“What an exciting way to approach languaging in the content areas! Gisela’s and Margo’s book lays the groundwork for looking at language, literacy, and core content through the actions of multilingual learners and their teachers. They show how multilingualism is at the heart of multilingual learners’ identities and how multimodalities can open doors for increasing their access to content and showing evidence for learning. Through model texts, they illustrate how to make dimensions of language come to life to promote student engagement. They showcase academic languaging for building teacher and peer relationships, and for applying technology to advance learning in math, science, social studies, and language arts. This book is a must for ESL/ELD and dual language teachers, programs, and school administrators.”

Margarita Espino Calderón, Professor Emerita/Senior Research Scientist, Johns Hopkins University

"Drs. Margo Gottlieb and Gisela Ernst-Slavit’s original series has always been my go-to resource for understanding academic language and its application to curriculum, instruction, and assessment. The reconceptualization of academic language in this new edition brings educators to the most contemporary, research-informed, and evidence-based understanding of academic languaging as an active process that honors multilingualism and invites students to use their full linguistic repertoires across various contexts. The chapter-by-chapter guidance across the core content areas prompts readers to critically examine how students’ rich cultural and linguistic heritages and experiences are authentically embedded in all learning opportunities while also suggesting actionable steps to support multilingual learners’ self-expression and agency. A must-read for all educators!"

Andrea Honigsfeld, Professor, Author Consultant, Molloy University, NY

"As educators, we want to embrace students’ languages, cultures, lived experiences, interests, perspectives, and multiliteracies. How can we do this and simultaneously support them to master academic language across the content areas? Scholars Ernst-Slavit and Gottlieb’s latest contribution brilliantly show us how to engage all language learners, put their language assets and cultural perspectives front and center, and support them as empowered autonomous learners."

Debbie Zacarian, Director, Zacarian & Associates and Author

"In this timely and vital new edition, Ernst-Slavit and Gottlieb reconfigure academic language for an era defined by artificial intelligence, heightened student stress, and the embrace of asset-based approaches, such as translanguaging pedagogy. The book is packed with essential updates for today's classrooms, including: • Rich strategies for digital literacy and multimodal learning, • Creative approaches to movement, visual arts, and hands-on learning, • Practical ways to build student voice and agency, and • Clear connections between social-emotional learning and academic success. Few scholars have impacted multilingual education as profoundly as Ernst-Slavit and Gottlieb. The authors provide both the research foundation teachers need to understand why these approaches work and the practical tools to implement them successfully. Through carefully scaffolded instruction and meaningful engagement with content, multilingual learners can thrive with rigorous academic work from their first day in the classroom."

Andrea B. Hellman, Professor of TESOL-Linguistics, Missouri State University

“This book is a much-needed collection for teachers and teacher educators interested in language and content integration for multilingual learners. By focusing on going beyond the construct of academic language to considering ‘academic languaging’, Ernst-Slavit and Gottlieb offer ways to support and incorporate multimodalities and multiple means of expression into instruction to optimize multilingual learners’ content learning. One significant feature is the inclusion of model texts demonstrating how language features function within specific content areas. These texts serve as tools to support multilingual learners in their oral language and literacy development. Like everything that Gottlieb and Ernst-Slavit do, this is another wonderful and practical contribution to the TESOL field!”

Luciana C. de Oliveira, Associate Dean for Academic Affairs and Graduate Studies/Professor, Virginia Commonwealth University

"Academic Languaging: Engaging Multilingual Students in Content Area Learning arrives at a pivotal moment for K-12 education, offering educators a timely and transformative approach for supporting multilingual learners. With the notion of “academic language” evolving to acknowledge the dynamic concept of “languaging,” this book redefines how we view and approach language in content classrooms. Academic languaging moves beyond the constraints of traditional school language, embracing students’ diverse linguistic and cultural assets as integral to learning. Authors Ernst-Slavit and Gottlieb provide a practical and insightful guide for teachers, administrators, and language specialists, emphasizing the importance of creating learning environments that honor students’ backgrounds and encourage agency. The book’s structured strategies and content-specific chapters offer actionable methods for embedding academic language through multimodal, culturally relevant practices. As multilingualism becomes the norm, Academic Languaging stands as an essential resource, advocating for education that empowers students to leverage their whole linguistic repertoire. It’s a must-read for any educator committed to transforming their classroom into a space of active, meaningful learning for all students."

Amelia Larson, Chief Academic Officer, Summit K12

"Congratulations to Drs. Ernst-Slavit and Gottlieb and their new book replete with essential academic content and pragmatic applications for educators of multilingual learners to use in their everyday work. This book moves the field of multilingual education forward by addressing both the complexities of the construct ‘academic language’ and its prior limitations and definitions, and building into the dynamic concept of ‘academic languaging’, an action-oriented approach to schooling that underscores the interactive nature of how language is used in multiple formats and modalities. Readers will find the ‘stop and think’ features, imagery, model texts, and tables essential as they engage in their own exploration of language and languaging. I cannot wait to use this book with my students and to share this work with colleagues."

Maria Coady, Distinguished Professor in Educational Equity at North Carolina State University

"This insightful book invites all educators, monolingual or multilingual —particularly future and in-service teachers, coaches, administrators, and teacher educators—to embrace all the languages and cultural experiences multilingual students bring to school as they support their development of “academic languaging”. The examples provide practical ideas for educators on the “what” it is and "how” to create languaging opportunities for multilingual learners to make meaning of and access content area knowledge using their complete language systems and cultural perspectives. The authors also include thought-provoking questions embedded throughout the chapters to help readers interact with new ideas and construct meaning grounded in their contexts and experiences. This is a must-read for all educators who want to embrace a social justice stance and create a more flexible, and empowering environment for multilingual students."

Sandra Mercuri, Sandra Mercuri Educational Consultants

"This book engages teachers in a deep examination of the notion of academic language, not as a fixed or static concept, but as a reflection of the dynamic “languaging” practices that are enacted within multilingual schools and communities. It provides rich tools and resources for a variety of classroom contexts, grade levels, and content areas, with concrete examples to help teachers adapt and modify suggested strategies for their own particular settings. Most importantly, it offers an approach to language teaching and learning that honors multilingual learners’ identities and sense of agency, placing them at the center of schooling."

Maria Dantas-Whitney, Professor of ESOL and Bilingual Education at Western Oregon University