Preparing the Way: Teaching English Learners in the P-12 Classroom
Edition: 5
Copyright: 2025
Pages: 452
Edition: 5
Copyright: 2025
Pages: 456
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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 these six main areas: Legislation, Culture, Applied Linguistics, Second Language Acquisition, Curriculum Development, and Assessment. 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, Illinois, 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 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; cultural respect and awareness; 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 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)
Conclusion
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
SECTION TWO
NAVIGATING CULTURAL AWARENESS: FOSTERING CULTURAL PROFICIENCY 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 Establishing the Learning Environment: Recognizing and Respecting Cultural Backgrounds
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 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 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 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, 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 Misperceptions About Gifted Students
Perceptions and Misperceptions 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
Chapter 9 Developing Effective Lesson and Unit Plans for English Learners
Cindy Lovell and Raydel Hernández García
Literacy Strategy: Sequencing
Teacher Vignette: Mr. Perez, 4th Grade, Illinois
Introduction
Developing a Unit of Study
Unit Planning Process
Designing Instructional Activities
Developing Assessments
Integrating Language Support
Including Technology and Resources
Professional Development and Collaboration
Reflection and Continuous Improvement
Crafting Effective Lesson Plans for English Learners
Components of a Lesson Plan for English Learners and Native English Speakers
Key Components of an Effective ESOL Lesson Plan
Lesson Plan Models for English Learners
Planning for Language Skills Development (Incorporating WIDA)
Incorporating Technology in Lesson Plans for Multilingual Learners
Assessment and Feedback (Utilizing WIDA Tools)
Adapting and Evolving Lesson Plans
Expertise Outside the Classroom
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 for ELLs
Florin M. Mihai
Proficiency Testing
Stages of Second 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.
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 these six main areas: Legislation, Culture, Applied Linguistics, Second Language Acquisition, Curriculum Development, and Assessment. 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, Illinois, 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 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; cultural respect and awareness; 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 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)
Conclusion
Extended Thinking and Synthesis Questions
References
Website Resources
Activities
SECTION TWO
NAVIGATING CULTURAL AWARENESS: FOSTERING CULTURAL PROFICIENCY 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 Establishing the Learning Environment: Recognizing and Respecting Cultural Backgrounds
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 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 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 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, 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 Misperceptions About Gifted Students
Perceptions and Misperceptions 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
Chapter 9 Developing Effective Lesson and Unit Plans for English Learners
Cindy Lovell and Raydel Hernández García
Literacy Strategy: Sequencing
Teacher Vignette: Mr. Perez, 4th Grade, Illinois
Introduction
Developing a Unit of Study
Unit Planning Process
Designing Instructional Activities
Developing Assessments
Integrating Language Support
Including Technology and Resources
Professional Development and Collaboration
Reflection and Continuous Improvement
Crafting Effective Lesson Plans for English Learners
Components of a Lesson Plan for English Learners and Native English Speakers
Key Components of an Effective ESOL Lesson Plan
Lesson Plan Models for English Learners
Planning for Language Skills Development (Incorporating WIDA)
Incorporating Technology in Lesson Plans for Multilingual Learners
Assessment and Feedback (Utilizing WIDA Tools)
Adapting and Evolving Lesson Plans
Expertise Outside the Classroom
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 for ELLs
Florin M. Mihai
Proficiency Testing
Stages of Second 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.