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| Acknowledgments | |
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| Introduction: Challenges and Opportunities | |
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| A Call to Action | |
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| Demographic Patterns and Diversity | |
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| About this Book | |
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| Critical Issues in Second Language Acquisition | |
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| Factors that Affect Second Language Acquisition | |
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| Internal Factors That Affect Language Acquisition | |
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| External Factors That Affect Language Acquisition | |
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| Theories of Second Language Acquisition | |
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| How Long Does it take to Acquire a Second Language? | |
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| Second Language Myths | |
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| The Myth That Ells Don't Need Specialized Support | |
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| The Grandfather Myth | |
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| The Myth That Immigrants Refuse to Learn English | |
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| The Home-Learning Myth | |
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| The Myth That Young Children Learn Languages More Easily | |
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| The Myth That More English is Better | |
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| The Myth That Speaking Equals Proficiency | |
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| The Myth That Learning Two Languages Causes Confusion | |
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| The Myth That Errors Should Be Corrected Immediately | |
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| Overcoming the Myths | |
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| Applications | |
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| Suggestions for Further Reading | |
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| School Structures: Schoolwide Response for ELL Education | |
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| School Climate and Schoolwide Practices | |
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| School Vision and Mission | |
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| What Are Vision and Mission Statements? | |
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| Considerations for Building a Culturally Responsive Climate | |
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| Safe and Inclusive School Environments | |
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| Drawing On and Celebrating Students' Language and Culture | |
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| Becoming Culturally and Linguistically Responsive | |
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| Professional Development and Support Services | |
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| Additive Language Opportunities | |
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| Applications | |
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| Suggestions for Further Reading | |
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| Programmatic and Curricular Design | |
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| Language Program Models | |
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| Additive and Subtractive Models | |
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| Programs with Native Language Instruction | |
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| Programs with English-Only Instruction | |
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| Selecting the Appropriate Model | |
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| Schoolwide Needs Assessment | |
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| Criteria for ELL Program Selection | |
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| Implementation Plan | |
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| Preschool Programs and ELLs | |
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| Early Childhood Education and Poverty | |
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| Benefits of Early Bilingualism | |
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| Access to Linguistically and Culturally Responsive Preschool | |
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| Program Coordination, Cohesion, and Alignment | |
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| Program Cohesion and Compatibility | |
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| Vertical, Horizontal, and Cross-Program Articulation | |
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| Assessment and Evaluation | |
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| Student Assessment: Standardized Tests | |
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| Student Assessment: Authentic and Performance-Based | |
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| Program Evaluation | |
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| Applications | |
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| Suggestions for Further Reading | |
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| Principles of Effective Teaching and Learning for ELLs | |
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| Connecting High Expectations and Academic Success | |
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| The Language-Literacy Connection | |
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| Oral Language Development and Vocabulary Building | |
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| Teaching for Transfer | |
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| Literature-Based Instruction | |
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| Authentic Literature | |
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| Literature-Based Strategies | |
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| Culturally Relevant Curriculum | |
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| Applications | |
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| Suggestions for Further Reading | |
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| Leadership, Advocacy, and Engagement | |
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| Effective and Visionary Leadership | |
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| Education Leadership Frameworks | |
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| Developing a Knowledge Base | |
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| Leadership Practices | |
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| Advocacy for the Education of ELLs | |
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| State- and National-Level ADvocacy | |
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| Classroom, School, and District Advocacy | |
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| Parent, Family, and Community Participation | |
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| Models for Meaningful ELL Family Participation | |
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| Community Outreach | |
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| Applications | |
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| Suggestions for Further Reading | |
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| Conclusion: Challenges and Opportunities to Achieve a Promising Future for ELLs | |
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| Joint Statement on the Teacher English Fluency Initiative in Arizona | |
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| Statement of Ncte against Arizona Department of Education Ruling on Teacher Speech | |
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| Organizations and Centers: Advocacy and Information | |
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| References | |
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| Index | |