In this work, prominent authorities review the latest research on all aspects of ELL instruction (K-12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and linguistically diverse students; and building strong school-home-community partnerships. Chapters include clear-cut recommendations for teaching adolescent ELLs and those with learning disabilities. The comprehensive scope, explicit linkages from research to practice, and guidance for becoming a culturally informed, reflective practitioner make the book a candidate for a course text. Contents include: (1) Improving Achievement for English Learners: Conclusions from Recent Reviews and Emerging Research (Claude Goldenberg); (2) Language Development and the Education of Dual-Language-Learning Children in the United States (Eugene E. Garcia and Erminda H. Garcia); (3) Principles for Teaching Young ELLs in the Mainstream Classroom: Adapting Best Practices for All Learners (Ellen McIntyre); (4) Engaging Young ELLs with Reading and Writing (Diane Barone); (5) Principles for Writing Practices with Young ELLs (Sarah McCarthey and Xun Zheng); (6) Teaching Academic Literacies in Secondary School (Harriett Allison and Linda Harklau); (7) Constructing Access and Understanding in Inclusive Middle-Grade Content Classrooms: A Sociocognitive Apprenticeship in Literacy with Bilingual Students and Those with Language/Learning Disabilities (Troy V. Mariage and Carol Sue Englert); (8) From Models to Principles: Implementing Quality Schooling for ELLs (Ester J. de Jong); (9) Using Workshop Approaches to Support the Literacy Development of ELLs (Kathryn H. Au and Taffy E. Raphael); (10) A Bilingual Perspective on Writing Assessment: Implications for Teachers of Emerging Bilingual Writers, (Lucinda Soltero-Gonzalez, Kathy Escamilla, and Susan Hopewell); (11) Meeting the Needs of ELLs with Disabilities: A Linguistically and Culturally Responsive Model (Alba A. Ortiz and Alfredo J. Artiles); (12) Best Practices for Native American Language Learners (Mary Eunice Romero-Little); (13) Supporting Literacy Learning in Families for Whom English Is an Additional Language (Jeanne R. Paratore, Barbara Krol-Sinclair, Mariela Paez, and Kristen Paratore Bock); (14) "It's Just Like Telling Them They Will Never be Scientists": A White Teacher's Journey Transforming Linguistic and Racial Categories (Cynthia H. Brock, Julie L. Pennington, Eleni Oikonomidoy, and Dianna R. Townsend); and (15) Best Practices in Professional Development for Teachers of ELLs (Guofang Li and Maria Selena Protacio).