{"product_id":"the-handbook-of-tesol-in-k-12-isbn-9781119421740","title":"The Handbook of TESOL in K-12","description":"\u003cp\u003e\u003cb\u003eThe first handbook to explore \u003c\/b\u003e\u003cb\u003ethe field of Teaching English to Speakers of Other Languages in elementary and secondary education (K-12)\u003c\/b\u003e \u003c\/p\u003e \u003cp\u003eThe number of students being educated in English has grown significantly in modern times — globalization, immigration, and evolving educational policies have prompted an increased need for English language learner (ELL) education. \u003ci\u003eThe Handbook of TESOL in K-12 \u003c\/i\u003ecombines contemporary research and current practices to provide a comprehensive overview of the origins, evolution, and future direction of Teaching English to Speakers of Other Languages at the elementary and secondary levels (K-12). Exploring the latest disciplinary and interdisciplinary issues in the field, this is a first-of-its-kind \u003ci\u003eHandbook\u003c\/i\u003e and contributions are offered from a team of internationally-renowned scholars.\u003c\/p\u003e \u003cp\u003eComprehensive in scope, this essential \u003ci\u003eHandbook\u003c\/i\u003e covers topics ranging from bilingual language development and technology-enhanced language learning, to ESOL preparation methods for specialist and mainstream teachers and school administrators. Three sections organize the content to cover Key Issues in Teaching ESOL students in K-12, Pedagogical Issues and Practices in TESOL in K-12 Education, and School Personnel Preparation for TESOL in K-12.\u003c\/p\u003e \u003cul\u003e \u003cli\u003eSatisfies a need for inclusive and in-depth research on TESOL in K-12 classrooms\u003c\/li\u003e \u003cli\u003ePresents a timely and interesting selection of topics that are highly relevant to working teachers and support staff\u003c\/li\u003e \u003cli\u003eApplies state-of-the-art research to real-world TESOL classroom settings\u003c\/li\u003e \u003cli\u003eOffers a balanced assessment of diverse theoretical foundations, concepts, and findings \u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003ci\u003eThe Handbook of TESOL in K-12 \u003c\/i\u003eis an indispensable resource for undergraduate and graduate students, researchers and scholars, and educators in the field of Teaching English to Speakers of Other Languages in elementary and secondary education. \u003c\/p\u003e \u003cp\u003eNotes on Contributors ix\u003c\/p\u003e \u003cp\u003e1 Key Concepts and Issues in TESOL in K‐12 1\u003cbr\u003e\u003ci\u003eLuciana C. de Oliveira\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 1 – Key Issues in Teaching ESOL Students in K‐12 9\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e2 Plurilingual Learners and Schooling: A Sociocultural Perspective 11\u003cbr\u003e\u003ci\u003eMargaret R. Hawkins\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3 Disciplinary and Interdisciplinary Practices for K‐12 ESOL Learners 25\u003cbr\u003e\u003ci\u003eKristen C. Wilcox, Gretchen P. Oliver, Karen M. Gregory, \u003c\/i\u003eand\u003ci\u003e Lisa (Fang) Yu\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4 A Developmental and Contextual Perspective on Academic Language 41\u003cbr\u003e\u003ci\u003eMaria Estela Brisk \u003c\/i\u003eand\u003ci\u003e Zhongfeng Tian\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e5 Language Rights and Policy in K‐12 TESOL 55\u003cbr\u003e\u003ci\u003eWayne E. Wright\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6 Translanguaging as an Act of Transformation: Restructuring Teaching and Learning for Emergent Bilingual Students 69\u003cbr\u003e\u003ci\u003eTatyana Kleyn \u003c\/i\u003eand\u003ci\u003e Ofelia Garcia\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7 Incorporating Global Englishes in K‐12 Classrooms 83\u003cbr\u003e\u003ci\u003eAli Fuad Selvi\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 2 – Pedagogical Issues and Practices in TESOL in K‐12 Education 101\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePractices and Pedagogies for TESOL in K‐12 Education 103\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e8 Many Ways to Build a Model: Content-Based ESL Instruction Models and Approaches in K-12 105\u003cbr\u003e\u003ci\u003eKate Mastruserio Reynolds \u003c\/i\u003eand\u003ci\u003e Judith B. O’Loughlin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9 Promoting Educational Equity in Assessment Practices 129\u003cbr\u003e\u003ci\u003eMargo Gottlieb \u003c\/i\u003eand\u003ci\u003e Gisela Ernst‐Slavit\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10 Digital Age Teaching for English Learners 149\u003cbr\u003e\u003ci\u003eHeather Parris \u003c\/i\u003eand\u003ci\u003e Lisa M. Estrada\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e11 Multimodal Literacies in Teaching and Learning English In and Outside of School 163\u003cbr\u003e\u003ci\u003eYoungjoo Yi, Dong‐shin Shin, \u003c\/i\u003eand\u003ci\u003e Tony Cimasko\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTeaching Skills and Content Areas 179\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e12 Shifting from the Teaching of Oral Skills to the Development of Oracy 181\u003cbr\u003e\u003ci\u003eAida Walqui\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e13 Effective Practices for Teaching Reading to Emergent Bilinguals in K‐12 Classes 199\u003cbr\u003e\u003ci\u003eDavid Freeman \u003c\/i\u003eand\u003ci\u003e Yvonne Freeman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e14 New Descriptions of Metalanguage for Supporting English Language Learners’Writing in the Early Years: A Discourse Perspective 213\u003cbr\u003e\u003ci\u003eSally L. Humphrey \u003c\/i\u003eand\u003ci\u003e Jing Hao\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e15 Problematizing Current Vocabulary Instruction Frameworks: Where Does Student Knowledge Fit? 231\u003cbr\u003e\u003ci\u003eSocorro G. Herrera, Melissa A. Holmes, \u003c\/i\u003eand\u003ci\u003e Shabina K. Kavimandan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e16 Paradigm Shifts in the Teaching of Grammar in K‐12 ESL\/EFL Contexts: A Case for a Social‐Semiotic Perspective 249\u003cbr\u003e\u003ci\u003eMeg Gebhard, Kathryn Accurso, \u003c\/i\u003eand\u003ci\u003e I An Chen\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e17 Teaching Mathematics to Emergent Bilinguals 265\u003cbr\u003e\u003ci\u003eHolly Hansen‐Thomas \u003c\/i\u003eand\u003ci\u003e Anita Bright\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e18 Teaching Science to English Language Learners: Current Research and Practices in the Field of Science Education 277\u003cbr\u003e\u003ci\u003eAlandeom W. Oliveira, Molly Weinburgh, Effie McBride, Trisha Bobowski, \u003c\/i\u003eand\u003ci\u003e Rebecca Shea\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e19 Teaching English Language Arts to Emergent to Advanced Bilinguals: Current Research, Theories, and Pedagogical Practices 291\u003cbr\u003e\u003ci\u003eSharon L. Smith \u003c\/i\u003eand\u003ci\u003e Luciana C. de Oliveira\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e20 Teaching Social Studies to English Language Learners: Current Research, Theories, and Pedagogical Practices 307\u003cbr\u003e\u003ci\u003eAshley Taylor Jaffee \u003c\/i\u003eand\u003ci\u003e Paul J. Yoder\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e21 Arts‐Based Pedagogy for Teaching English Learners 323\u003cbr\u003e\u003ci\u003eChristian Faltis\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 3 – School Personnel Preparation for TESOL in K‐12 339\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e22 Preparing Teachers to Be Advocates for English Learners 341\u003cbr\u003e\u003ci\u003eHeather A. Linville \u003c\/i\u003eand\u003ci\u003e Diane Staehr Fenner\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e23 Preparing TESOL Specialists for K‐12 Contexts 357\u003cbr\u003e\u003ci\u003eKristen Lindahl \u003c\/i\u003eand\u003ci\u003e Laura Baecher\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e24 Preparing Content Teachers to Work with Multilingual Students 371\u003cbr\u003e\u003ci\u003eKara Mitchell Viesca \u003c\/i\u003eand\u003ci\u003e Annela Teemant\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e25 Preparing Multicultural and Multilingual Teachers to Work with Diverse Students in K‐12 387\u003cbr\u003e\u003ci\u003eLia D. Kamhi‐Stein \u003c\/i\u003eand\u003ci\u003e Anna V. Osipova\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e26 Preparing Teachers for Co‐Teaching and Collaboration 405\u003cbr\u003e\u003ci\u003eAndrea Honigsfeld \u003c\/i\u003eand\u003ci\u003e Maria G. Dove\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e27 Intersecting Leadership and English Learner Specialty: The Nexus of Creativity, Resistance, and Advocacy 423\u003cbr\u003e\u003ci\u003eTrish Morita‐Mullaney\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIndex 441\u003c\/p\u003e \u003cp\u003e“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\u003cbr\u003e\u003cbr\u003e\"Recommended. Lower-division undergraduates through professionals.\" -- CHOICE, May 2020\u003c\/p\u003e  \t\u003cp\u003e\u003cb\u003eLuciana C. de Oliveira\u003c\/b\u003e 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. \t  \u003c\/p\u003e\u003cp\u003eThe number of students being educated in English has grown significantly in modern times — globalization, immigration, and evolving educational policies have prompted an increased need for English language learner (ELL) education. \u003ci\u003eThe Handbook of TESOL in K-12\u003c\/i\u003e combines contemporary research and\u003ci\u003e\u003c\/i\u003e current practices to provide a comprehensive overview of the origins, evolution, and future direction of Teaching English to Speakers of Other Languages at the elementary and secondary levels (K-12). Exploring the latest disciplinary and interdisciplinary issues in the field, this is a first-of-its-kind \u003ci\u003eHandbook\u003c\/i\u003e and contributions are offered from a team of internationally- renowned scholars. \u003c\/p\u003e\u003cp\u003eComprehensive in scope, this essential \u003ci\u003eHandbook\u003c\/i\u003e covers topics ranging from bilingual language development and technology-enhanced language learning, to ESOL preparation methods for specialist and mainstream teachers and school administrators. Three sections organize the content to cover Key Issues in Teaching ESOL students in K-12, Pedagogical Issues and Practices in TESOL in K-12 Education, and School Personnel Preparation for TESOL in K-12. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eThe Handbook of TESOL in K-12\u003c\/i\u003e is an indispensable resource\u003ci\u003e\u003c\/i\u003e for\u003ci\u003e\u003c\/i\u003e undergraduate and graduate students, researchers and scholars, and educators in the field of Teaching English to Speakers of Other Languages in elementary and secondary education.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47990254338277,"sku":"NP9781119421740","price":226.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119421740.jpg?v=1761787082","url":"https:\/\/k12savings.com\/es\/products\/the-handbook-of-tesol-in-k-12-isbn-9781119421740","provider":"K12savings","version":"1.0","type":"link"}