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This book is remarkable in the amount and depth of content covered in 158 pages. It would be an ideal choice for a professional reading group.
Elizabeth Coelho, OISE, University of Toronto in CMLR, 62:3, March 2006
The book offers preservice and current teachers of upper elementary ELLs many important practical tools for improving their instructional strategies. And by clarifying the problem of conflating conversational proficiency in English with students’ academic literacy proficiency, in easily accessible text, it challenges potentially discriminatory (mis)evaluations of these students – a significant contribution indeed.
Elizabeth R. Miller, University of North Carolina, in International Journal of Bilingual Education and Bilingualism 10:2
This is a valuable book for anyone serving intermediate ELL students in upper elementary or high school. Because the authors revisit classic works on the topic, the book is especially important for those teachers who are new to the entire issue of serving ELL students.
Stacia Levy, Linguistlist 15-3267
This book is useful for content teachers who want to become more knowledgeable about how best to serve and support ELLs in the classroom setting. The information is an initial but necessary step towards designing and delivering appropriate instruction for ELLs in the content areas, and it provides mainstream teachers with a basic understanding of the complexities of supporting ELLs in the classroom.
Maureen Burke-Iannacone, Temple University in Language and Education Vol 19, no. 6
