This edited volume examines how K–12 teachers can develop academic English alongside subject knowledge. Edited by Nan Li, it covers language arts, mathematics, science, social studies, technology, and the arts, with attention to scaffolding, classroom interaction, and assessment for English learners in mainstream and specialist settings.
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Language demands change from a mathematics problem to a science investigation or a social studies reading. This book organizes its discussion by content area, showing how teachers can account for those differences when planning instruction for English Language Learners. Its scope includes subjects sometimes given less attention in language support resources, including technology, art, and music.
Topics include vocabulary development, reading and writing within disciplines, cooperative learning, and formative assessment of subject understanding. Classroom teachers, ESL specialists, instructional coaches, and teacher candidates can use the cross-curricular approach to consider how language support fits into ordinary lessons and collaboration with families and colleagues.
An edited volume on teaching academic English alongside subject content in K–12 classrooms. Contributors address language arts, mathematics, science, social studies, technology, and the arts, with attention to scaffolding, classroom interaction, assessment, and collaboration for English learners in mainstream and specialist settings.
The book organizes language support by content area, because the demands of a mathematics problem differ from those of a science investigation or a social studies reading. Each subject receives attention, including technology, art, and music, which are sometimes neglected in language resources. Chapters discuss vocabulary development, reading and writing within disciplines, cooperative learning, and formative assessment of subject understanding. The cross-curricular approach asks teachers to see language support as part of ordinary lessons rather than a separate add-on. Collaboration with families and colleagues extends the discussion beyond the individual classroom, and the range suits mainstream teachers as well as ESL specialists.
Academic English is treated as subject-specific rather than generic. The book argues that each discipline makes its own language demands on learners. This framing sets up the content-by-content discussion that follows.
Language arts provides a natural starting point for literacy work with English learners. The text addresses reading and writing within the discipline and the vocabulary that supports them. Literacy is connected with subject learning rather than isolated skill drills.
Word problems and investigations carry distinct language challenges. The book examines how teachers can scaffold the vocabulary and reasoning these subjects require. Support is tailored to the task rather than applied uniformly.
Subjects beyond literacy and STEM also demand language work. Social studies, technology, and the arts are given space, since they are often overlooked in language resources. Each brings its own vocabulary and forms of participation.
Scaffolding and interaction are the practical means of support. The book discusses cooperative learning and classroom talk as ways to make content accessible. Interaction is presented as a resource for language development, not just management.
Formative assessment reveals what learners understand in a subject, and collaboration extends support beyond the classroom. The text connects assessment with teaching decisions and involves families and colleagues in the effort. Language support becomes a shared responsibility.
K–12 classroom teachers, ESL specialists, instructional coaches, and teacher candidates who support English learners within mainstream or specialist content instruction.
Edition, audience, and study-guide details at a glance.
This edited volume examines how K–12 teachers can develop academic English alongside subject knowledge. Edited by Nan Li, it covers language arts, mathematics, science, social studies, technology, and the arts, with attention to scaffolding, classroom interaction, and assessment for English learners in mainstream and specialist settings.
K–12 classroom teachers, ESL specialists, instructional coaches, and teacher candidates who support English learners within mainstream or specialist content instruction.
Yes. This page includes an original study guide with six thematic sections, key takeaways, and a topic map for structured reading.
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