson; Why TESOL? Theories and issues in teaching English as a second language for K-12 teachers. (4th Ed.). Dubuque, IA: Kendall/Hunt Publishing, and over 85 peer reviewed publications.
“Not for ESOL Teachers: What Every Classroom Teacher Needs to Know About the Linguistically, Culturally, and Ethnically Diverse Student is a treasure trove of information and resources for ESL/ESOL teachers, classroom teachers in elementary and secondary education, as well as for, pre-service, teachers in training at colleges and universities. The author and team of contributors interweave their first-hand experiences with up-to-date theory and research. While I use this book as a reference guide, there are discussion questions and activities at the end of each chapter that can aid the reader in processing the information that has been shared. The seven appendices provide some wonderful lists of resources, teaching methods and strategies, sample lessons, and lesson analysis and planning formats that I also use regularly.
As an ESL teacher in a middle school and high school, I have used this book to broaden my knowledge of cultural groups, and cross-cultural understandings. I have also used various chapters and resources from the appendixes to support colleagues teaching in the mainstream as well as non-instructional staff members in the school community so they better understand and are able to better meet the needs of our diverse student body.
As a university adjunct professor of education since 2012, I have used this book as a text and resource with my students because key topics regarding instructional strategies and assessment are also well covered. In addition, a comprehensive glossary supports the reader, and list of references that can guide the reader as they extend their learning.“
Katherine Lobo
ESL Teacher, Newton South High School, Newton Massachusetts
Lecturer in Education, Brandies University, Waltham, Massachusetts