Acknowledgements

1. Language and Identity

1.1. What Is a Speech Community?

1.2. Coercive vs. Collaborative Relations

1.3. Language Minority Stories

2. Who Are English Learners?

2.1. Reflection Model

2.2. Inclusive Pedagogy

2.2. Makoto Critical Incident

2.3. Assumptions to Rethink about English Learners

2.4. Critical Learning Domains

3. Understanding Theory

3.1. Communication, Pattern, and Variability

3.2. Five Curriculum Guidelines

3.3. Indicators of Instructional Conversation (IC)

3.4. Indicators of the Standards for Effective Pedagogy

3.5. Standards for Effective Pedagogy

3.6. Examining Current Realities

4.1. Input and Native Language Acquisition

4.2. Input and Second Language Acquisition

4.3. The Interdependence Hypothesis

4.4. The Threshold Hypothesis

4.5. Vocabulary Development and Language Transfer

4.6. Text Modification

5.1. Code Switching and Interaction

5.2. Characteristics of Modifications for Interaction

5.3. How Can Teachers Help Second Language Learners Begin to Communicate?

5.4. Classroom Routines and Participation Structures

5.5. We Can Talk: Cooperative Learning in the Elementary ESL Classroom

6. Stages of Development

6.1. Proficiency Levels Defined

7. Errors and Feedback

7.1. Points to Remember About Errors

7.2. Effective and Appropriate Feedback for English Learners

8. Types of Proficiencies

8.1. Fostering Second Language Development in Young Children

8.2. Instructional Conversation in Native American Classroom

8.3. Student Motivation to Learn

8.4. Language Learning Strategies: An Update

8.5. Three Misconceptions about Age and L2 Learning

9. Types of Performances

9.1. Understanding BICS and CALP

9.2. The Order of Acquisition and The Order of Use

9.3. Schumann's Acculturation Model

9.4. Implications From the Threshold and Interdependence Hypotheses

9.5. Lily Wong Fillmore’s Cognitive and Social Strategies for Second Language Learners

10. Classroom Practices and Language Acquisition

10

Classroom Practices and Language Acquisition

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