Sharon Adelman Reyes is program director for DiversityLearningK12, a consulting and professional development group specializing in the education of English language learners. She holds a Ph.D. in curriculum design from the University of Illinois at Chicago, where she specialized in multicultural and bilingual education. Over a career spanning more than 30 years, she has worked as a teacher, principal, curriculum specialist, district administrator, college professor, and educational researcher. She has taught at the elementary, secondary, and university levels and is a recipient of the Kohl International Prize for Exemplary Teaching. Reyes has co-authored three books: Diary of a Bilingual School (with James Crawford; DiversityLearningK12, 2012); Teaching in Two Languages: A Guide for K-12 Bilingual Educators (with Tatyana Kleyn; Corwin, 2010); and Constructivist Strategies for Teaching English Language Learners (with Trina Vallone; Corwin, 2008). Her publications also include peer-reviewed journal articles, a peer-reviewed book chapter, magazine articles, curriculum guides, and program reviews. While holding academic positions at St. Xavier, Loyola-Chicago, and Gonzaga universities, Reyes developed and implemented undergraduate and graduate-level programs in bilingual/bicultural education and TESOL; taught in a graduate program in educational leadership in ELL contexts; and chaired the doctoral dissertations of students in related areas of research. Since 1999, Reyes has worked directly with K–12 schools serving low-income communities to improve curriculum and instruction in ESL, dual immersion, transitional bilingual education, and literacy. Her consulting has included developing, guiding, and evaluating programs; providing teachers with field support and professional development workshops on site; and working closely with school administrators to facilitate these efforts. She has presented in her field locally, nationally, and internationally, and has served as an educational consultant in school districts throughout the United States. Her current research interests include the preparation of educators and educational leaders for diverse classrooms and educational contexts, constructivist practice in ELL contexts, and bilingual schooling.Trina Lynn Vallone-Bastida holds a MA in reading from Saint Xavier University in Chicago, Illinois and is a certified Reading Specialist. She has spent several years researching multicultural education and language acquisition. Ms. Vallone has presented at several conferences where she has examined such topics as writer’s workshop, content area reading, working with struggling readers and best practice for English Language Learners. Ms. Vallone taught primary aged children before becoming an Assistant Professor at Trinity Christian College in Palos Heights, Il, where she teaches Methods of Teaching Reading; Cross Cultural Studies and Reading in the Content Area. Currently, Trina is working on her Doctorate in curriculum and instruction at Aurora University in Aurora, Illinois.

• Preface1. Perspectives in Second Language Acquisition and Learning2. Program Models for English Language Learners3. Perspectives in Constructivism4. Constructivist Practice for English Language Learners5. Perspectives in Critical Pedagogy6. Constructivist Classroom Connections: The Great Second-Grade Bug Invasion7. Constructivist Classroom Connections: Intermediate Newcomers Meet the Universal Chicken8. Constructivist Classroom Connections: Eighth Graders Face a Fence on the Border9. Toward Critical Constructivist Practice With English Language LearnersAppendixGlossaryReferencesIndex

"It′s refreshing to see the authors address the pedagogy of English language learners within a non-deficit model. Their embrace of the constructivist paradigm and its application as a natural teaching and learning response to the specific needs of ELLs is a unique and remarkable contribution to the theoretical and research-based literature on this topic."

Sharon Adelman Reyes is program director for DiversityLearningK12, a consulting and professional development group specializing in the education of English language learners. She holds a Ph.D. in curriculum design from the University of Illinois at Chicago, where she specialized in multicultural and bilingual education. Over a career spanning more than 30 years, she has worked as a teacher, principal, curriculum specialist, district administrator, college professor, and educational researcher. She has taught at the elementary, secondary, and university levels and is a recipient of the Kohl International Prize for Exemplary Teaching. Reyes has co-authored three books: Diary of a Bilingual School (with James Crawford; DiversityLearningK12, 2012); Teaching in Two Languages: A Guide for K-12 Bilingual Educators (with Tatyana Kleyn; Corwin, 2010); and Constructivist Strategies for Teaching English Language Learners (with Trina Vallone; Corwin, 2008). Her publications also include peer-reviewed journal articles, a peer-reviewed book chapter, magazine articles, curriculum guides, and program reviews. While holding academic positions at St. Xavier, Loyola-Chicago, and Gonzaga universities, Reyes developed and implemented undergraduate and graduate-level programs in bilingual/bicultural education and TESOL; taught in a graduate program in educational leadership in ELL contexts; and chaired the doctoral dissertations of students in related areas of research. Since 1999, Reyes has worked directly with K–12 schools serving low-income communities to improve curriculum and instruction in ESL, dual immersion, transitional bilingual education, and literacy. Her consulting has included developing, guiding, and evaluating programs; providing teachers with field support and professional development workshops on site; and working closely with school administrators to facilitate these efforts. She has presented in her field locally, nationally, and internationally, and has served as an educational consultant in school districts throughout the United States. Her current research interests include the preparation of educators and educational leaders for diverse classrooms and educational contexts, constructivist practice in ELL contexts, and bilingual schooling.Trina Lynn Vallone-Bastida holds a MA in reading from Saint Xavier University in Chicago, Illinois and is a certified Reading Specialist. She has spent several years researching multicultural education and language acquisition. Ms. Vallone has presented at several conferences where she has examined such topics as writer’s workshop, content area reading, working with struggling readers and best practice for English Language Learners. Ms. Vallone taught primary aged children before becoming an Assistant Professor at Trinity Christian College in Palos Heights, Il, where she teaches Methods of Teaching Reading; Cross Cultural Studies and Reading in the Content Area. Currently, Trina is working on her Doctorate in curriculum and instruction at Aurora University in Aurora, Illinois.

• Preface1. Perspectives in Second Language Acquisition and Learning2. Program Models for English Language Learners3. Perspectives in Constructivism4. Constructivist Practice for English Language Learners5. Perspectives in Critical Pedagogy6. Constructivist Classroom Connections: The Great Second-Grade Bug Invasion7. Constructivist Classroom Connections: Intermediate Newcomers Meet the Universal Chicken8. Constructivist Classroom Connections: Eighth Graders Face a Fence on the Border9. Toward Critical Constructivist Practice With English Language LearnersAppendixGlossaryReferencesIndex

"It′s refreshing to see the authors address the pedagogy of English language learners within a non-deficit model. Their embrace of the constructivist paradigm and its application as a natural teaching and learning response to the specific needs of ELLs is a unique and remarkable contribution to the theoretical and research-based literature on this topic."

Sharon Adelman Reyes is program director for DiversityLearningK12, a consulting and professional development group specializing in the education of English language learners. She holds a Ph.D. in curriculum design from the University of Illinois at Chicago, where she specialized in multicultural and bilingual education. Over a career spanning more than 30 years, she has worked as a teacher, principal, curriculum specialist, district administrator, college professor, and educational researcher. She has taught at the elementary, secondary, and university levels and is a recipient of the Kohl International Prize for Exemplary Teaching. Reyes has co-authored three books: Diary of a Bilingual School (with James Crawford; DiversityLearningK12, 2012); Teaching in Two Languages: A Guide for K-12 Bilingual Educators (with Tatyana Kleyn; Corwin, 2010); and Constructivist Strategies for Teaching English Language Learners (with Trina Vallone; Corwin, 2008). Her publications also include peer-reviewed journal articles, a peer-reviewed book chapter, magazine articles, curriculum guides, and program reviews. While holding academic positions at St. Xavier, Loyola-Chicago, and Gonzaga universities, Reyes developed and implemented undergraduate and graduate-level programs in bilingual/bicultural education and TESOL; taught in a graduate program in educational leadership in ELL contexts; and chaired the doctoral dissertations of students in related areas of research. Since 1999, Reyes has worked directly with K–12 schools serving low-income communities to improve curriculum and instruction in ESL, dual immersion, transitional bilingual education, and literacy. Her consulting has included developing, guiding, and evaluating programs; providing teachers with field support and professional development workshops on site; and working closely with school administrators to facilitate these efforts. She has presented in her field locally, nationally, and internationally, and has served as an educational consultant in school districts throughout the United States. Her current research interests include the preparation of educators and educational leaders for diverse classrooms and educational contexts, constructivist practice in ELL contexts, and bilingual schooling.Trina Lynn Vallone-Bastida holds a MA in reading from Saint Xavier University in Chicago, Illinois and is a certified Reading Specialist. She has spent several years researching multicultural education and language acquisition. Ms. Vallone has presented at several conferences where she has examined such topics as writer’s workshop, content area reading, working with struggling readers and best practice for English Language Learners. Ms. Vallone taught primary aged children before becoming an Assistant Professor at Trinity Christian College in Palos Heights, Il, where she teaches Methods of Teaching Reading; Cross Cultural Studies and Reading in the Content Area. Currently, Trina is working on her Doctorate in curriculum and instruction at Aurora University in Aurora, Illinois.

• Preface1. Perspectives in Second Language Acquisition and Learning2. Program Models for English Language Learners3. Perspectives in Constructivism4. Constructivist Practice for English Language Learners5. Perspectives in Critical Pedagogy6. Constructivist Classroom Connections: The Great Second-Grade Bug Invasion7. Constructivist Classroom Connections: Intermediate Newcomers Meet the Universal Chicken8. Constructivist Classroom Connections: Eighth Graders Face a Fence on the Border9. Toward Critical Constructivist Practice With English Language LearnersAppendixGlossaryReferencesIndex

"It′s refreshing to see the authors address the pedagogy of English language learners within a non-deficit model. Their embrace of the constructivist paradigm and its application as a natural teaching and learning response to the specific needs of ELLs is a unique and remarkable contribution to the theoretical and research-based literature on this topic."