The first handbook to explore the field of Teaching English to Speakers of Other Languages in elementary and secondary education (K-12)
The number of students being educated in English has grown significantly in modern times — globalization, immigration, and evolving educational policies have prompted an increased need for English language learner (ELL) education. The Handbook of TESOL in K-12 combines contemporary research and current practices to provide a comprehensive overview of the origins, evolution, and future direction of Teaching English to Speakers of Other Languages at the elementary and secondary levels (K-12). Exploring the latest disciplinary and interdisciplinary issues in the field, this is a first-of-its-kind Handbook and contributions are offered from a team of internationally-renowned scholars.
Comprehensive in scope, this essential Handbook covers topics ranging from bilingual language development and technology-enhanced language learning, to ESOL preparation methods for specialist and mainstream teachers and school administrators. Three sections organize the content to cover Key Issues in Teaching ESOL students in K-12, Pedagogical Issues and Practices in TESOL in K-12 Education, and School Personnel Preparation for TESOL in K-12.
- Satisfies a need for inclusive and in-depth research on TESOL in K-12 classrooms
- Presents a timely and interesting selection of topics that are highly relevant to working teachers and support staff
- Applies state-of-the-art research to real-world TESOL classroom settings
- Offers a balanced assessment of diverse theoretical foundations, concepts, and findings
The Handbook of TESOL in K-12 is an indispensable resource for undergraduate and graduate students, researchers and scholars, and educators in the field of Teaching English to Speakers of Other Languages in elementary and secondary education.
Notes on Contributors ix
1 Key Concepts and Issues in TESOL in K12 1
Luciana C. de Oliveira
Section 1 Key Issues in Teaching ESOL Students in K12 9
2 Plurilingual Learners and Schooling: A Sociocultural Perspective 11
Margaret R. Hawkins
3 Disciplinary and Interdisciplinary Practices for K12 ESOL Learners 25
Kristen C. Wilcox, Gretchen P. Oliver, Karen M. Gregory, and Lisa (Fang) Yu
4 A Developmental and Contextual Perspective on Academic Language 41
Marķa Estela Brisk and Zhongfeng Tian
5 Language Rights and Policy in K12 TESOL 55
Wayne E. Wright
6 Translanguaging as an Act of Transformation: Restructuring Teaching and
Learning for Emergent Bilingual Students 69
Tatyana Kleyn and Ofelia Garcķa
7 Incorporating Global Englishes in K12 Classrooms 83
Ali Fuad Selvi
Section 2 Pedagogical Issues and Practices in TESOL in K12 Education 101
Practices and Pedagogies for TESOL in K12 Education 103
8 Many Ways to Build a Model: Content-Based ESL Instruction Models and
Approaches in K-12 105
Kate Mastruserio Reynolds and Judith B. OLoughlin
9 Promoting Educational Equity in Assessment Practices 129
Margo Gottlieb and Gisela ErnstSlavit
10 Digital Age Teaching for English Learners 149
Heather Parris and Lisa M. Estrada
11 Multimodal Literacies in Teaching and Learning English In and Outside of
School 163
Youngjoo Yi, Dongshin Shin, and Tony Cimasko
Teaching Skills and Content Areas 179
12 Shifting from the Teaching of Oral Skills to the Development of Oracy
181
Aķda Walqui
13 Effective Practices for Teaching Reading to Emergent Bilinguals in K12
Classes 199
David Freeman and Yvonne Freeman
14 New Descriptions of Metalanguage for Supporting English Language
Learners Writing in the Early Years: A Discourse Perspective 213
Sally L. Humphrey and Jing Hao
15 Problematizing Current Vocabulary Instruction Frameworks: Where Does
Student Knowledge Fit? 231
Socorro G. Herrera, Melissa A. Holmes, and Shabina K. Kavimandan
16 Paradigm Shifts in the Teaching of Grammar in K12 ESL/EFL Contexts: A
Case for a SocialSemiotic Perspective 249
Meg Gebhard, Kathryn Accurso, and I An Chen
17 Teaching Mathematics to Emergent Bilinguals 265
Holly HansenThomas and Anita Bright
18 Teaching Science to English Language Learners: Current Research and
Practices in the Field of Science Education 277
Alandeom W. Oliveira, Molly Weinburgh, Effie McBride,
Trisha Bobowski, and Rebecca Shea
19 Teaching English Language Arts to Emergent to Advanced Bilinguals:
Current Research, Theories, and Pedagogical Practices 291
Sharon L. Smith and Luciana C. de Oliveira
20 Teaching Social Studies to English Language Learners: Current Research,
Theories, and Pedagogical Practices 307
Ashley Taylor Jaffee and Paul J. Yoder
21 ArtsBased Pedagogy for Teaching English Learners 323
Christian Faltis
Section 3 School Personnel Preparation for TESOL in K12 339
22 Preparing Teachers to Be Advocates for English Learners 341
Heather A. Linville and Diane Staehr Fenner
23 Preparing TESOL Specialists for K12 Contexts 357
Kristen Lindahl and Laura Baecher
24 Preparing Content Teachers to Work with Multilingual Students 371
Kara Mitchell Viesca and Annela Teemant
25 Preparing Multicultural and Multilingual Teachers to Work with Diverse
Students in K12 387
Lķa D. KamhiStein and Anna V. Osipova
26 Preparing Teachers for CoTeaching and Collaboration 405
Andrea Honigsfeld and Maria G. Dove
27 Intersecting Leadership and English Learner Specialty: The Nexus of
Creativity, Resistance, and Advocacy 423
Trish MoritaMullaney
Index 441
Luciana C. de Oliveira is Professor and Chair, Department of Teaching and Learning, School of Education and Human Development, University of Miami, USA. Dr. de Oliveira has authored/edited 21 books and over 180 publications to date. Her research focuses on issues related to teaching English language learners at the K-12 level and the role of language in learning content. Dr. de Oliveira was President (20182019) of TESOL International Association.
