This book focuses on the ways in which English language arts (ELA) pre-service and in-service teachers have developed - or may develop - instructional effectiveness for working with English language learners (ELL) in the secondary English classroom.

Focus on the specific context, challenges or solutions which an ELA teacher encounters in a heterogeneous classroom of diverse learnersDiscusses the national issues surrounding working with diverse ELLs in the ELA classroomExplores how to engage ELLs by leveraging their native language and heritage as strengths in the classroom.

- Introduction.- Chapter 1: Addressing the Needs of English Language Learners in English Education.- Chapter 2: ELL Pedagogy in the English Methods Class: Collaborative Planning as a Component of Preservice Teacher Preparation.- Chapter 3: Learning to Teach ELLs through ELA Methods: Findings from a National Survey.- Chapter 4: Working with ELLs in the Mainstream ELA Classroom through Collaboration and Two-Way Content-Based Instruction.- Chapter 5: Humanizing the Core: English Language Learners and Culturally-Sustaining Young Adult Literature.- Chapter 6: Positive Positions: Preparing Teachers to Respond to the Writing of ELL Students.- Chapter 7: "But There's Gotta be a Strength": Toward the Equitable Assessment of the Writing of Emerging Bilingual Students.- Chapter 8: Filling the Gap: L2 Grammar and Assessment Preparation for ELA teachers.- Chapter 9: Learning to use Systemic Functional Grammar to Teach Literary Analysis: Views on the Effectiveness of a Short Professional DevelopmentWorkshop.- Chapter 10: "It's Just Really Relevant to Them": One School District's Efforts to Teach ELA Credit-Bearing Newcomer ESOL Courses.