Luciana C. de Oliveira is Associate Professor in the Department of Teaching and Learning in the School of Education and Human Development at the University of Miami, Florida. Her research focuses on issues related to teaching English language learners (ELLs) at the K-12 level.Melanie Shoffner is Associate Professor of English Education at Purdue University in West Lafayette, Indiana, where she holds a joint appointment in the Departments of English and Curriculum & Instruction. Focusing on secondary English teacher preparation, her research explores issues of reflective practice, dispositional development and meaningful integration of technology.

• - Introduction.- Chapter 1: Addressing the Needs of English Language Learners in English Education.- Chapter 2: ELL Pedagogy in the English Methods Class: Collaborative Planning as a Component of Preservice Teacher Preparation.- Chapter 3: Learning to Teach ELLs through ELA Methods: Findings from a National Survey.- Chapter 4: Working with ELLs in the Mainstream ELA Classroom through Collaboration and Two-Way Content-Based Instruction.- Chapter 5: Humanizing the Core: English Language Learners and Culturally-Sustaining Young Adult Literature.- Chapter 6: Positive Positions: Preparing Teachers to Respond to the Writing of ELL Students.- Chapter 7: “But There’s Gotta be a Strength”: Toward the Equitable Assessment of the Writing of Emerging Bilingual Students.- Chapter 8: Filling the Gap: L2 Grammar and Assessment Preparation for ELA teachers.- Chapter 9: Learning to use Systemic Functional Grammar to Teach Literary Analysis: Views on the Effectiveness of a Short Professional DevelopmentWorkshop.- Chapter 10: “It’s Just Really Relevant to Them”: One School District’s Efforts to Teach ELA Credit-Bearing Newcomer ESOL Courses.

Luciana C. de Oliveira is Associate Professor in the Department of Teaching and Learning in the School of Education and Human Development at the University of Miami, Florida. Her research focuses on issues related to teaching English language learners (ELLs) at the K-12 level.Melanie Shoffner is Associate Professor of English Education at Purdue University in West Lafayette, Indiana, where she holds a joint appointment in the Departments of English and Curriculum & Instruction. Focusing on secondary English teacher preparation, her research explores issues of reflective practice, dispositional development and meaningful integration of technology.

• - Introduction.- Chapter 1: Addressing the Needs of English Language Learners in English Education.- Chapter 2: ELL Pedagogy in the English Methods Class: Collaborative Planning as a Component of Preservice Teacher Preparation.- Chapter 3: Learning to Teach ELLs through ELA Methods: Findings from a National Survey.- Chapter 4: Working with ELLs in the Mainstream ELA Classroom through Collaboration and Two-Way Content-Based Instruction.- Chapter 5: Humanizing the Core: English Language Learners and Culturally-Sustaining Young Adult Literature.- Chapter 6: Positive Positions: Preparing Teachers to Respond to the Writing of ELL Students.- Chapter 7: “But There’s Gotta be a Strength”: Toward the Equitable Assessment of the Writing of Emerging Bilingual Students.- Chapter 8: Filling the Gap: L2 Grammar and Assessment Preparation for ELA teachers.- Chapter 9: Learning to use Systemic Functional Grammar to Teach Literary Analysis: Views on the Effectiveness of a Short Professional DevelopmentWorkshop.- Chapter 10: “It’s Just Really Relevant to Them”: One School District’s Efforts to Teach ELA Credit-Bearing Newcomer ESOL Courses.

Luciana C. de Oliveira is Associate Professor in the Department of Teaching and Learning in the School of Education and Human Development at the University of Miami, Florida. Her research focuses on issues related to teaching English language learners (ELLs) at the K-12 level.Melanie Shoffner is Associate Professor of English Education at Purdue University in West Lafayette, Indiana, where she holds a joint appointment in the Departments of English and Curriculum & Instruction. Focusing on secondary English teacher preparation, her research explores issues of reflective practice, dispositional development and meaningful integration of technology.

• - Introduction.- Chapter 1: Addressing the Needs of English Language Learners in English Education.- Chapter 2: ELL Pedagogy in the English Methods Class: Collaborative Planning as a Component of Preservice Teacher Preparation.- Chapter 3: Learning to Teach ELLs through ELA Methods: Findings from a National Survey.- Chapter 4: Working with ELLs in the Mainstream ELA Classroom through Collaboration and Two-Way Content-Based Instruction.- Chapter 5: Humanizing the Core: English Language Learners and Culturally-Sustaining Young Adult Literature.- Chapter 6: Positive Positions: Preparing Teachers to Respond to the Writing of ELL Students.- Chapter 7: “But There’s Gotta be a Strength”: Toward the Equitable Assessment of the Writing of Emerging Bilingual Students.- Chapter 8: Filling the Gap: L2 Grammar and Assessment Preparation for ELA teachers.- Chapter 9: Learning to use Systemic Functional Grammar to Teach Literary Analysis: Views on the Effectiveness of a Short Professional DevelopmentWorkshop.- Chapter 10: “It’s Just Really Relevant to Them”: One School District’s Efforts to Teach ELA Credit-Bearing Newcomer ESOL Courses.