Amplifying the Curriculum

Aída Walqui is director of the Teacher Professional Development Program at WestEd and the Quality Teaching for English Learners (QTEL) initiative. George C. Bunch is professor of education at University of California, Santa Cruz and winner of the American Educational Research Association (AERA) 2017 Second Language Research Special Interest Group Midcareer Award.

• ContentsPreface ixAcknowledgments xiii1. Educating English Learners in the 21st Century 1 George C. Bunch and Aída Walqui2. What Is Quality Learning for English Learners? 21Aída Walqui and George C. Bunch3. Designing the Amplified Lesson 43Aída Walqui4. Shakespeare’s Macbeth: Making Powerful Texts Accessible and Engaging to English Learners 71Mary Schmida5. Investigating Disease Transmission: Engaging English Learners in a Phenomenon-Based Science Lesson 93Tomás Galguera, Catherine Lemmi, and Paolo C. Martin6. Making Slope a Less Slippery Concept for English Learners: Redesigning Mathematics Instruction with Rich Interactions 115Leslie Hamburger and Haiwen Chu7. Mapping a Changing World View: Designing Learning Experiences for English Learners in Social Studies 139Nicholas Catechis and Pía Castilleja8. What Makes Me Who I Am?: Engaging Beginning-Level English Learners in Quality Learning 165Lee Hartman and Elsa Billings9. Where the Rubber Meets the Road: What Teachers and Students Report When Implementing High- Quality Learning Designs for English Learners 187George C. Bunch, Heather Schlaman, and Sara Rutherford-Quach10. Developing Teacher Expertise to Design Amplified Learning Opportunities for English Learners 207Aída Walqui and George C. BunchAbout the Editors and Contributors 227Index 231

“…offers a new approach to designing quality instruction that integrates theoretically-grounded best practices for ELs supported by current research. The detailed illustrations of the implementation of this approach by classroom teachers across content areas exemplify its practicality and effectiveness. With a wealth of useful resources and teacher-friendly language, this text will appeal to educators and a wide range of educational stakeholders who are looking for insights into how to more effectively engage their ELs while supporting their disciplinary and language development.” —Teachers College Record