The central issue of this volume is how to meet the linguistic and academic needs of the increasing numbers of English learners (ELs). At the center of educational turns is the role of school professionals in this Common Core Standards era. Teacher education programs and professional development, or pre-service and in-service programs for teachers of ELs, are currently being reframed to reflect the new demands placed on all teachers in light of the new standards. The expectation is that ELs can learn, and their teachers possess the expertise to teach, both discipline content and academic English at the same time. The large numbers of ELs across the country have created a wide gap between what teachers have been trained to do and the skills they need to teach and reach them effectively. This practical handbook brings together research, policy and practice on teacher effectiveness, pre-service and in-service programs in the context of student linguistic and cultural diversity. Key features include: Clearly articulated teacher training and professional development programs; Coverage of Common Core curriculum and a variety of instructional programs and practices with research-based tools to implement them; Policies to equitably and effectively prepare ELs academically and linguistically.

A volume in Research in Bilingual Education Series Editor: Liliana Minaya-Rowe, University of Connecticut This collection of essays examines the historical, social, cultural, and educational foundations of ESL/EFL/Bilingual Education. The four themes of this book are: ] Historical, Legal and Political Foundations of Bilingual/ESL Education ] Linguistic and Sociocultural Issues in ESL/EFL Education ] Educational Reform and English Language Teaching ] Effectively Teaching Bilingual/ESL/EFL Students This volume offers a concise overview of English language learning issues from foundations to current reform to practical guidelines to implement in the classroom. The articles are a variety of theoretical essays, reports of research and practical guides to teaching ESL/EFL/bilingual populations. Many of the essays are presented from the perspective of critical pedagogy relying on the work of educational theorists such as Paulo Freire, Lisa Delpit, and Michael Apple. Although there are connections among the essays, this collection allows the reader to read any of the essays as individual pieces, so the reader can focus on the issues that are most relevant. This book is aimed at instructors of ESL/EFL/bilingual foundations courses. It would be appropriate for undergraduate or graduate level courses. There is some international appeal for this text since several of the essays focus on general English language learning issues, and at least two focus on international issues.

The central issue of this volume is how to meet the linguistic and academic needs of the increasing numbers of English learners (ELs). At the center of educational turns is the role of school professionals in this Common Core Standards era. Teacher education programs and professional development, or pre-service and in-service programs for teachers of ELs, are currently being reframed to reflect the new demands placed on all teachers in light of the new standards. The expectation is that ELs can learn, and their teachers possess the expertise to teach, both discipline content and academic English at the same time. The large numbers of ELs across the country have created a wide gap between what teachers have been trained to do and the skills they need to teach and reach them effectively. This practical handbook brings together research, policy and practice on teacher effectiveness, pre-service and in-service programs in the context of student linguistic and cultural diversity. Key features include: Clearly articulated teacher training and professional development programs; Coverage of Common Core curriculum and a variety of instructional programs and practices with research-based tools to implement them; Policies to equitably and effectively prepare ELs academically and linguistically.

A volume in Research in Bilingual Education Series Editor: Liliana Minaya-Rowe, University of Connecticut This collection of essays examines the historical, social, cultural, and educational foundations of ESL/EFL/Bilingual Education. The four themes of this book are: ] Historical, Legal and Political Foundations of Bilingual/ESL Education ] Linguistic and Sociocultural Issues in ESL/EFL Education ] Educational Reform and English Language Teaching ] Effectively Teaching Bilingual/ESL/EFL Students This volume offers a concise overview of English language learning issues from foundations to current reform to practical guidelines to implement in the classroom. The articles are a variety of theoretical essays, reports of research and practical guides to teaching ESL/EFL/bilingual populations. Many of the essays are presented from the perspective of critical pedagogy relying on the work of educational theorists such as Paulo Freire, Lisa Delpit, and Michael Apple. Although there are connections among the essays, this collection allows the reader to read any of the essays as individual pieces, so the reader can focus on the issues that are most relevant. This book is aimed at instructors of ESL/EFL/bilingual foundations courses. It would be appropriate for undergraduate or graduate level courses. There is some international appeal for this text since several of the essays focus on general English language learning issues, and at least two focus on international issues.

Mission Statement: The central question in this edited book is how to train teachers of an increasingly multilingual and multicultural American school population. Teacher Training and Effective Pedagogy in the Context of Student Diversity offers (1) a research-based dialogue from a variety of perspectives about teacher training and teaching in the context of student's linguistic and cultural diversity, and (2) three major areas of professional development that have the potential to impact on teacher quality and on the educational services provided to English language learners at all levels of instruction.

Mission Statement: The central question in this edited book is how to train teachers of an increasingly multilingual and multicultural American school population. Teacher Training and Effective Pedagogy in the Context of Student Diversity offers (1) a research-based dialogue from a variety of perspectives about teacher training and teaching in the context of student's linguistic and cultural diversity, and (2) three major areas of professional development that have the potential to impact on teacher quality and on the educational services provided to English language learners at all levels of instruction.

"This book is certain to be an indispensable guide to planning and practice in dual language schools. It is practical, down-to-earth, and firmly based in broad experience and research."
Robert Slavin, Co-Director
Center for Research on the Education of Students Placed at Risk
Johns Hopkins University

"Calderón and Minaya-Rowe have done an excellent job of presenting relevant research along with practical examples and suggestions, all in a highly readable and user-friendly format. This volume is an indispensable tool for teachers, administrators, and parents involved with dual language programs."
Liz Howard, Research Associate
Center for Applied Linguistics, Washington, DC

"This book is an excellent resource for educators interested in developing bilingual capacity in American school children."
Diane August, Director
National Literacy Panel on Language Minority Children and Youth

"A comprehensive compendium of dual language program implementation strategies and examples. An indispensable how-to book for school level administrators, teacher trainers, teachers, and parents."
Ana Maria Olezza, Director of Bilingual Programs
Hartford Public Schools, Connecticut

"This practical book can be used as a tool to transform schools into dual-language programs that focus on the improvement of school performance and language enrichment. It is written in a very pragmatic style and provides insights and frameworks supporting a school or district's systemic reform."
Anthony Amato, Superintendent
Hartford Public Schools, Connecticut

How can you provide a bilingual learning experience that includes high levels of achievement for both English-language learners and English-dominant students? What can you do to include all students in the adventure of learning a new language? Two-way bilingual education helps children maintain their cultural language as well as learn a new language?an invaluable skill in an increasingly integrated world.

Designing and Implementing Two-Way Bilingual Programs provides essential elements to help your students gain literacy in two languages, increase cross-cultural understanding, and meet high levels of achievement in all core academic areas.

This excellent resource provides school administrators, teachers, and parents with the basic knowledge necessary for planning and implementing an effective two-way bilingual program by:

• Promoting native-language literacy skills and balanced bilingualism
• Providing a standards-based education while promoting proficiency in two languages
• Helping all students gain cognitive and linguistic benefits from academic tasks that call for creativity and problem solving

This indispensable handbook also includes strategies for building learning communities for dual-language teachers, professional development plans that meet the specific needs of dual-language programs, and tips for involving parents.

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After decades of experimentation with teaching language minority students, we are still confronted with an achievement gap between these students and their White Anglo counterparts that refuses to close. This gap widens, as students get older. This book is designed to help leadership teams at the school, district, and state levels to develop, implement and evaluate effective programmes for ELLs and all other students. Grounded in the author's extensive research on professional development and effective ELL instruction, the authors describe how professional development programmes integrate language, literacy, and subject matter for better results.