Teaching English Learners

Kip Tellez is Associate Professor in the Education Department at University of California—Santa Cruz. Prior to joining UCSC in 2000, he taught elementary and high school in east Los Angeles county. His instructional focus has always been on teaching English-language learners. An interest in educational linguistics led him to earn his PhD at Claremont Graduate University in Claremont, California. After graduate school, he began his first academic position at the University of Houston, where he taught courses on methods and theories of second language education, while also working to initiate two-way dual immersion programs in the Houston/Galveston area. At UCSC he has continued his research on language teaching and learning, while also teaching the English Learning Development courses in the Masters/Credential program. He is currently serving as the chair of the Education Department.Combining his interests in English-language teaching with teacher education, he has published articles in journals such as the Journal of Teacher Education, Teaching and Teacher Education, and The Bilingual Research Journal. He also published an edited book (with Hersh Wax-man) in 2006 titled, Preparing (Quality Educators for English Language Learners.

• Chapter 1 ELD; Chapter 2 English-Language Learners in the United States; Chapter 3 Language Acquisition or Learning?; Chapter 4 Bilingual Education, ELD, and the Debate; Chapter 5 Language Teaching; Chapter 6 The Eld Teacher; Chapter 7 Teaching Ells and the Democratic Ideal;

“Teaching English Learners is a valuable resource with ideas about how to think about ELLs and what they need to learn English. Recommended.” —CHOICE “The heart of this excellent book is an affirming view consistent with caring theory. It shows how commitment to sound educational practice for English language development educators is more of a personal, rather than professional, desire or orientation. This book centers educational change on effective pedagogy and challenges the reader to undergo a transformation process that is more inside-out rather than outside-in.” —Angela Valenzuela, University of Texas-Austin, and author of Subtractive Schooling and Leaving Children Behind *Praise for The Teacher’s Toolkit* “Books about teaching seldom combine theory, research, practice, and inspiration, but that is precisely what The Teacher’s Toolkit series does. Seasoned educators and researchers explore the profession of teaching through social justice and efficacy. University faculty, their students, and new teachers will cherish these books, while veteran teachers will develop new insights from them.” —Sonia Nieto, University of Massachusetts, Amherst “This series renders complex ideas not only intelligible, but also meaningful. The authors brilliantly weave together theory and research, vision, and vivid examples. Teacher-readers will find themselves respected as intellectuals, and empowered as leaders.” —Christine Sleeter, California State University-Monterey Bay “When we reflect on our careers, we undoubtedly ask whether the choices we made were the best for bringing about a new society. Here is a collection of theoretically cohesive books, all of them integrating research and heart felt understanding. The books carry the polyphonic voices of the individual volumes, and most importantly, they are in sync in purpose, in passion, and in thoughtfulness about how to make our world a better place for all children.” —María E. Torres-Guzmán, Teachers College, Columbia University “The concerns of twenty-first-century teachers are significant, varied, and urgent. Addressing them as part of professional socialization and further professional development has never been more important. The Teacher’s Toolkit does just that. Using powerful tools of inquiry, narrative, critical reflection, and analysis, these books help new and experienced teachers to achieve balance and perspective in their professional and personal lives.” —Susan Florio-Ruane, Michigan State University