The 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 ix

1 Key Concepts and Issues in TESOL in K‐12 1
Luciana C. de Oliveira

Section 1 – Key Issues in Teaching ESOL Students in K‐12 9

2 Plurilingual Learners and Schooling: A Sociocultural Perspective 11
Margaret R. Hawkins

3 Disciplinary and Interdisciplinary Practices for K‐12 ESOL Learners 25
Kristen C. Wilcox, Gretchen P. Oliver, Karen M. Gregory, and Lisa (Fang) Yu

4 A Developmental and Contextual Perspective on Academic Language 41
Maria Estela Brisk and Zhongfeng Tian

5 Language Rights and Policy in K‐12 TESOL 55
Wayne E. Wright

6 Translanguaging as an Act of Transformation: Restructuring Teaching and Learning for Emergent Bilingual Students 69
Tatyana Kleyn and Ofelia Garcia

7 Incorporating Global Englishes in K‐12 Classrooms 83
Ali Fuad Selvi

Section 2 – Pedagogical Issues and Practices in TESOL in K‐12 Education 101

Practices and Pedagogies for TESOL in K‐12 Education 103

8 Many Ways to Build a Model: Content-Based ESL Instruction Models and Approaches in K-12 105
Kate Mastruserio Reynolds and Judith B. O’Loughlin

9 Promoting Educational Equity in Assessment Practices 129
Margo Gottlieb and Gisela Ernst‐Slavit

10 Digital Age Teaching for English Learners 149
Heather Parris and Lisa M. Estrada

11 Multimodal Literacies in Teaching and Learning English In and Outside of School 163
Youngjoo Yi, Dong‐shin Shin, and Tony Cimasko

Teaching Skills and Content Areas 179

12 Shifting from the Teaching of Oral Skills to the Development of Oracy 181
Aida Walqui

13 Effective Practices for Teaching Reading to Emergent Bilinguals in K‐12 Classes 199
David Freeman and Yvonne Freeman

14 New Descriptions of Metalanguage for Supporting English Language Learners’Writing in the Early Years: A Discourse Perspective 213
Sally L. Humphrey and Jing Hao

15 Problematizing Current Vocabulary Instruction Frameworks: Where Does Student Knowledge Fit? 231
Socorro G. Herrera, Melissa A. Holmes, and Shabina K. Kavimandan

16 Paradigm Shifts in the Teaching of Grammar in K‐12 ESL/EFL Contexts: A Case for a Social‐Semiotic Perspective 249
Meg Gebhard, Kathryn Accurso, and I An Chen

17 Teaching Mathematics to Emergent Bilinguals 265
Holly Hansen‐Thomas and Anita Bright

18 Teaching Science to English Language Learners: Current Research and Practices in the Field of Science Education 277
Alandeom W. Oliveira, Molly Weinburgh, Effie McBride, Trisha Bobowski, and Rebecca Shea

19 Teaching English Language Arts to Emergent to Advanced Bilinguals: Current Research, Theories, and Pedagogical Practices 291
Sharon L. Smith and Luciana C. de Oliveira

20 Teaching Social Studies to English Language Learners: Current Research, Theories, and Pedagogical Practices 307
Ashley Taylor Jaffee and Paul J. Yoder

21 Arts‐Based Pedagogy for Teaching English Learners 323
Christian Faltis

Section 3 – School Personnel Preparation for TESOL in K‐12 339

22 Preparing Teachers to Be Advocates for English Learners 341
Heather A. Linville and Diane Staehr Fenner

23 Preparing TESOL Specialists for K‐12 Contexts 357
Kristen Lindahl and Laura Baecher

24 Preparing Content Teachers to Work with Multilingual Students 371
Kara Mitchell Viesca and Annela Teemant

25 Preparing Multicultural and Multilingual Teachers to Work with Diverse Students in K‐12 387
Lia D. Kamhi‐Stein and Anna V. Osipova

26 Preparing Teachers for Co‐Teaching and Collaboration 405
Andrea Honigsfeld and Maria G. Dove

27 Intersecting Leadership and English Learner Specialty: The Nexus of Creativity, Resistance, and Advocacy 423
Trish Morita‐Mullaney

Index 441