WestEd authors Margaret Heritage, Aída Walqui, and Robert Linquanti explain the theories and research that underlie their vision and examine the role of policy in shaping pedagogy and assessment for English language learners (ELLs).
They present a clear vision and practical suggestions for helping teachers engage ELLs in simultaneously learning subject-area content, analytical practices, and language.
Clarifies the skills and knowledge teachers need to integrate content knowledge and language development
Shows how teachers can integrate formative assessment in ongoing teaching and learning
Discusses key leverage points and stress points in using interim and summative assessments with ELLs
Provides classroom vignettes illustrating key practices