Preparing the Way: Teaching ELs in the PreK-12 Classroom
Edition: 4
Copyright: 2021
Edition: 4
Copyright: 2021
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Preparing the Way: Teaching ELs in the Pre-K-12 Classroom, now in its 4th edition, provides a reader-friendly experience for teacher preparation programs and school district workshops in five main areas: 1) ESOL Federal and State Legislation; 2) Cultural Proficiency, Diversity, and Equity; 3) Fundamentals of Applied Linguistics; 4) Theories of Second Language Learning; and 5) ESOL Testing and Evaluation. Reviewers at the National Council on Teacher Quality said, "When used within a program rooted in scientifically-based reading research, this textbook has the potential to enrich students understanding and application of how to support multilingual learners."
Presented in the context of classroom scenarios in Colorado, Florida, Massachusetts, Minnesota, New York, North Carolina, and Ohio, ALL educators find practical applications they can use in the real world of instruction. Ancillary materials are provided at ESOLinHigherEd.org.
Although English learners (ELs) continue to be the fastest-growing population in U.S. schools, there is insufficient ESOL (English for Speakers of Other Languages) training available for teachers and administrators. Here, twelve authors with vast years of TESOL experience examine the challenges and rewards faced by ELs and their classroom teachers. Based on personal knowledge and research, the authors share tangible approaches to understanding such critical topics as: the legal foundations of ESOL; cultural respect and awareness; a practical examination of the structure of the English language; relationships between theory and lesson planning; insights into special populations, such as SLIFE, ELs with learning disabilities, bilingual students, and gifted ELs; and classroom-based, standardized, and language proficiency assessments.
This edition includes 65 engaging activities for teacher training purposes along with an examination of WIDA resources and links. Each chapter begins with literacy activities to model proven teaching approaches and includes first-person accounts to support social and academic language development. The authors have enthusiastically collaborated to inspire educators to make instructional decisions for ELs, and to guide teachers, administrators, and support staff who lead this effort. It is a must-read for all educators and a resourceful text for ESOL trainings.
SECTION ONE POLICIES, PRACTICES, AND PROFESSIONALISM: ESOL FEDERAL AND STATE LEGISLATION
Introduction
Literacy Strategy: Talking Drawing
Teacher Vignette: Ms. Miller, 3rd Grade, Florida
Resource Kit of Major Court Cases and Laws Related to English Learners
Acronyms in ESOL
Advocating for ELs
Florida Legislation
Chapter 1 ESOL Legislative Foundation: One State’s Response
Gloria M. Artecona-Pelaez
Literacy Strategy: 60-Second Chat
EICM: ESOL Integration Curricular Model
Conclusion
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
SECTION TWO CULTURAL PROFICIENCY: EMBRACING DIVERSITY IN THE CLASSROOM
Introduction
Literacy Strategy: Exclusion Brainstorming
Teacher Vignette: Ms. Gerrior, Kindergarten, Ohio
Personal Reflection: Analysis of Language and Culture
Conclusion
Literacy Strategy: Double Entry Journal
Chapter 2 Transforming Challenges into Opportunities: Becoming a Culturally Proficient Educator
Samuel S. Perkins
Literacy Strategy: Probable Passage
Surface and Deep Elements of Culture
Characteristics of Culture
Culture and Learning Styles
Literacy Strategy: Think-Pair-Share
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
Chapter 3 Students With Limited or Interrupted Formal Education (SLIFE)
Andrea DeCapua
Literacy Strategy: Teach the Text Backwards
Teacher Vignette: Mrs. Muñoz, Mrs. Mondicano, Mr. Ramesh, 9th Grade, Massachusetts
Literacy
Decontextualized Tasks Based on Academic Ways of Thinking
The Dimensions of Collectivism and Individualism
Future Orientation
What Can Teachers Do?
The Mutually Adaptive Learning Paradigm (MALP®)
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
SECTION THREE APPLIED LINGUISTICS: LANGUAGE AND LITERACY
Introduction
Teacher Vignette: Ms. Woodward, 5th Grade, New York
Literacy Strategy: Dear Teacher Letter
Chapter 4 The Fundamentals of Applied Linguistics: Communication Through Language
Elizabeth Platt
Literacy Strategy: Anticipation Guide
Phonology
The Phonological System
English Consonants
Minimal Pairs: Listening and Speaking
English Vowels
Suprasegmentals
Morphology
Classification of Morphemes
Derivational Morphemes
Roots and Stems
Inflectional Morphemes
Developmental Errors
English Verb Morphology
Syntax
Theoretical Issues With Syntax
Lexical and Functional Categories
Universals in Word Ordering.
Case-Marking.
Order of Elements in Phrases
Prescriptive Grammar Rules
Semantics
What It Means to Mean
Denotation and Connotation
Semantic Roles and Relations
Concepts
Metaphors
Semantic Relations: Meaning Beyond Word Level
Ambiguity
Pragmatics
Dialects and Bilingualism
Child Language Socialization
Language Functions (Speech Acts)
What’s In a Name?
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
Chapter 5 Analyzing Theories of Second Language Learning
María Beatriz Mendoza, Elizabeth Platt, and Teresa Lucas
Literacy Strategy: Previewing
Teacher Vignette: Ms. Woodward (Continued)
Approaches to Language Development
SCT in the Language Classroom
Ms. Woodward’s Insights on SLA Theories
Learner Characteristics
Literacy Strategy: Story Mapping
Extended Thinking and Synthesis Questions
References
Website Resource
Activities
SECTION FOUR ESOL METHODS, CURRICULUM, AND MATERIALS DEVELOPMENT: PLANNING AND IMPLEMENTATION
Introduction
Literacy Strategy: Teach the Text Backwards
Literacy Strategy: Wordsplash
Teacher Vignette: Mr. Schroeder, Ms. Li, and Ms. Wu, Middle Grades, Minnesota
Chapter 6 Bilingualism in the Classroom
Oneyda Paneque and Teresa Lucas
Historical Perspective
Benefits of Bilingualism.
Concepts for Teachers
Principles of Skill Transfer
Teaching for Transfer
Extended Thinking and Synthesis Questions
References
Website Resource
Activities
Chapter 7 Making the Connection to Literacy: ELs With Learning Disabilities
Diane Rodriguez and Esmeralda Rodriguez
Literacy Strategy: KWL
Teacher Vignette: Teacher Reflection
Connecting With Instruction
Literacy and English Learners With Disabilities
Case Study: Griselda
Strategies to Improve Reading Skills of English Learners With Learning Disabilities
Assessment of English Learners With Learning Disabilities
Literacy Strategy: Character Frames
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
Chapter 8 Taking Off the Wrapper: Identifying and Serving Gifted English Learners
Cindy Lovell
Literacy Strategy: First Lines
Teacher Vignette: Mrs. Allen, 4th Grade, Florida
‘Gifted English Learner’ Is Not an Oxymoron
Perceptions and Misconceptions About Gifted Students
Perceptions and Misconceptions About ELs
Underrepresentation of ELs in Gifted Programs
Identification Procedures
Teacher Training
Family Advocacy
Identifying Gifted ELs
Serving Gifted ELs in the Mainstream Classroom
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
SECTION FIVE ESOL TESTING AND EVALUATION
Introduction
Literacy Strategy: KWL
Teacher Vignette: Ms. Whitecage, 3rd Grade, Ms. Jones, 7th Grade, and Mr. Blake, 7th–8th Grade, Colorado
Chapter 9 Using Proficiency Testing to Improve Instruction: WIDA ACCESS for ELLs
Florin M. Mihai
Proficiency Testing
Stages of Second Language Acquisition: A Foundation for the WIDA Standards
The WIDA Standards and Language Proficiency Levels
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
Chapter 10 ELs and Content Area Assessment: Large-Scale and Classroom-Based Considerations
Florin M. Mihai
Introduction
Teacher Vignette: Ms. Whitecage, Ms. Jones, and Mr. Blake (Continued)
WIDA Performance Definitions
Assessment Principles
Types of Assessment
Test Accommodations for ELs: Definition and Examples.
Effectiveness of EL Accommodations
ELs and Classroom-Based Assessments
Literacy Strategy: Sum It Up!
Extended Thinking and Synthesis Questions
References
Activities
Index
Jane Govoni received her MA in Spanish from Boston College and her PhD in Second Language Acquisition from the University of South Florida. Her background includes teaching Spanish and ESOL for Educator Preparation Programs. She held a tenured faculty position at Saint Leo University and is currently the program coordinator for ESOL/Foreign Language Education at the University of South Florida. Dr. Govoni is active at the state and national level, including the TESOL Professional Standards Committee, Association of Teacher Educators (ATE), Southeastern Regional Association of Teacher Educators (SRATE), and the Literacy Council of Sarasota (LCS). In 2022, Dr. Govoni received the Margaret Burlington Tritle Undergraduate Teaching Award and the SRATE Distinguished Service Award. She is the co-editor of “Preparing the Way: Teaching ELs in the Pre-K-12 Classroom” (2021), co-author of “Linguistics for Classroom Application” (2020), and co-author of “The Big Book of ESOL Activities: Preparation for Educators, Administrators, and School Counselors” (2023).
Cindy Lovell received her BA in Elementary Education and MA in Education from Stetson University. She earned her PhD in Education at The University of Iowa, specializing in ESOL and gifted education. She has held tenured faculty positions at Volusia County Schools, Stetson University, and Quincy University. Dr. Lovell served as Executive Director at the Mark Twain Boyhood Home & Museum in Missouri and the Mark Twain House & Museum in Connecticut. She has authored numerous publications, presented at various conferences, and serves as a consultant for the Florida DOE writing test items for the FTCE. Since 2017, Dr. Lovell has served as Director of Education at Epic Flight Academy where she works with hundreds of international students. She is also an adjunct professor at University of South Florida, Quincy University, and University of Missouri-Columbia. In 2021 and 2023, she received the USF College of Education Excellence in Undergraduate Education Award. She has co-authored/co-edited three ESOL textbooks for Kendall Hunt.
Rarely do textbooks offer in-depth information in such an engaging manner as Preparing the Way: Teaching ELs in the Pre-K-12 Classroom. Drs. Govoni and Lovell have put together a comprehensive guide that manages to address major topics in depth while leaving space for reader reflection and application. Their activities brilliantly make research and theory accessible and actionable, and the book’s content is beautifully organized and laid out. Spanning areas from legislation to teaching methods and beyond, the book’s ten chapters present key knowledge that will prepare teachers of English learners to foster their students’ success. The book is very reader friendly, with a structure that allows for finding facts and resources easily and graphics that reflect the book’s message of comprehensible instruction for all students. What I appreciate most is how they have taken very serious and important subjects and have made learning about them thought-provoking, yet fun.
Dr. Joyce Nutta, PhD | Professor & Coordinator
University of Central Florida
The 4th edition of Preparing the Way is a practical guide to enhance the knowledge and skills of teacher candidates as well as classroom teachers. The read is straightforward and simple, yet factual and evidence based. The case scenarios of elementary through high school classrooms exemplify the strategies, assessments, and reflections of competent, caring teachers in mainstream classrooms with English learners (ELs). Multiple ways of meeting challenges faced by ELs and their teachers are presented and supported with research reports, lesson planning strategies, and applicable assessment tools. More than 50 hands-on, useful, and meaningful activities provide for engaging discussions and participation. An understanding of the readings is quickly evidenced through the NEW activities in this edition, each creatively presented to offer arts-integration strategies, research-based questions, and assessment assignments. The overall focus is on ways to guide and facilitate the acquisition of English and academic content in P-12 classrooms for ELs, SLIFE, and ELs with learning disabilities or gifted abilities. The authors present motivating, research-based chapter readings to entice further exploration of ways to be effective teachers and leaders in the school community. The references to WIDA are also commendable and important in meeting the laws and policies for ESOL in all U.S. classrooms.
Lillien Tunceren, PhD, ESL Professor
St. Petersburg College, Florida
If you want to learn or sharpen your teaching skills in how to meet the needs of English Language Learners (ELLs), you must read this book. Preparing the Way: Teaching ELs in the Pre-K-12 Classroom is written by well-known authors and researchers. They have gathered updated research, theories, ESOL policies, and evidence-based instructional practices that will impact learning in a positive way regardless of the ELL’s proficiency level. I liked the teacher vignettes and case studies that are included in the book. These are authentic classroom scenarios that we encounter daily in the classrooms. The follow-up activities at the end of each section are outstanding. In addition, the book will prepare you to understand all facets involved in teaching an English Language Learner. You can read about teaching SLIFE, how to identify gifted ELs, students with learning disabilities, bilingualism, literacy, ESOL testing, applied linguistics, cultural diversity, and more. It is a great resource to use for teachers that are working on their ESOL certification. As a result of reading this amazing book, teachers and administrators will be empowered with strategies that will ensure academic and linguistic success for English Language Learners.
Minnie Cardona, ESOL/World Languages Director
Seminole County Public Schools
Preparing the Way: Teaching ELs in the Pre-K-12 Classroom, now in its 4th edition, provides a reader-friendly experience for teacher preparation programs and school district workshops in five main areas: 1) ESOL Federal and State Legislation; 2) Cultural Proficiency, Diversity, and Equity; 3) Fundamentals of Applied Linguistics; 4) Theories of Second Language Learning; and 5) ESOL Testing and Evaluation. Reviewers at the National Council on Teacher Quality said, "When used within a program rooted in scientifically-based reading research, this textbook has the potential to enrich students understanding and application of how to support multilingual learners."
Presented in the context of classroom scenarios in Colorado, Florida, Massachusetts, Minnesota, New York, North Carolina, and Ohio, ALL educators find practical applications they can use in the real world of instruction. Ancillary materials are provided at ESOLinHigherEd.org.
Although English learners (ELs) continue to be the fastest-growing population in U.S. schools, there is insufficient ESOL (English for Speakers of Other Languages) training available for teachers and administrators. Here, twelve authors with vast years of TESOL experience examine the challenges and rewards faced by ELs and their classroom teachers. Based on personal knowledge and research, the authors share tangible approaches to understanding such critical topics as: the legal foundations of ESOL; cultural respect and awareness; a practical examination of the structure of the English language; relationships between theory and lesson planning; insights into special populations, such as SLIFE, ELs with learning disabilities, bilingual students, and gifted ELs; and classroom-based, standardized, and language proficiency assessments.
This edition includes 65 engaging activities for teacher training purposes along with an examination of WIDA resources and links. Each chapter begins with literacy activities to model proven teaching approaches and includes first-person accounts to support social and academic language development. The authors have enthusiastically collaborated to inspire educators to make instructional decisions for ELs, and to guide teachers, administrators, and support staff who lead this effort. It is a must-read for all educators and a resourceful text for ESOL trainings.
SECTION ONE POLICIES, PRACTICES, AND PROFESSIONALISM: ESOL FEDERAL AND STATE LEGISLATION
Introduction
Literacy Strategy: Talking Drawing
Teacher Vignette: Ms. Miller, 3rd Grade, Florida
Resource Kit of Major Court Cases and Laws Related to English Learners
Acronyms in ESOL
Advocating for ELs
Florida Legislation
Chapter 1 ESOL Legislative Foundation: One State’s Response
Gloria M. Artecona-Pelaez
Literacy Strategy: 60-Second Chat
EICM: ESOL Integration Curricular Model
Conclusion
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
SECTION TWO CULTURAL PROFICIENCY: EMBRACING DIVERSITY IN THE CLASSROOM
Introduction
Literacy Strategy: Exclusion Brainstorming
Teacher Vignette: Ms. Gerrior, Kindergarten, Ohio
Personal Reflection: Analysis of Language and Culture
Conclusion
Literacy Strategy: Double Entry Journal
Chapter 2 Transforming Challenges into Opportunities: Becoming a Culturally Proficient Educator
Samuel S. Perkins
Literacy Strategy: Probable Passage
Surface and Deep Elements of Culture
Characteristics of Culture
Culture and Learning Styles
Literacy Strategy: Think-Pair-Share
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
Chapter 3 Students With Limited or Interrupted Formal Education (SLIFE)
Andrea DeCapua
Literacy Strategy: Teach the Text Backwards
Teacher Vignette: Mrs. Muñoz, Mrs. Mondicano, Mr. Ramesh, 9th Grade, Massachusetts
Literacy
Decontextualized Tasks Based on Academic Ways of Thinking
The Dimensions of Collectivism and Individualism
Future Orientation
What Can Teachers Do?
The Mutually Adaptive Learning Paradigm (MALP®)
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
SECTION THREE APPLIED LINGUISTICS: LANGUAGE AND LITERACY
Introduction
Teacher Vignette: Ms. Woodward, 5th Grade, New York
Literacy Strategy: Dear Teacher Letter
Chapter 4 The Fundamentals of Applied Linguistics: Communication Through Language
Elizabeth Platt
Literacy Strategy: Anticipation Guide
Phonology
The Phonological System
English Consonants
Minimal Pairs: Listening and Speaking
English Vowels
Suprasegmentals
Morphology
Classification of Morphemes
Derivational Morphemes
Roots and Stems
Inflectional Morphemes
Developmental Errors
English Verb Morphology
Syntax
Theoretical Issues With Syntax
Lexical and Functional Categories
Universals in Word Ordering.
Case-Marking.
Order of Elements in Phrases
Prescriptive Grammar Rules
Semantics
What It Means to Mean
Denotation and Connotation
Semantic Roles and Relations
Concepts
Metaphors
Semantic Relations: Meaning Beyond Word Level
Ambiguity
Pragmatics
Dialects and Bilingualism
Child Language Socialization
Language Functions (Speech Acts)
What’s In a Name?
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
Chapter 5 Analyzing Theories of Second Language Learning
María Beatriz Mendoza, Elizabeth Platt, and Teresa Lucas
Literacy Strategy: Previewing
Teacher Vignette: Ms. Woodward (Continued)
Approaches to Language Development
SCT in the Language Classroom
Ms. Woodward’s Insights on SLA Theories
Learner Characteristics
Literacy Strategy: Story Mapping
Extended Thinking and Synthesis Questions
References
Website Resource
Activities
SECTION FOUR ESOL METHODS, CURRICULUM, AND MATERIALS DEVELOPMENT: PLANNING AND IMPLEMENTATION
Introduction
Literacy Strategy: Teach the Text Backwards
Literacy Strategy: Wordsplash
Teacher Vignette: Mr. Schroeder, Ms. Li, and Ms. Wu, Middle Grades, Minnesota
Chapter 6 Bilingualism in the Classroom
Oneyda Paneque and Teresa Lucas
Historical Perspective
Benefits of Bilingualism.
Concepts for Teachers
Principles of Skill Transfer
Teaching for Transfer
Extended Thinking and Synthesis Questions
References
Website Resource
Activities
Chapter 7 Making the Connection to Literacy: ELs With Learning Disabilities
Diane Rodriguez and Esmeralda Rodriguez
Literacy Strategy: KWL
Teacher Vignette: Teacher Reflection
Connecting With Instruction
Literacy and English Learners With Disabilities
Case Study: Griselda
Strategies to Improve Reading Skills of English Learners With Learning Disabilities
Assessment of English Learners With Learning Disabilities
Literacy Strategy: Character Frames
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
Chapter 8 Taking Off the Wrapper: Identifying and Serving Gifted English Learners
Cindy Lovell
Literacy Strategy: First Lines
Teacher Vignette: Mrs. Allen, 4th Grade, Florida
‘Gifted English Learner’ Is Not an Oxymoron
Perceptions and Misconceptions About Gifted Students
Perceptions and Misconceptions About ELs
Underrepresentation of ELs in Gifted Programs
Identification Procedures
Teacher Training
Family Advocacy
Identifying Gifted ELs
Serving Gifted ELs in the Mainstream Classroom
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
SECTION FIVE ESOL TESTING AND EVALUATION
Introduction
Literacy Strategy: KWL
Teacher Vignette: Ms. Whitecage, 3rd Grade, Ms. Jones, 7th Grade, and Mr. Blake, 7th–8th Grade, Colorado
Chapter 9 Using Proficiency Testing to Improve Instruction: WIDA ACCESS for ELLs
Florin M. Mihai
Proficiency Testing
Stages of Second Language Acquisition: A Foundation for the WIDA Standards
The WIDA Standards and Language Proficiency Levels
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
Chapter 10 ELs and Content Area Assessment: Large-Scale and Classroom-Based Considerations
Florin M. Mihai
Introduction
Teacher Vignette: Ms. Whitecage, Ms. Jones, and Mr. Blake (Continued)
WIDA Performance Definitions
Assessment Principles
Types of Assessment
Test Accommodations for ELs: Definition and Examples.
Effectiveness of EL Accommodations
ELs and Classroom-Based Assessments
Literacy Strategy: Sum It Up!
Extended Thinking and Synthesis Questions
References
Activities
Index
Jane Govoni received her MA in Spanish from Boston College and her PhD in Second Language Acquisition from the University of South Florida. Her background includes teaching Spanish and ESOL for Educator Preparation Programs. She held a tenured faculty position at Saint Leo University and is currently the program coordinator for ESOL/Foreign Language Education at the University of South Florida. Dr. Govoni is active at the state and national level, including the TESOL Professional Standards Committee, Association of Teacher Educators (ATE), Southeastern Regional Association of Teacher Educators (SRATE), and the Literacy Council of Sarasota (LCS). In 2022, Dr. Govoni received the Margaret Burlington Tritle Undergraduate Teaching Award and the SRATE Distinguished Service Award. She is the co-editor of “Preparing the Way: Teaching ELs in the Pre-K-12 Classroom” (2021), co-author of “Linguistics for Classroom Application” (2020), and co-author of “The Big Book of ESOL Activities: Preparation for Educators, Administrators, and School Counselors” (2023).
Cindy Lovell received her BA in Elementary Education and MA in Education from Stetson University. She earned her PhD in Education at The University of Iowa, specializing in ESOL and gifted education. She has held tenured faculty positions at Volusia County Schools, Stetson University, and Quincy University. Dr. Lovell served as Executive Director at the Mark Twain Boyhood Home & Museum in Missouri and the Mark Twain House & Museum in Connecticut. She has authored numerous publications, presented at various conferences, and serves as a consultant for the Florida DOE writing test items for the FTCE. Since 2017, Dr. Lovell has served as Director of Education at Epic Flight Academy where she works with hundreds of international students. She is also an adjunct professor at University of South Florida, Quincy University, and University of Missouri-Columbia. In 2021 and 2023, she received the USF College of Education Excellence in Undergraduate Education Award. She has co-authored/co-edited three ESOL textbooks for Kendall Hunt.
Rarely do textbooks offer in-depth information in such an engaging manner as Preparing the Way: Teaching ELs in the Pre-K-12 Classroom. Drs. Govoni and Lovell have put together a comprehensive guide that manages to address major topics in depth while leaving space for reader reflection and application. Their activities brilliantly make research and theory accessible and actionable, and the book’s content is beautifully organized and laid out. Spanning areas from legislation to teaching methods and beyond, the book’s ten chapters present key knowledge that will prepare teachers of English learners to foster their students’ success. The book is very reader friendly, with a structure that allows for finding facts and resources easily and graphics that reflect the book’s message of comprehensible instruction for all students. What I appreciate most is how they have taken very serious and important subjects and have made learning about them thought-provoking, yet fun.
Dr. Joyce Nutta, PhD | Professor & Coordinator
University of Central Florida
The 4th edition of Preparing the Way is a practical guide to enhance the knowledge and skills of teacher candidates as well as classroom teachers. The read is straightforward and simple, yet factual and evidence based. The case scenarios of elementary through high school classrooms exemplify the strategies, assessments, and reflections of competent, caring teachers in mainstream classrooms with English learners (ELs). Multiple ways of meeting challenges faced by ELs and their teachers are presented and supported with research reports, lesson planning strategies, and applicable assessment tools. More than 50 hands-on, useful, and meaningful activities provide for engaging discussions and participation. An understanding of the readings is quickly evidenced through the NEW activities in this edition, each creatively presented to offer arts-integration strategies, research-based questions, and assessment assignments. The overall focus is on ways to guide and facilitate the acquisition of English and academic content in P-12 classrooms for ELs, SLIFE, and ELs with learning disabilities or gifted abilities. The authors present motivating, research-based chapter readings to entice further exploration of ways to be effective teachers and leaders in the school community. The references to WIDA are also commendable and important in meeting the laws and policies for ESOL in all U.S. classrooms.
Lillien Tunceren, PhD, ESL Professor
St. Petersburg College, Florida
If you want to learn or sharpen your teaching skills in how to meet the needs of English Language Learners (ELLs), you must read this book. Preparing the Way: Teaching ELs in the Pre-K-12 Classroom is written by well-known authors and researchers. They have gathered updated research, theories, ESOL policies, and evidence-based instructional practices that will impact learning in a positive way regardless of the ELL’s proficiency level. I liked the teacher vignettes and case studies that are included in the book. These are authentic classroom scenarios that we encounter daily in the classrooms. The follow-up activities at the end of each section are outstanding. In addition, the book will prepare you to understand all facets involved in teaching an English Language Learner. You can read about teaching SLIFE, how to identify gifted ELs, students with learning disabilities, bilingualism, literacy, ESOL testing, applied linguistics, cultural diversity, and more. It is a great resource to use for teachers that are working on their ESOL certification. As a result of reading this amazing book, teachers and administrators will be empowered with strategies that will ensure academic and linguistic success for English Language Learners.
Minnie Cardona, ESOL/World Languages Director
Seminole County Public Schools