Preparing the Way: Teaching English Learners in the P-12 Classroom
Edition: 5
Copyright: 2025
Pages: 452
Edition: 5
Copyright: 2025
Pages: 452
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Preparing the Way: Teaching English Learners in the P-12 Classroom, now in its 5th edition, provides a reader-friendly experience for teacher preparation programs and school district workshops in Legislation, Communications, Applied Linguistics, ESOL Methods, ESOL Curriculum and Evaluation. Reviewers at the National Council on Teacher Quality reported, "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, Illinois, Massachusetts, Minnesota, New York, North Carolina, and Ohio, ALL educators find practical applications to support teaching in the P-12 classroom. Ancillary materials are provided at ESOLinHigherEd.org.
Although English learners (ELs) or multilingual learners 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, thirteen 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; respect and awareness of varied backgrounds; a practical examination of the structure of the English language; relationships between theory and lesson/unit 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 a new chapter on lesson/unit planning to offer insight into writing effective lesson plans for all students at varied levels of English proficiency.
The 5th edition also includes 71 activity pages 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 training.
About the Co-Editors and Contributing Authors
Acknowledgments
SECTION ONE - FEDERAL AND STATE LEGISLATION: IMPACT ON THE EDUCATIONAL RIGHTS OF ENGLISH LEARNERS
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 Multilingual Learners/English Learners
Florida Legislation
Chapter 1 ESOL Legislation in Florida: One State’s Response to Educator Training
Gloria M. Artecona-Pelaez
Literacy Strategy: 60-Second Chat
How ESOL Training Began in Florida: Th e ESOL Integration Curricular Model (EICM) . .19
Conclusion
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
SECTION TWO - NAVIGATING HERITAGE AWARENESS: FOSTERING PROFICIENCY IN THE CLASSROOM
Introduction
Literacy Strategy: Exclusion Brainstorming
Teacher Vignette: Ms. Gerrior, Kindergarten, Ohio
Personal Reflection: Analysis of Language and Heritage
Conclusion
Literacy Strategy: Double Entry Journal
Chapter 2 Establishing the Learning Environment: Recognizing and Respecting Backgrounds of All Heritages
Samuel S. Perkins
Literacy Strategy: Probable Passage
Surface and Deep Elements
Important Characteristics
Heritage and Learning Styles
Literacy Strategy: Think-Pair-Share
Extended Th inking and Synthesis Questions
References
Website Resources
Activities
Chapter 3 Teaching Students With Limited or Interrupted Formal Education (SLIFE): Differing Needs and Educational Backgrounds
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 Th inking 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 Applying the Fundamentals of 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 Applying 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 OF TEACHING AND CURRICULUM AND MATERIALS DEVELOPMENT
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 Learning 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 Th inking and Synthesis Questions
References
Website Resources
Activities
Chapter 8 Taking Off the Wrapper: Identifying and Serving Gifted English Language Learners
Cindy Lovell
Literacy Strategy: First Lines
Teacher Vignette: Mrs. Allen, 4th Grade, Florida
‘Gifted English Language Learner’ Is Not an Oxymoron
Perceptions and Misperceptions About Gift ed Students
Perceptions and Misperceptions About ELLs
Underrepresentation of ELLs in Gifted Programs
Identification Procedures
Teacher Training
Family Advocacy
Identifying Gifted ELLs
Serving Gifted ELLs in the Mainstream Classroom
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
Chapter 9 Developing Effective Lesson and Unit Plans for English Language Learners
Cindy Lovell and Raydel Hernández García
Literacy Strategy: Sequencing
Teacher Vignette: Mr. Perez, 4th Grade, Illinois
Introduction
Developing a Unit of Study
Purpose of the Unit
Understanding the Today’s Classroom
Unit Planning Process
Identifying Standards and Stating Objectives
Conducting a Needs Assessment
Selecting Unit Themes and Content
Designing Instructional Activities
Differentiated Instruction
Incorporating Multiple Modalities
Collaborative Learning
Developing Assessments
Formative Assessments
Summative Assessments
Self-Assessment and Reflection
Offer Options
Integrating Language Support
Pre-Teaching Vocabulary
Language Development Activities
Relevant Pedagogy
Including Technology and Resources
Educational Technology Tools
Community and School Resources
Professional Development and Collaboration
Teacher Training
Collaboration with Colleagues
Reflection and Continuous Improvement
Evaluating Unit Effectiveness
Revising and Updating the Unit
Crafting Effective Lesson Plans for English Language Learners
Components of a Lesson Plan for English Language Learners and Native English Speakers
Introduction: Hooking the Student and Tapping into Prior Knowledge
Content Objectives
Language Objectives
Content Standards
Content Delivery: Teaching and Learning Activities
Accommodations and Modifications
Assessment
Key Components of an Effective ESOL Lesson Plan
Pre-Assessment and Background Knowledge
Differentiated Instruction
Scaffolding
Interactive Activities
Personal Relevance
Lesson Plan Models for English Language Learners
SIOP® (Sheltered Instruction Observation Protocol)
Understanding by Design (UbD)
Project-Based Learning (PBL)
Content-Based Instruction (CBI)
Planning for Language Skills Development (Incorporating WIDA)
Listening and Speaking
Reading
Writing
Incorporating Technology in Lesson Plans for Multilingual Learners
Digital Tools and Resources
Assessment and Feedback (Utilizing WIDA Tools)
Monitoring Progress
Providing Effective Feedback
Adapting and Evolving Lesson Plans
Reflective Teaching
Continuous Improvement
Expertise Outside the Classroom
Family Involvement
Field Trips
Community Collaboration
Collaboration with Fellow Educators and ESOL Support Staff
Conclusion
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 10 Using Proficiency Testing to Improve Instruction: WIDA ACCESS
Florin M. Mihai
Proficiency Testing
Stages of Language Acquisition: A Foundation for the WIDA Standards
The WIDA Standards and Proficiency Level Descriptors
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
Chapter 11 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 Proficiency Level Descriptors
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 Interdisciplinary Education with an emphasis on Second Language Acquisition and Technology (SLAIT) from the University of South Florida (USF). She held a tenured faculty position at Saint Leo University and is currently the ESOL/Foreign Language Program Coordinator at USF. She has authored several publications, presented at numerous language conferences, and is actively involved in teacher preparation with a focus on ESOL training. She has served as a reviewer for the Florida Teacher Certifi cation Exam for both ESOL and Spanish. She is a recipient of the Roy L. Lauter Southeastern Regional Association of Teacher Educators (SRATE) Distinguished Service Award and the USF Margaret Burlington Tritle Excellence in Teaching Award. Jane is also a founding member of the Florida Foreign Language Association (FFLA) and has received several other distinct honors in education.
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, 2023, and 2025 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
I've been using Preparing the Way with excellent results for several years now. The chapters are well-written and readily accessible to my students who are generally overwhelmed with the idea of teaching children with limited English proficiency. I am particularly excited to begin working with the 5th Edition because the authors have included a new chapter on planning lessons for English learners - something my students consistently request! In the past I've had to use sections of several texts to provide my students with the same information now available to me in this new edition. Thank you Professors Govoni and Lovell, for providing the information my students need to create effective lessons for English learners in one concise and beautifully written chapter!
Maria Alvarez, PhD, ESOL Professor
Quincy University
Preparing the Way: Teaching English Learners in the P-12 Classroom, now in its 5th edition, provides a reader-friendly experience for teacher preparation programs and school district workshops in Legislation, Communications, Applied Linguistics, ESOL Methods, ESOL Curriculum and Evaluation. Reviewers at the National Council on Teacher Quality reported, "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, Illinois, Massachusetts, Minnesota, New York, North Carolina, and Ohio, ALL educators find practical applications to support teaching in the P-12 classroom. Ancillary materials are provided at ESOLinHigherEd.org.
Although English learners (ELs) or multilingual learners 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, thirteen 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; respect and awareness of varied backgrounds; a practical examination of the structure of the English language; relationships between theory and lesson/unit 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 a new chapter on lesson/unit planning to offer insight into writing effective lesson plans for all students at varied levels of English proficiency.
The 5th edition also includes 71 activity pages 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 training.
About the Co-Editors and Contributing Authors
Acknowledgments
SECTION ONE - FEDERAL AND STATE LEGISLATION: IMPACT ON THE EDUCATIONAL RIGHTS OF ENGLISH LEARNERS
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 Multilingual Learners/English Learners
Florida Legislation
Chapter 1 ESOL Legislation in Florida: One State’s Response to Educator Training
Gloria M. Artecona-Pelaez
Literacy Strategy: 60-Second Chat
How ESOL Training Began in Florida: Th e ESOL Integration Curricular Model (EICM) . .19
Conclusion
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
SECTION TWO - NAVIGATING HERITAGE AWARENESS: FOSTERING PROFICIENCY IN THE CLASSROOM
Introduction
Literacy Strategy: Exclusion Brainstorming
Teacher Vignette: Ms. Gerrior, Kindergarten, Ohio
Personal Reflection: Analysis of Language and Heritage
Conclusion
Literacy Strategy: Double Entry Journal
Chapter 2 Establishing the Learning Environment: Recognizing and Respecting Backgrounds of All Heritages
Samuel S. Perkins
Literacy Strategy: Probable Passage
Surface and Deep Elements
Important Characteristics
Heritage and Learning Styles
Literacy Strategy: Think-Pair-Share
Extended Th inking and Synthesis Questions
References
Website Resources
Activities
Chapter 3 Teaching Students With Limited or Interrupted Formal Education (SLIFE): Differing Needs and Educational Backgrounds
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 Th inking 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 Applying the Fundamentals of 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 Applying 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 OF TEACHING AND CURRICULUM AND MATERIALS DEVELOPMENT
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 Learning 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 Th inking and Synthesis Questions
References
Website Resources
Activities
Chapter 8 Taking Off the Wrapper: Identifying and Serving Gifted English Language Learners
Cindy Lovell
Literacy Strategy: First Lines
Teacher Vignette: Mrs. Allen, 4th Grade, Florida
‘Gifted English Language Learner’ Is Not an Oxymoron
Perceptions and Misperceptions About Gift ed Students
Perceptions and Misperceptions About ELLs
Underrepresentation of ELLs in Gifted Programs
Identification Procedures
Teacher Training
Family Advocacy
Identifying Gifted ELLs
Serving Gifted ELLs in the Mainstream Classroom
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
Chapter 9 Developing Effective Lesson and Unit Plans for English Language Learners
Cindy Lovell and Raydel Hernández García
Literacy Strategy: Sequencing
Teacher Vignette: Mr. Perez, 4th Grade, Illinois
Introduction
Developing a Unit of Study
Purpose of the Unit
Understanding the Today’s Classroom
Unit Planning Process
Identifying Standards and Stating Objectives
Conducting a Needs Assessment
Selecting Unit Themes and Content
Designing Instructional Activities
Differentiated Instruction
Incorporating Multiple Modalities
Collaborative Learning
Developing Assessments
Formative Assessments
Summative Assessments
Self-Assessment and Reflection
Offer Options
Integrating Language Support
Pre-Teaching Vocabulary
Language Development Activities
Relevant Pedagogy
Including Technology and Resources
Educational Technology Tools
Community and School Resources
Professional Development and Collaboration
Teacher Training
Collaboration with Colleagues
Reflection and Continuous Improvement
Evaluating Unit Effectiveness
Revising and Updating the Unit
Crafting Effective Lesson Plans for English Language Learners
Components of a Lesson Plan for English Language Learners and Native English Speakers
Introduction: Hooking the Student and Tapping into Prior Knowledge
Content Objectives
Language Objectives
Content Standards
Content Delivery: Teaching and Learning Activities
Accommodations and Modifications
Assessment
Key Components of an Effective ESOL Lesson Plan
Pre-Assessment and Background Knowledge
Differentiated Instruction
Scaffolding
Interactive Activities
Personal Relevance
Lesson Plan Models for English Language Learners
SIOP® (Sheltered Instruction Observation Protocol)
Understanding by Design (UbD)
Project-Based Learning (PBL)
Content-Based Instruction (CBI)
Planning for Language Skills Development (Incorporating WIDA)
Listening and Speaking
Reading
Writing
Incorporating Technology in Lesson Plans for Multilingual Learners
Digital Tools and Resources
Assessment and Feedback (Utilizing WIDA Tools)
Monitoring Progress
Providing Effective Feedback
Adapting and Evolving Lesson Plans
Reflective Teaching
Continuous Improvement
Expertise Outside the Classroom
Family Involvement
Field Trips
Community Collaboration
Collaboration with Fellow Educators and ESOL Support Staff
Conclusion
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 10 Using Proficiency Testing to Improve Instruction: WIDA ACCESS
Florin M. Mihai
Proficiency Testing
Stages of Language Acquisition: A Foundation for the WIDA Standards
The WIDA Standards and Proficiency Level Descriptors
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
Chapter 11 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 Proficiency Level Descriptors
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 Interdisciplinary Education with an emphasis on Second Language Acquisition and Technology (SLAIT) from the University of South Florida (USF). She held a tenured faculty position at Saint Leo University and is currently the ESOL/Foreign Language Program Coordinator at USF. She has authored several publications, presented at numerous language conferences, and is actively involved in teacher preparation with a focus on ESOL training. She has served as a reviewer for the Florida Teacher Certifi cation Exam for both ESOL and Spanish. She is a recipient of the Roy L. Lauter Southeastern Regional Association of Teacher Educators (SRATE) Distinguished Service Award and the USF Margaret Burlington Tritle Excellence in Teaching Award. Jane is also a founding member of the Florida Foreign Language Association (FFLA) and has received several other distinct honors in education.
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, 2023, and 2025 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
I've been using Preparing the Way with excellent results for several years now. The chapters are well-written and readily accessible to my students who are generally overwhelmed with the idea of teaching children with limited English proficiency. I am particularly excited to begin working with the 5th Edition because the authors have included a new chapter on planning lessons for English learners - something my students consistently request! In the past I've had to use sections of several texts to provide my students with the same information now available to me in this new edition. Thank you Professors Govoni and Lovell, for providing the information my students need to create effective lessons for English learners in one concise and beautifully written chapter!
Maria Alvarez, PhD, ESOL Professor
Quincy University