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| Forward | |
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| Preface | |
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| Notes to the Reader | |
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| Classrooms of Today | |
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| Voices from the Classroom | |
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| Cultural Diversity in the Mainstream Classroom | |
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| Cross-cultural Understanding in Academic Settings (formerly Ch. 3Cultural Miscommunication in Academic Settingsand Ch. 4Understanding Other Cultures) | |
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| Diverse Learning Styles | |
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| (Formerly part three) -The Experience of Learning Another Language | |
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| (formerly Ch. 12) - What Teachers Need to Know about Language Acquisition | |
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| (formerly Ch. 11) - The School Experience for the English Learner | |
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| (formerly part four)Learning English through Academic Content | |
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| (Formerly Ch. 15) - Literacy and the English Language Learner | |
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| (Formerly Ch. 13) - Why Integrate Language and Content | |
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| (Formerly Ch. 14)- Differentiated Content Instruction for English Language Learners | |
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| (Formerly Ch. 16)- Teaching Math to English Learners - Myths and Methods | |
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| (formerly part five) -Assessment and the English Learner | |
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| (formerly Ch. 17) - Traditional Assessment: Why it is Inappropriate | |
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| (formerly part six) - English Language Learners and the Wider Community | |
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| (formerly Ch. 19) - Suggestions for Support Personnel | |
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| (formerly Ch. 18) - How Teachers Can Help Parents of ELLs | |
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| (formerly part two) -Sampler of Cultural Groups: The Teacher as Cultural Observer | |
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| (formerly Ch. 6) - Native Americans or American Indians | |
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| (formerly Ch. 7) - Asian Americans/Indians | |
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| (Formerly Ch. 8) - Muslims, Followers of Islam, and Speakers of Arabic | |
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| (Formerly Ch. 8) - Haitians | |
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| (Formerly Ch. 10) - Hispanics, Latinos/as, and Spanish Speakers | |
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| Appendixes | |
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| ESOL Methods and Strategies | |
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| Language Level Classifications and Descriptions | |
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| Websites: Standards for English Language Learners | |
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| Social Studies Adaptation - U.S. Government | |
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| Adaptation of Science | |
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| Class Assignment: Content Area Textbook Analysis Form | |
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| Project Rubric for Textbook Modifications | |