Handbook of TESOL in K-12

Luciana C. de Oliveira is Professor and Chair, Department of Teaching and Learning, School of Education and Human Development, University of Miami, USA. Dr. de Oliveira has authored/edited 21 books and over 180 publications to date. Her research focuses on issues related to teaching English language learners at the K-12 level and the role of language in learning content. Dr. de Oliveira was President (2018–2019) of TESOL International Association.

• Notes on Contributors ix1 Key Concepts and Issues in TESOL in K‐12 1Luciana C. de OliveiraSection 1 – Key Issues in Teaching ESOL Students in K‐12 92 Plurilingual Learners and Schooling: A Sociocultural Perspective 11Margaret R. Hawkins3 Disciplinary and Interdisciplinary Practices for K‐12 ESOL Learners 25Kristen C. Wilcox, Gretchen P. Oliver, Karen M. Gregory, and Lisa (Fang) Yu4 A Developmental and Contextual Perspective on Academic Language 41Maria Estela Brisk and Zhongfeng Tian5 Language Rights and Policy in K‐12 TESOL 55Wayne E. Wright6 Translanguaging as an Act of Transformation: Restructuring Teaching and Learning for Emergent Bilingual Students 69Tatyana Kleyn and Ofelia Garcia7 Incorporating Global Englishes in K‐12 Classrooms 83Ali Fuad SelviSection 2 – Pedagogical Issues and Practices in TESOL in K‐12 Education 101Practices and Pedagogies for TESOL in K‐12 Education 1038 Many Ways to Build a Model: Content-Based ESL Instruction Models and Approaches in K-12 105Kate Mastruserio Reynolds and Judith B. O’Loughlin9 Promoting Educational Equity in Assessment Practices 129Margo Gottlieb and Gisela Ernst‐Slavit10 Digital Age Teaching for English Learners 149Heather Parris and Lisa M. Estrada11 Multimodal Literacies in Teaching and Learning English In and Outside of School 163Youngjoo Yi, Dong‐shin Shin, and Tony CimaskoTeaching Skills and Content Areas 17912 Shifting from the Teaching of Oral Skills to the Development of Oracy 181Aida Walqui13 Effective Practices for Teaching Reading to Emergent Bilinguals in K‐12 Classes 199David Freeman and Yvonne Freeman14 New Descriptions of Metalanguage for Supporting English Language Learners’Writing in the Early Years: A Discourse Perspective 213Sally L. Humphrey and Jing Hao15 Problematizing Current Vocabulary Instruction Frameworks: Where Does Student Knowledge Fit? 231Socorro G. Herrera, Melissa A. Holmes, and Shabina K. Kavimandan16 Paradigm Shifts in the Teaching of Grammar in K‐12 ESL/EFL Contexts: A Case for a Social‐Semiotic Perspective 249Meg Gebhard, Kathryn Accurso, and I An Chen17 Teaching Mathematics to Emergent Bilinguals 265Holly Hansen‐Thomas and Anita Bright18 Teaching Science to English Language Learners: Current Research and Practices in the Field of Science Education 277Alandeom W. Oliveira, Molly Weinburgh, Effie McBride, Trisha Bobowski, and Rebecca Shea19 Teaching English Language Arts to Emergent to Advanced Bilinguals: Current Research, Theories, and Pedagogical Practices 291Sharon L. Smith and Luciana C. de Oliveira20 Teaching Social Studies to English Language Learners: Current Research, Theories, and Pedagogical Practices 307Ashley Taylor Jaffee and Paul J. Yoder21 Arts‐Based Pedagogy for Teaching English Learners 323Christian FaltisSection 3 – School Personnel Preparation for TESOL in K‐12 33922 Preparing Teachers to Be Advocates for English Learners 341Heather A. Linville and Diane Staehr Fenner23 Preparing TESOL Specialists for K‐12 Contexts 357Kristen Lindahl and Laura Baecher24 Preparing Content Teachers to Work with Multilingual Students 371Kara Mitchell Viesca and Annela Teemant25 Preparing Multicultural and Multilingual Teachers to Work with Diverse Students in K‐12 387Lia D. Kamhi‐Stein and Anna V. Osipova26 Preparing Teachers for Co‐Teaching and Collaboration 405Andrea Honigsfeld and Maria G. Dove27 Intersecting Leadership and English Learner Specialty: The Nexus of Creativity, Resistance, and Advocacy 423Trish Morita‐MullaneyIndex 441

“Overall the book is highly recommended for teaching preparation programs, raising classroom teachers and specialists’ awareness of the advocate role they should assume in current multilingual classrooms.” - Laura Dubcovsky, University of California, Davis for LINGUIST List, Issue 31.799"Recommended. Lower-division undergraduates through professionals." -- CHOICE, May 2020