Includes bibliographical references at the end of each chapter as well as a glossary and index.

Preface to the Second Edition Terms -- Organization -- How to Use This Book

I. A WELCOMING ENVIRONMENT 1. English Language Learners from Far and Near -- Where do English Language Learners Come From? -- Understanding the Needs of English Language Learners -- Welcoming Newcomers to the School -- Key Ideas in This Chapter -- To Learn More... 2. An Inclusive Classroom Environment -- Welcoming and Introducing Newcomers -- Class Photographs -- Language Questionnaires, Surveys, and Profiles -- Routes and Roots -- Inclusive Displays -- Peer Tutors and Partners -- Support for the Efforts of Language Learners -- A Multilingual Classroom Environment -- Intercultural Perspectives -- Implementing Intercultural Education through Literature Circles -- Key Ideas in This Chapter -- To Learn More...

II. HOW ENGLISH WORKS 3. I Say Tomato: The Sound System of English -- Phonology: The Sounds of Language -- The Sounds of English -- Learning the Sounds of English -- Teaching Pronunciation -- Key Ideas in This Chapter -- To Learn More... 4. No More Red Pen: Teaching English Grammar -- The Rules of Language -- What Is Grammar? -- Elements of English Grammar -- Teaching Grammar -- Key Ideas in This Chapter -- To Learn More... 5. In Other Words: The Power of English Vocabulary -- Where Do English Words Come From? -- How Many Words? -- Which Words? -- The Structure of English Words -- Learning New Words -- Key Ideas in This Chapter -- To Learn More... 6. English in Real Life: Communicative Competence -- Discourse Competence -- Sociolinguistic Competence -- Strategic Competence -- Key Ideas in This Chapter -- To Learn More... 7. The Ritn Wird: Reading and Writing in English -- Differences between Writing and Speech -- Writing Systems around the World -- Reading and Writing in English -- Developing Reading and Writing Skills in English -- Key Ideas in This Chapter -- To Learn More...

III. THE LANGUAGE LEARNING ENVIRONMENT 8. Understanding Second Language Acquisition -- How Do People Acquire Language(s)? -- What Are the Ideal Conditions for Language Learning? -- Do Young Children Learn Languages Better Than Older Students? -- How Long Does It Take an English Language Learner to Learn English? -- Should I Insist on English Only? -- Should I Teach Grammar? -- What about Phonics? -- Should I Correct Students' Mistakes? -- How Can I Encourage Students to Participate in Class? -- How Can I Promote a Positive Approach to Language Learning? -- What about Students Who Speak Another Variety of English? -- To Learn More... 9. Organizing Language Instruction -- Organizing the Language Program -- Methods of Second Language Instruction -- A Team Approach -- Key Ideas in This Chapter -- To Learn More... 10. Creating a Supportive Language Learning Environment -- Providing Comprehensible Instruction -- Providing Supportive Feedback -- Incorporating Students' Languages -- Cooperative Learning -- Key Ideas in This Chapter -- To Learn More... 11. Supporting Beginning Language Learners -- Functional Language -- Visual Support -- Copying and Labelling -- Physical Activity -- Experience-Based Learning -- Language Experience Stories -- Listening to Recorded Stories -- Games and Puzzles -- If You Want to Get Started... -- Key Ideas in This Chapter -- To Learn More...

IV LANGUAGE LEARNING ACROSS THE CURRICULUM 12. Integrating Language and Content Instruction -- Key Visuals -- Intensive Reading -- Integrated Vocabulary Instruction -- Integrated Grammar Instruction -- Writing Scaffolds -- Journals -- The Writing Process -- Guided Projects -- Integrating the Arts -- Alternative Resource Material -- Key Ideas in This Chapter -- To Learn More... 13. Planning instruction and Assessment -- Stages of Development in English as a Second Language -- A Framework for Planning Instruction -- Alternative Approaches to Assessment and Evaluation -- Evaluation and Reporting -- Putting It All Together: Planning Effective Instruction and Assessment for ELLs -- To Learn More...

Afterword: A Great Adventure

"When the first edition of this book was published a dozen years ago, teachers throughout the English speaking world were becoming increasingly aware of students in their classes whose linguistic and cultural backgrounds were different from their own. Since then, classrooms have become even more diverse; as this revised edition is being published, many teachers are welcoming newly arrived students from Syria, Ethiopia, and many other countries in political and economic turmoil. This movement of people is likely to increase as populations around the world deal with the effects of war and the devastating consequences of climate change on local economies. These newly arrived students are potentially a valuable human resource to their receiving countries, all of which are facing the effects of an aging population and need new human capital for their future prosperity. This book is intended to help teachers make that potential a reality by providing appropriate and sufficient supports to English Language Learners (ELLs) as they deal with the double challenge of learning the language of instruction at the same time as they are learning the curriculum. The basic organization of the new edition remains the same, but some content has been revised to reflect new research in the field and new program initiatives." Provided by publisher.