Each unit begins with a chapter of fiction about a teacher and students in one ESL class. Reading comprehension and reading skills exercises follow. Prefix and suffix vocabulary-focus exercises are included. Academic Word List vocabulary exercises help students build a strong foundation in both receptive and productive knowledge. The following chapters in each unit expand on unit themes through non-fiction articles focusing on academic preparation, international experiences, and cultural adjustment. Vocabulary is repeated and comprehension and reading skills are further practiced.

Table of Contents
Unit 1: Academic Expectations

Chapter 1: Stephanie's Story
Chapter 2: IELP Expectations of Students
Chapter 3: The Pros and Cons of Studying Abroad
Unit 2: Problem Solving

Chapter 4: Luna and Violeta's Story
Chapter 5: Solve That Problem
Chapter 6: Easier Said than Done

Table of Contents:

PART ONE Understanding the Roles of Language and Content

Chapter 1 Academic success: Learning the language of school

Key Issues
The language of school
Social language
Everyday aspects
Intercultural aspects
Instructional aspects
Academic language
Word/phrase level
Sentence level features
Discourse level features
The developmental nature of academic language
A comparison of social and academic languages
The BICS/CALP distinction
Connection between BICS/CALP and the language of school
Extensions
For Reflection
For Action
References

Chapter 2 Language proficiency and communicative competence

Key Issues
Language proficiency
Language domains
Receptive language
Productive language
English language proficiency
Levels of language proficiency
Starting
Emerging
Developing
Expanding
Bridging
Communicative competence
Elements of communicative competence
The role of native languages and cultures
Translanguaging
Strategies for using the native language in the classroom
Extensions
For Reflection
For Action
References
PART TWO Components of Effective Lesson Design

Chapter 3 Assessing student strengths and needs

Key Issues
Background
Understanding strengths and needs
Collecting general information
Gathering information on learners’ language backgrounds
Understanding educational/academic background
Discovering content background and knowledge
Exploring cultural background
Guidelines for understanding student strengths and needs
Conclusion
Extensions
For Reflection
For Action
References

Chapter 4 Writing and teaching to language objectives

Key Issues
Background
Understanding objectives
Content objectives
Language objectives
Constructing language objectives
Teaching to the language objectives
Guidelines
Conclusion
Extensions
For Reflection
For Action
References

Chapter 5 Connecting to students’ lives

Key Issues
Background
Understanding connections
Making personal connections
Making academic connections
Building background knowledge
Integrating connections
Guidelines for making connections
Conclusion
Extensions
For Reflection
For Action
References

Chapter 6 Designing Engaging Tasks

Key issues
Background
Understanding engagement and tasks
Engagement
Elements of tasks
Elements of task process
Instructional grouping
Modes
Task structure
Time and pacing
Scaffolding
Resources/texts
Teacher/student roles
Procedural tools
Elements of task product
Pedagogical connections
Techniques for making pedagogical connections
Guidelines for task design
Conclusion
Extensions
For Reflection
For Action
References

Chapter 7 Assessing Tasks, Students, and Lessons

Key Issues
Background
Understanding assessment
Purposes of assessment
Assessing student process and product
Adapting traditional classroom assessments
Student roles in alternative assessments
Lesson examples
Homework
Additional guidelines for assessment
Assessing the lesson
Conclusion
Extensions
For Reflection
For Action
References

PART THREE Designing Lessons for Academic Success

Chapter 8 Unlocking the language of science

Key Issues
Potential challenges for ELLs in the science classroom
Science education: A focus on language
How do the NGSS define and shape academic language use?
The specialized language of science
Word/phrase level
Sentence level features
Discourse level features
Science textbooks
Language functions
Selected strategies for learning and talking science
Teaching students how to compare and contrast
Teaching the language of cause and effect relationships
Teaching Greek and Latin roots
Conclusion
Extensions
For reflection
For action
References

Chapter 9 Unlocking the language of mathematics

Key Issues
Potential challenges for ELLs in the mathematics classroom
Mathematics education and the Common Core State Standards
The specialized language of mathematics
Word/phrase level
Sentence level features
Discourse level features
Language functions
Teaching strategies for learning and talking mathematics
Conclusion
Extensions
For reflection
For action
References

Chapter 10 Unlocking the language of English language arts

Key Issues
Potential challenges for ELLs in the English language arts classroom
English language arts: Preparing students for the literacy demands of today and tomorrow
Multiliteracies
New literacies
Multimodalities
Effective literacy practices for ELLs in the elementary grades
Theoretical orientation
Additive perspective on language
Emphasis on academic language
Literacy strategies
The language of English language arts
English language arts Common Core State Standards
Word/phrase level
Sentence level features
Language functions
Discourse level features
Conclusion
Extensions
For Reflection
For Action
References

Chapter 11 Unlocking the language of social studies

Key Issues
Potential challenges for ELLs in social studies classrooms
About the field of social studies
National curriculum standards for social studies and CCSS
The specialized language of social studies
Word/phrase level
Sentence level features
Discourse level features
Difficulties presented by social studies textbooks and materials
Diverse written genres
Strategies for teaching and learning social studies
Developing socially supportive classrooms
Explicit teaching of academic skills
Reducing cognitive load and increasing accessibility of complex content knowledge
Conclusion
Extensions
For Reflection
For Action
References

Chapter 12 Putting it all together

Key Issues
Background
Understanding the whole
Lesson examples
Adapting lessons
Guidelines for creating and adapting lessons
References

Appendices

Answers to the Common Teacher Behaviors Questions
Making Your First Home Visit: A Guide for Classroom Teachers
A reproducible copy of Figure 7.7.
A copy of Figure 7.7 without the criteria

This book contains nine short stories about people and places of Portland, Oregon written for beginner students of English (lexile range of 300-500). Each story has approximately 150-250 words. It is formatted as a picture book with approximately 1-3 sentences per illustration. Each story is accompanied by a set of self-correcting comprehension questions and a speaking prompt. All images are public domain except where noted in the alt text.

Read Faster, Understand More: Advanced Academic Reading Skills for English Language Learners.

Covers
- Vocabulary in Context
- Finding the Main Idea
- Identifying Supporting Details
- Implied Main Ideas
- Making Inferences
- Reading Infographics
- Patterms of Organization
- Purpose and Tone

This book contains nine short stories about natural wonders of Oregon written for high-beginner/low-intermediate students of English (lexile range of 500-600). Each story is approximately 225-250 words long and features a picture, a set of self-correcting comprehension questions, a writing prompt, and full citations of sources with links.

To complete the course ECUR 415.3: Current Issues in EAL, students are required to submit a final paper that reflects their growing knowledge about English as an Additional Language (EAL). EAL is the term used in Saskatchewan to describe students who speak languages other than English and require adequate levels of English to be successful with the school curriculum.

Most students enrolled in the online course ECUR 415 are practicing teachers who are working toward a Post-Degree Certificate in EAL Education (PDCEAL), while continuing to live and work in various locations both within and outside of the province. The certificate program, offered through the College of Education, University of Saskatchewan, is recognized by provincial education authorities as being equivalent to one full year of post-degree study. As such, the certificate equips teachers with the knowledge and expertise to be considered teacher-specialists of EAL Education. The course ECUR 415 also attracts some pre-service teachers who are pursuing a Bachelor of Education degree and have an interest in EAL Education.

To complete the course ECUR 415.3: Current Issues in EAL, students are required to submit a final paper that reflects their growing knowledge about English as an Additional Language (EAL). EAL is the term used in Saskatchewan to describe students who speak languages other than English and require adequate levels of English to be successful with the school curriculum.

Most students enrolled in the online course ECUR 415 are practicing teachers who are working toward a Post-Degree Certificate in EAL Education (PDCEAL), while continuing to live and work in various locations both within and outside of the province. The certificate program, offered through the College of Education, University of Saskatchewan, is recognized by provincial education authorities as being equivalent to one full year of post-degree study. As such, the certificate equips teachers with the knowledge and expertise to be considered teacher-specialists of EAL Education. The course ECUR 415 also attracts some pre-service teachers who are pursuing a Bachelor of Education degree and have an interest in EAL Education.

This Open Access Textbook will guide students through their English language to academic degree studies.

Part one of this textbook is a guide for moving from ESL study to academic study at Portland State University*. It includes the resources students will use to understand policies and processes governing their degree study and their transition to academic coursework.

Part two focuses on how academic skills are used across various disciplines and is comprised of activities and assignments designed to practice these skills.

Key elements include culture and expectations in an American university, transferring academic skills from ESL to content-specific academic courses, and helpful exercises to be academically successful.

In WAC and Second-Language Writers, the editors and contributors pursue the ambitious goal of including within WAC theory, research, and practice the differing perspectives, educational experiences, and voices of second-language writers. The chapters within this collection not only report new research but also share a wealth of pedagogical, curricular, and programmatic practices relevant to second-language writers. Representing a range of institutional perspectives—including those of students and faculty at public universities, community colleges, liberal arts colleges, and English-language schools—and a diverse set of geographical and cultural contexts, the editors and contributors report on work taking place in the United States, Asia, Europe, and the Middle East.