| Preface | p. ix |
| A Pedagogy of Promise | p. 1 |
| Helping Students Become What They Are Not Yet | p. 2 |
| The Theoretical Foundations of Future-Oriented Pedagogy | p. 4 |
| The QTEL Application of Sociocultural Learning Theory | p. 6 |
| Development Follows Learning | p. 6 |
| Participation in Activity Is Central in the Development of Knowledge | p. 7 |
| Participation in Activity Progresses from Apprenticeship to Appropriation, or from the Social to the Individual Plane | p. 9 |
| Learning Can Be Observed As Changes in Participation Over Time | p. 10 |
| Conclusion | p. 12 |
| Scaffolding Reframed | p. 15 |
| The Zone of Proximal Development and the Peekaboo Game | p. 16 |
| Peekaboo | p. 17 |
| Predicting the Unpredictable | p. 18 |
| Scaffolding in a Tutoring Setting | p. 20 |
| Scaffolding in Classrooms | p. 23 |
| Learning Tasks That Promote Autonomy | p. 23 |
| Teacher Interactions That Promote Autonomy | p. 25 |
| Interactions Beyond "Expert-Novice" That Scaffold Learning | p. 28 |
| Features of Pedagogical Scaffolding | p. 33 |
| Amplify, Don't Simplify! | p. 38 |
| Conclusion | p. 40 |
| The Role of Language and Language Learning | p. 43 |
| Language Development | p. 44 |
| Conversational Language | p. 45 |
| Academic Language | p. 47 |
| Conversational and Academic Language: A Continuum | p. 49 |
| Genre | p. 52 |
| Culture, Language, and Identity | p. 56 |
| The Identities of English Language Learners | p. 57 |
| The L1-L2 Connection | p. 58 |
| Language and the Brain | p. 62 |
| Schema and the Experiential Basis of Cognition | p. 62 |
| Multimodal Discourse and Multisensory Learning | p. 66 |
| Accuracy and Fluency | p. 67 |
| Feedback and Assessment | p. 73 |
| Conclusion | p. 77 |
| Principles of Quality Teaching for English Learners | p. 81 |
| Principles: The Cornerstone of Practice | p. 82 |
| Sustain Academic Rigor | p. 83 |
| Hold High Expectations | p. 88 |
| Engage English Language Learners in Quality Teacher and Student Interactions | p. 93 |
| Sustain a Language Focus | p. 96 |
| Develop a Quality Curriculum | p. 99 |
| Conclusion | p. 100 |
| Pedagogy in Action: The Apprenticeship of Two Teachers | p. 103 |
| Two Contexts | p. 104 |
| Using Tasks to Learn About Literary Character Development | p. 108 |
| Using Tasks to Understand Brain Structure and Function | p. 119 |
| A Map of QTEL Principles in Two Lessons | p. 131 |
| Academic Rigor | p. 131 |
| High Expectations | p. 132 |
| Quality Interactions | p. 134 |
| Language Focus | p. 135 |
| Quality Curriculum | p. 136 |
| Conclusion | p. 137 |
| Designing Instruction | p. 139 |
| The Need for an Inviting and Future-Oriented Pedagogy | p. 140 |
| Planning Units of Study | p. 142 |
| Determining Macro Unit Objectives | p. 143 |
| Determining the Assessment of Macro Objectives | p. 144 |
| Determining Meso Objectives, Content Topics, and Benchmark Moments | p. 144 |
| A Sample Final Unit Assessment | p. 146 |
| The Interrelationship of Disciplinary, Cognitive, and Language Objectives | p. 147 |
| Planning Lessons | p. 149 |
| Three Moments in a Lesson | p. 151 |
| Preparing Learners | p. 152 |
| Interacting with Text | p. 168 |
| Extending Understanding | p. 177 |
| Conclusion | p. 185 |
| References | p. 189 |
| Appendix: Linguistics in the ELL Classroom | p. 199 |
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