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| Series Foreword | |
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| Acknowledgments | |
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| Introduction | |
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| The Challenge of Acquiring English | |
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| The Challenge of Linguistic Isolation | |
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| How One-on-One English Started | |
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| The Development of One-on-One English | |
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| Overview of the Book | |
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| Realistic Expectations: English Language Learners and the Acquisition of "Academic" English | |
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| The Field of Second Language Acquisition | |
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| Key Limitations of Existing Research on SLA | |
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| Second Language Acquisition, Assessment, and Immigrant Children in Schools | |
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| The Concept of Academic Language | |
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| Schools, Immigrant Children, and Second Language Acquisition | |
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| One-on-One English: A Design Experiment | |
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| The Setting | |
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| Golden Hills Elementary and One-on-One English | |
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| Design Research | |
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| Preimplementation Activities | |
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| Implementation Activities | |
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| Retrospective Analysis | |
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| Reflections on One-on-One English | |
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| Interactions and Affordances | |
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| Talking and Interacting | |
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| Types of Interactions | |
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| Communicative Challenges | |
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| Volunteer-Child Interactions: A Summary | |
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| The Development of L2 Interactional Competence | |
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| Getting Started | |
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| Receptive Proficiencies: Change Over Time | |
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| Productive Proficiencies: Change Over Time | |
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| Individual Differences, Varying Opportunities, and Change Over Time | |
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| Children's Developing L2 Proficiencies | |
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| Growth Seen From a Combined Perspective: The Challenge of Measuring Children's Language Production | |
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| The Challenges of Measuring Language Growth | |
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| The Narrative Elicitation Procedure | |
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| Analysis of Children's Narratives | |
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| Summary: What Change Looks Like | |
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| Implications for Assessment | |
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| Reflections on One-on-One English | |
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| Change Over Time in Children's Language: A Retrospective View | |
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| How Affordances Mattered | |
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| Implications of the Project for the Education of English Language Learners | |
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| The Kinds of English That Must be Acquired for Immigrant Children to Succeed in School | |
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| Toward an Integrated Practice for Educating English Language Learners: Key Principles | |
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| Final Thoughts: Design Experiments and English Language Learners | |
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| Transcription Conventions | |
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| Complete Summary of Children's Turn Types | |
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| Comparison of English Language Proficiency Standards in CELDT, WIDA, and ELDA (Levels 3-5) | |
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| Bibliography of Children's Books | |
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| Notes | |
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| References | |
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| Index | |
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| About the Authors | |