Margo Gottlieb, Ph.D., has been a bilingual teacher, coordinator, facilitator, consultant, and mentor across K-20 settings. Having worked with universities, organizations, governments, states, school districts, networks, and schools, Margo has co-constructed linguistic and culturally sustainable curriculum and reconceptualized classroom assessment, policy, and practice. As co-founder and lead developer of WIDA at the University of Wisconsin-Madison in 2003, Margo has helped design and contributed to all the editions of WIDA’s English and Spanish language development standards frameworks and their derivative products. She has been appointed to national and state advisory boards, served as a Fulbright Senior Scholar, and was honored by the TESOL International Association in 2016 for her significant contribution to the field. An avid traveler, Margo has enjoyed keynoting and presenting across the United States, territories, and 25 countries. Having authored, co-authored, or co-edited over 100 publications, including 22 books, Margo′s 3rd edition of Assessing Multilingual Learners: Bridges to Empowerment (2024) and Collaborative Assessment for Multilingual Learners and Teachers: Pathways to Partnerships (with A. Honigsfeld, 2025) are the latest additions to her Corwin compendium.In 2025, Margo was inducted into the Multilingual Education Hall of Fame.Dr. Gisela Ernst-Slavit (PhD University of Florida) is a Professor Emerita at Washington State University with an active program of research. Dr. Ernst-Slavit is a native from Peru who grew up languaging in Spanish, German and English at school. She is the author, co-author, or co-editor of 12 books and over 100 articles and chapters, and she frequently speaks at regional, national, and international conferences on multilingual learner education, with a particular focus on teacher preparation for multilingual youth. Dr. Ernst-Slavit has served as President of the Washington Association for English to Speakers of Other Languages and as an officer in several professional organizations, including the American Educational Research Association, the Council of Anthropology and Education, and TESOL International Association.

"This book brings language learning in the classroom alive! While there is plenty of theory and research to ground the practices the authors describe, this is not a dry book about language learning. Against a backdrop of new standards, the authors skillfully take the reader through detailed vignettes of classroom practice that support students’ development of academic language, while at the same time discussing why the practice is effective. For those who are interested in learning more about academic language and how to help students develop it, this book is a must read."

• ForewordPrefaceAcknowledgementsAbout the AuthorsIn the Beginning….1. What is Academic Language?The Role of Language in Schooling and BeyondDifferent RegistersThe Nature of Academic LanguageEvolving Perspectives of Academic LanguageAcademic Language Versus Social Language PerspectivesSystemic Functional Linguistic PerspectivesLanguage Skills PerspectivesSociocultural PerspectivesLanguage as Action PerspectivesAcademic Language Learning as a Developmental ProcessConsiderations for Students with DisabilitiesOral and Written LanguagesOral Language as a Vehicle for Promoting Academic Language DevelopmentOral Language as a Bridge to LiteracyMultiliteracies and Multimodalities as Sources of Academic LanguageRaising Awareness of Academic LanguageAcademic Language and Social JusticeFor Further Thinking2. What Are the Dimensions of Academic Language?Identifying Academic Language Within and Across Content AreasAnalyzing Academic Language Within DiscourseBalance Between Informational and Literary TextsDifferences Between Nonfiction and Informational TextsExamining Sentence-Level StructuresLanguage Functions as Expressions of Sentence-Level MeaningIdentifying Vocabulary--Words, Phrases, and ExpressionsDevelopment of Academic VocabularyTeaching Academic Vocabulary in Authentic Contexts Through Meaningful InteractionsVocabulary Instruction for English Language LearnersFor Further Thinking3. How Do Standards Define and Shape Academic Language Use?The Impact of the New Standards on Shaping Academic LanguageBringing Standards Together: Content Learning Through Language and Language Learning Through ContentContent and Language Learning for English Language LearnersThe Impact of Standards in Shaping Grade-Level Language for Academic PurposesAcademic Language Within Content StandardsResources for ELLs for the New Content StandardsExamples of Academic Language in Content StandardsAcademic Language in English Language Development/Proficiency StandardsAcademic Language Use in Language StandardsThe Impact of Home Language on Academic Language DevelopmentSuggestions for Redefining Teaching and Learning Around Academic Language UseFor Further Thinking4. How is Academic Language Used in Content Areas Schoolwide?Seeing Academic Language Throughout the School DayListening in the Music ClassroomMoving From a Physical Education Class to the ArtsLooking Into Mathematics ClassroomsEntering an English Language Arts ClassVisiting a Science ClassThe Language of Science TextbooksExploring Academic Language in a Social Studies ClassThe Specialized Language of Social Studies TextsEffective Instruction in Content Classrooms Around a Unit of LearningFor Further Thinking5. How Can Academic Language Be Integrated Into Instruction and Assessment?Maintaining a Focus on Academic Language: A Historical PerspectivePlanning a Unit of Learning Around Academic Language UseCapitalizing on Linguistic and Cultural ResourcesDeciding on a Theme for a Unit of LearningMatching the Theme to StandardsAcademic Language Use in Learning Targets and Differentiated ObjectivesInfusing Academic Language Into Unit Targets and Differentiated Lesson ObjectivesInstructional Activities and TasksThe Relationship Between Assessment and InstructionPlacement of Assessment Within a Curricular FrameworkAssessment Across Lessons of a Unit: Measuring Standards and Learning TargetsAssessment Within Lessons: Measuring Differentiated ObjectivesCrafting Instructional Activities and TasksReflecting on Teaching and LearningTeacher ReflectionStudent ReflectionFor Further Thinking6. How is Academic Language Situated in Curricular Design and Infused Into Professional Learning?A Theoretical Basis for Curricular FrameworksEarly Thinking on CurriculumRecent Thinking on CurriculumConceptual Frameworks That Integrate Language and ContentThe Value of an Integrated Curricular Framework for Diverse Schools and DistrictsA Curricular Framework That Features Academic Language UseThe Role of Professional Learning in Understanding and Promoting Academic Language UseImplementing Professional Learning: From Two Participants to District Level ParticipationMaking School a Meaningful Experience for 21st Century StudentsCulturally and Linguistically Responsive Teaching and LearningTransformation of SchoolsPromoting Academic Language for All Students and TeachersSeeking Advocacy Within the Educational CommunityFor Further ThinkingAt the End….ResourcesA. CCSS for Mathematics and Related Academic LanguageB. Examples from the CCSS for English Language Arts of Related Academic LanguageC. A Curricular Framework Highlighting Academic LanguageGlossaryReferencesIndex