The Language-Rich Classroom: A Research-Based Framework for Teaching English Language Learners

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About

Today′s multilingual classrooms challenge even the best teachers' skills. As teachers strive to help all students reach their full potential, the needs of English language learners (ELLs) can seem overwhelming.

Dedication

Acknowledgments

Introduction: A Schoolwide Effort

ELLs: An Overview

Developing Academic Language

C = Content Reading Strategies

About the authors

Pérsida Himmele, PhD, is a professor of Teacher Education at Millersville University in Pennsylvania, where she has taught for more than 20 years. She has 10 years of public school experience as an elementary and middle school bilingual and multilingual classroom teacher in New York and California, as well as a district administrator in Pennsylvania.

She has been a consultant to various school districts, the Pennsylvania Department of Education, and educational entities around the world. She is the co-author of several ASCD books and resources, including Total Participation Techniques, 3rd Edition.

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William Himmele, PhD, is a professor of Teacher Education at Millersville University in Pennsylvania, where he has taught for more than 20 years. He was an ESL teacher and speech pathologist in New York and California. He has served as a university coordinator, creating and implementing teacher education courses and programs aimed at supporting multilingual learners' academic and sociolinguistic development in K–12 classrooms.

He has been a consultant to various school districts and educational entities around the world. He is the co-author of several ASCD books and resources, including Total Participation Techniques, 3rd Edition.