Angela L. Carrasquillo is a professor of TESOL and Bilingual Education at Fordham University Graduate School of Education. She is nationally known in the area of second language and bilingual education and has published extensively on these areas. Her books include Teaching English to Speakers of Other Languages (Garland, 1994) and Parents and School (with L. London, Garland, 1993).Vivian Rodriguez is a high school assistant principal in charge of curriculum and instruction in Elizabeth Public School in New Jersey. She completed her doctorate in Language Literacy and Learning at Fordham University and she has extensive experience with the instruction of language minority students.

• Acknowledgments Introduction1 Limited English Proficient Students in the Mainstream Classroom2 Limited English Proficient Students/English Language Learners: Who Are They?3 Cultural and Linguistic Diversity in the Classroom4 Alternatives to Mainstreaming5 The Integrated Development of Oral and Written Language6 Instructional Strategies for LEP/ELL Students’ Oral and Written English Language Development7 Integrating Language and Social Studies Learning8 Integrating Language and Science Learning9 Integrating Language and Mathematics Learning10 The Role of Teachers in the Development of Linguistic, Cognitive and Academic Skills of LEP/ELL StudentsReferences Indexes

Angela L. Carrasquillo is a professor of TESOL and Bilingual Education at Fordham University Graduate School of Education. She is nationally known in the area of second language and bilingual education and has published extensively on these areas. Her books include Teaching English to Speakers of Other Languages (Garland, 1994) and Parents and School (with L. London, Garland, 1993).Vivian Rodriguez is a high school assistant principal in charge of curriculum and instruction in Elizabeth Public School in New Jersey. She completed her doctorate in Language Literacy and Learning at Fordham University and she has extensive experience with the instruction of language minority students.

• Acknowledgments Introduction1 Limited English Proficient Students in the Mainstream Classroom2 Limited English Proficient Students/English Language Learners: Who Are They?3 Cultural and Linguistic Diversity in the Classroom4 Alternatives to Mainstreaming5 The Integrated Development of Oral and Written Language6 Instructional Strategies for LEP/ELL Students’ Oral and Written English Language Development7 Integrating Language and Social Studies Learning8 Integrating Language and Science Learning9 Integrating Language and Mathematics Learning10 The Role of Teachers in the Development of Linguistic, Cognitive and Academic Skills of LEP/ELL StudentsReferences Indexes