Integrated Literacy for Experienced Multilinguals, Grades 4-12
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eBook
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9781071960219
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January 0001
Paperback
ISBN:
9781071960196
Available from
June 2026
Description
Transform how experienced multilinguals develop academic language and literacy skills
In this follow-up to their bestselling Long-Term Success for Experienced Multilinguals, authors Tan Huynh and Beth Skelton provide ELD and English Language Arts teachers with the Integrated Literacy Framework. This revolutionary approach systematically integrates all four language domains (listening, speaking, reading, and writing) with the four dimensions of academic language (vocabulary, sentence structures, organizational patterns, and context). Through content-based units and intentional academic literacy activities, teachers will learn how to design instruction that moves experienced multilinguals—students who have been in language development—beyond survival language to the complex communication skills required for academic success.
Key features of this resource include:
- The complete Integrated Literacy Framework with step-by-step guidance for unit and lesson planning that weaves content and language development together
- Four comprehensive sample units progressing from foundational to sophisticated academic language, including an approach to create your own vocabulary set, sentence structures, and organizational patterns
- Practical classroom tools including engagement models that cultivate independence, vignettes from Tan’s classroom, "Try It Out" activities, reflection questions, templates, and visual anchor charts
- Foundational literacy routines for systematic sentence-level and organizational instruction, including Structured Quick Write, Sentence Deconstruction and Reconstruction, Co-editing, and Co-revising
This essential resource empowers educators to create the optimal conditions experienced multilinguals need to unlock their potential as the mathematicians, scientists, historians, writers, and artists they know themselves to be. Your students will develop the academic language proficiency necessary to express complex ideas with confidence and sophistication.
Contents
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Introduction
- A Note From Tan
- A Note From Beth
- Book Overview
PART 1: The Integrated Literacy Framework
- Chapter 1: The Instructional Needs of Experienced Multilinguals
- Who Are Experienced Multilinguals?
- What Is the Dilemma for Experienced Multilinguals?
- What Is the Dilemma for ELD Teachers?
- What Is the Opportunity for Experienced Multilinguals and ELD Teachers?
- What Is Explicit, Systematic, and Integrated ELD Instruction?
- Summary
- Chapter 2: The Integrated Literacy Framework
- Why Should We Have a Framework for ELD Classes?
- The Sequence of the Integrated Literacy Framework
- Planning With the Integrated Literacy Framework
- The Input–Output Loop
- Why Is the Integrated Literacy Framework Specifically for Experienced Multilinguals?
- Summary
- Chapter 3: Intentionally Starting With Unit Planning
- Backward Planning at the Unit Level
- Why Should Teachers Plan the Unit With the Integrated Literacy Framework?
- Five Steps to Backward Planning
- Step 1. Identify the content to contextualize the ELD standards.
- Step 2. Gather the sources to teach the content.
- Step 3. Design the summative assessment.
- Step 4: Produce a model response and analyze it for the dimensions of language.
- Step 5: Sequence the unit’s lessons.
- Summary
- Chapter 4: Lesson Planning for Academic Literacy
- Five Steps to Backward Planning an Integrated Lesson Objective
- Step 1: Identify the content for the specific lesson.
- Step 2: Write an exit ticket prompt.
- Step 3: Produce a model response.
- Step 4: Analyze the academic language in the model response.
- Step 5: Write an integrated objective with content and language expectations.
- Summary
- Chapter 5: Designing Integrated Vocabulary Instruction
- Essential Principles of Vocabulary Instruction
- What Words Should Be Taught in the Unit?
- Introducing the Vocabulary Words
- Essential Engagement Models
- Integrating Reading, Writing, and Oracy With Vocabulary Development at the Sentence Level
- Teaching Reading Through the Vocabulary Set
- Explaining Vocabulary Within the Text
- Summary
- Chapter 6: Integrated Literacy Routines
- Literacy Routines for Sentence-Level Instruction
- Structured Quick Write
- Co-editing Sentences of Short-Answer Responses
- Sentence Deconstruction and Reconstruction
- Literacy Routines for Organization-Level Instruction
- Teaching Sentence-to-Sentence Transitions
- Teaching Organization Within a Paragraph
- Co-revising Paragraph Sequencing Using a Mentor Essay
- Teaching Paragraph-to-Paragraph Transitions
- How to Use the Literacy Routines
- Summary
PART 2: The Units
- UNIT 1: Forming Foundational Academic Literacy
- Tan’s Context for Unit 1
- Vocabulary Integration in Unit 1
- Conceptual Vocabulary in Unit 1
- Thinking Verbs in Unit 1
- Sentence Integration in Unit 1
- Sentence-Level Acronyms and Formulas in Unit 1
- Simple Sentences
- Compound Sentences
- Organization Integration in Unit 1
- Transitions Using Pronoun Referencing
- Transitions Using Conjunctive Adverbs
- Chronological Summary Paragraph With Sequencing Words (FATNI)
- Informative Paragraph Summary (TABBS)
- Transitions Between Paragraphs for Chronological Essays
- Transitions Between Paragraphs for Informative Essays
- Triangle Introduction
- Differentiation in Unit 1
- Differentiation by Process
- Differentiation by Product
- Summary
- UNIT 2: Cultivating Complex Academic Literacy
- Tan’s Context for Unit 2
- Vocabulary Integration in Unit 2
- Conceptual Vocabulary in Unit 2
- Explanatory and Argumentative Thinking Verbs in Unit 2
- Sentence Integration in Unit 2
- Remove Scaffolds for Compound Sentences
- Compose Sentences With Appositives
- Compose Complex Sentences That Start With Conjunctions and Prepositions
- Organization Integration in Unit 2
- Transition Between Sentences With WEST BUNDAI Words
- Compose a Single Explanatory or Argumentative Paragraph (CEEL)
- Transition Between Paragraphs With WEST BUNDAI Words
- Collaboratively Compose a Triangle Introduction and Conclusion
- Differentiation in Unit 2
- Summary
- UNIT 3: Acquiring Advanced Academic Literacy
- Tan’s Context for Unit 3
- Vocabulary Integration in Unit 3
- Conceptual Vocabulary in Unit 3
- Explanatory Thinking Verbs Taught in Unit 3
- Argumentative Scaled Phrases in Unit 3
- Sentence Integration in Unit 3
- Teach the Remaining WEST BUNDAI Words
- Compose Sentences With Adverbial Phrases (ESP)
- Organization Integration in Unit 3
- Transition Between Sentences With WEST BUNDAI Words
- Transition Between Sentences With Adverbial Phrases
- Transition Between CEEL Paragraphs With WEST BUNDAI Words
- Collaboratively Compose a Triangle Introduction and Conclusion
- Differentiation in Unit 3
- Summary
- UNIT 4: Seeking Sophisticated Academic Literacy
- Tan’s Context for Unit 4
- Vocabulary Integration in Unit 4
- Conceptual Vocabulary in Unit 4
- Thinking Verbs and Scaled Phrases in Unit 4
- Sentence Integration in Unit 4
- Remove Scaffolds
- Compose Sentences That Start With Gerunds
- Compose Sentences With Participial Phrases
- Compose Sentences Using the “To VD, NVD” Structure
- Compose Combined Complex Sentences
- Organization Integration in Unit 4
- Transitions Between Sentences With “Verbing D, NVD” or “To VD, ND”
- Transitions Between Paragraphs That Start With Gerunds, Participial Phrases, and Infinitives
- Independently Compose a Triangle Introduction and Conclusion
- Differentiation in Unit 4
- Summary
- Closure and Invitation
- Building on the Framework
- Reflections on the Framework
- Call to Action
- With Gratitude
- Appendices
- Appendix A: Thinking Verbs
- Appendix B: Model Response for Unit 1’s Summative Informative Essay on the Japanese American Internment Camps
- Appendix C: Lesson Planning Template for the Integrated Literacy Framework
- Appendix D: Acronyms and Mnemonics for Sentences and Paragraph Structures
- Appendix E: Glossary of Terms and Commonly Used Acronyms
- References
- Index
Resources
Companion website
https://companion.corwin.com/courses/IntegratedLiteracyforExperiencedMLsAdditional materials
Description
Transform how experienced multilinguals develop academic language and literacy skills
In this follow-up to their bestselling Long-Term Success for Experienced Multilinguals, authors Tan Huynh and Beth Skelton provide ELD and English Language Arts teachers with the Integrated Literacy Framework. This revolutionary approach systematically integrates all four language domains (listening, speaking, reading, and writing) with the four dimensions of academic language (vocabulary, sentence structures, organizational patterns, and context). Through content-based units and intentional academic literacy activities, teachers will learn how to design instruction that moves experienced multilinguals—students who have been in language development—beyond survival language to the complex communication skills required for academic success.
Key features of this resource include:
- The complete Integrated Literacy Framework with step-by-step guidance for unit and lesson planning that weaves content and language development together
- Four comprehensive sample units progressing from foundational to sophisticated academic language, including an approach to create your own vocabulary set, sentence structures, and organizational patterns
- Practical classroom tools including engagement models that cultivate independence, vignettes from Tan’s classroom, "Try It Out" activities, reflection questions, templates, and visual anchor charts
- Foundational literacy routines for systematic sentence-level and organizational instruction, including Structured Quick Write, Sentence Deconstruction and Reconstruction, Co-editing, and Co-revising
This essential resource empowers educators to create the optimal conditions experienced multilinguals need to unlock their potential as the mathematicians, scientists, historians, writers, and artists they know themselves to be. Your students will develop the academic language proficiency necessary to express complex ideas with confidence and sophistication.
Contents
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Introduction
- A Note From Tan
- A Note From Beth
- Book Overview
PART 1: The Integrated Literacy Framework
- Chapter 1: The Instructional Needs of Experienced Multilinguals
- Who Are Experienced Multilinguals?
- What Is the Dilemma for Experienced Multilinguals?
- What Is the Dilemma for ELD Teachers?
- What Is the Opportunity for Experienced Multilinguals and ELD Teachers?
- What Is Explicit, Systematic, and Integrated ELD Instruction?
- Summary
- Chapter 2: The Integrated Literacy Framework
- Why Should We Have a Framework for ELD Classes?
- The Sequence of the Integrated Literacy Framework
- Planning With the Integrated Literacy Framework
- The Input–Output Loop
- Why Is the Integrated Literacy Framework Specifically for Experienced Multilinguals?
- Summary
- Chapter 3: Intentionally Starting With Unit Planning
- Backward Planning at the Unit Level
- Why Should Teachers Plan the Unit With the Integrated Literacy Framework?
- Five Steps to Backward Planning
- Step 1. Identify the content to contextualize the ELD standards.
- Step 2. Gather the sources to teach the content.
- Step 3. Design the summative assessment.
- Step 4: Produce a model response and analyze it for the dimensions of language.
- Step 5: Sequence the unit’s lessons.
- Summary
- Chapter 4: Lesson Planning for Academic Literacy
- Five Steps to Backward Planning an Integrated Lesson Objective
- Step 1: Identify the content for the specific lesson.
- Step 2: Write an exit ticket prompt.
- Step 3: Produce a model response.
- Step 4: Analyze the academic language in the model response.
- Step 5: Write an integrated objective with content and language expectations.
- Summary
- Chapter 5: Designing Integrated Vocabulary Instruction
- Essential Principles of Vocabulary Instruction
- What Words Should Be Taught in the Unit?
- Introducing the Vocabulary Words
- Essential Engagement Models
- Integrating Reading, Writing, and Oracy With Vocabulary Development at the Sentence Level
- Teaching Reading Through the Vocabulary Set
- Explaining Vocabulary Within the Text
- Summary
- Chapter 6: Integrated Literacy Routines
- Literacy Routines for Sentence-Level Instruction
- Structured Quick Write
- Co-editing Sentences of Short-Answer Responses
- Sentence Deconstruction and Reconstruction
- Literacy Routines for Organization-Level Instruction
- Teaching Sentence-to-Sentence Transitions
- Teaching Organization Within a Paragraph
- Co-revising Paragraph Sequencing Using a Mentor Essay
- Teaching Paragraph-to-Paragraph Transitions
- How to Use the Literacy Routines
- Summary
PART 2: The Units
- UNIT 1: Forming Foundational Academic Literacy
- Tan’s Context for Unit 1
- Vocabulary Integration in Unit 1
- Conceptual Vocabulary in Unit 1
- Thinking Verbs in Unit 1
- Sentence Integration in Unit 1
- Sentence-Level Acronyms and Formulas in Unit 1
- Simple Sentences
- Compound Sentences
- Organization Integration in Unit 1
- Transitions Using Pronoun Referencing
- Transitions Using Conjunctive Adverbs
- Chronological Summary Paragraph With Sequencing Words (FATNI)
- Informative Paragraph Summary (TABBS)
- Transitions Between Paragraphs for Chronological Essays
- Transitions Between Paragraphs for Informative Essays
- Triangle Introduction
- Differentiation in Unit 1
- Differentiation by Process
- Differentiation by Product
- Summary
- UNIT 2: Cultivating Complex Academic Literacy
- Tan’s Context for Unit 2
- Vocabulary Integration in Unit 2
- Conceptual Vocabulary in Unit 2
- Explanatory and Argumentative Thinking Verbs in Unit 2
- Sentence Integration in Unit 2
- Remove Scaffolds for Compound Sentences
- Compose Sentences With Appositives
- Compose Complex Sentences That Start With Conjunctions and Prepositions
- Organization Integration in Unit 2
- Transition Between Sentences With WEST BUNDAI Words
- Compose a Single Explanatory or Argumentative Paragraph (CEEL)
- Transition Between Paragraphs With WEST BUNDAI Words
- Collaboratively Compose a Triangle Introduction and Conclusion
- Differentiation in Unit 2
- Summary
- UNIT 3: Acquiring Advanced Academic Literacy
- Tan’s Context for Unit 3
- Vocabulary Integration in Unit 3
- Conceptual Vocabulary in Unit 3
- Explanatory Thinking Verbs Taught in Unit 3
- Argumentative Scaled Phrases in Unit 3
- Sentence Integration in Unit 3
- Teach the Remaining WEST BUNDAI Words
- Compose Sentences With Adverbial Phrases (ESP)
- Organization Integration in Unit 3
- Transition Between Sentences With WEST BUNDAI Words
- Transition Between Sentences With Adverbial Phrases
- Transition Between CEEL Paragraphs With WEST BUNDAI Words
- Collaboratively Compose a Triangle Introduction and Conclusion
- Differentiation in Unit 3
- Summary
- UNIT 4: Seeking Sophisticated Academic Literacy
- Tan’s Context for Unit 4
- Vocabulary Integration in Unit 4
- Conceptual Vocabulary in Unit 4
- Thinking Verbs and Scaled Phrases in Unit 4
- Sentence Integration in Unit 4
- Remove Scaffolds
- Compose Sentences That Start With Gerunds
- Compose Sentences With Participial Phrases
- Compose Sentences Using the “To VD, NVD” Structure
- Compose Combined Complex Sentences
- Organization Integration in Unit 4
- Transitions Between Sentences With “Verbing D, NVD” or “To VD, ND”
- Transitions Between Paragraphs That Start With Gerunds, Participial Phrases, and Infinitives
- Independently Compose a Triangle Introduction and Conclusion
- Differentiation in Unit 4
- Summary
- Closure and Invitation
- Building on the Framework
- Reflections on the Framework
- Call to Action
- With Gratitude
- Appendices
- Appendix A: Thinking Verbs
- Appendix B: Model Response for Unit 1’s Summative Informative Essay on the Japanese American Internment Camps
- Appendix C: Lesson Planning Template for the Integrated Literacy Framework
- Appendix D: Acronyms and Mnemonics for Sentences and Paragraph Structures
- Appendix E: Glossary of Terms and Commonly Used Acronyms
- References
- Index
Resources
Companion website
https://companion.corwin.com/courses/IntegratedLiteracyforExperiencedMLsAdditional materials
Reviews
Integrated Literacy for Experienced Multilinguals, Grades 4-12
March 2026 | 256 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 14/02/2024 | 9781071960196 | $39.95 |
| Lifetime | 03/03/2024 | 9781071960219 | $36.00 |
Transform how experienced multilinguals develop academic language and literacy skills
In this follow-up to their bestselling Long-Term Success for Experienced Multilinguals, authors Tan Huynh and Beth Skelton provide ELD and English Language Arts teachers with the Integrated Literacy Framework. This revolutionary approach systematically integrates all four language domains (listening, speaking, reading, and writing) with the four dimensions of academic language (vocabulary, sentence structures, organizational patterns, and context). Through content-based units and intentional academic literacy activities, teachers will learn how to design instruction that moves experienced multilinguals—students who have been in language development—beyond survival language to the complex communication skills required for academic success.
Key features of this resource include:
- The complete Integrated Literacy Framework with step-by-step guidance for unit and lesson planning that weaves content and language development together
- Four comprehensive sample units progressing from foundational to sophisticated academic language, including an approach to create your own vocabulary set, sentence structures, and organizational patterns
- Practical classroom tools including engagement models that cultivate independence, vignettes from Tan’s classroom, "Try It Out" activities, reflection questions, templates, and visual anchor charts
- Foundational literacy routines for systematic sentence-level and organizational instruction, including Structured Quick Write, Sentence Deconstruction and Reconstruction, Co-editing, and Co-revising
This essential resource empowers educators to create the optimal conditions experienced multilinguals need to unlock their potential as the mathematicians, scientists, historians, writers, and artists they know themselves to be. Your students will develop the academic language proficiency necessary to express complex ideas with confidence and sophistication.
Table Of Contents:
- Acknowledgments
- About the Authors
- Introduction
- A Note From Tan
- A Note From Beth
- Book Overview
- PART 1: The Integrated Literacy Framework
- Chapter 1: The Instructional Needs of Experienced Multilinguals
- Who Are Experienced Multilinguals?
- What Is the Dilemma for Experienced Multilinguals?
- What Is the Dilemma for ELD Teachers?
- What Is the Opportunity for Experienced Multilinguals and ELD Teachers?
- What Is Explicit, Systematic, and Integrated ELD Instruction?
- Summary
- Chapter 2: The Integrated Literacy Framework
- Why Should We Have a Framework for ELD Classes?
- The Sequence of the Integrated Literacy Framework
- Planning With the Integrated Literacy Framework
- The Input–Output Loop
- Why Is the Integrated Literacy Framework Specifically for Experienced Multilinguals?
- Summary
- Chapter 3: Intentionally Starting With Unit Planning
- Backward Planning at the Unit Level
- Why Should Teachers Plan the Unit With the Integrated Literacy Framework?
- Five Steps to Backward Planning
- Step 1. Identify the content to contextualize the ELD standards.
- Step 2. Gather the sources to teach the content.
- Step 3. Design the summative assessment.
- Step 4: Produce a model response and analyze it for the dimensions of language.
- Step 5: Sequence the unit’s lessons.
- Summary
- Chapter 4: Lesson Planning for Academic Literacy
- Five Steps to Backward Planning an Integrated Lesson Objective
- Step 1: Identify the content for the specific lesson.
- Step 2: Write an exit ticket prompt.
- Step 3: Produce a model response.
- Step 4: Analyze the academic language in the model response.
- Step 5: Write an integrated objective with content and language expectations.
- Summary
- Chapter 5: Designing Integrated Vocabulary Instruction
- Essential Principles of Vocabulary Instruction
- What Words Should Be Taught in the Unit?
- Introducing the Vocabulary Words
- Essential Engagement Models
- Integrating Reading, Writing, and Oracy With Vocabulary Development at the Sentence Level
- Teaching Reading Through the Vocabulary Set
- Explaining Vocabulary Within the Text
- Summary
- Chapter 6: Integrated Literacy Routines
- Literacy Routines for Sentence-Level Instruction
- Structured Quick Write
- Co-editing Sentences of Short-Answer Responses
- Sentence Deconstruction and Reconstruction
- Literacy Routines for Organization-Level Instruction
- Teaching Sentence-to-Sentence Transitions
- Teaching Organization Within a Paragraph
- Co-revising Paragraph Sequencing Using a Mentor Essay
- Teaching Paragraph-to-Paragraph Transitions
- How to Use the Literacy Routines
- Summary
- PART 2: The Units
- UNIT 1: Forming Foundational Academic Literacy
- Tan’s Context for Unit 1
- Vocabulary Integration in Unit 1
- Conceptual Vocabulary in Unit 1
- Thinking Verbs in Unit 1
- Sentence Integration in Unit 1
- Sentence-Level Acronyms and Formulas in Unit 1
- Simple Sentences
- Compound Sentences
- Organization Integration in Unit 1
- Transitions Using Pronoun Referencing
- Transitions Using Conjunctive Adverbs
- Chronological Summary Paragraph With Sequencing Words (FATNI)
- Informative Paragraph Summary (TABBS)
- Transitions Between Paragraphs for Chronological Essays
- Transitions Between Paragraphs for Informative Essays
- Triangle Introduction
- Differentiation in Unit 1
- Differentiation by Process
- Differentiation by Product
- Summary
- UNIT 2: Cultivating Complex Academic Literacy
- Tan’s Context for Unit 2
- Vocabulary Integration in Unit 2
- Conceptual Vocabulary in Unit 2
- Explanatory and Argumentative Thinking Verbs in Unit 2
- Sentence Integration in Unit 2
- Remove Scaffolds for Compound Sentences
- Compose Sentences With Appositives
- Compose Complex Sentences That Start With Conjunctions and Prepositions
- Organization Integration in Unit 2
- Transition Between Sentences With WEST BUNDAI Words
- Compose a Single Explanatory or Argumentative Paragraph (CEEL)
- Transition Between Paragraphs With WEST BUNDAI Words
- Collaboratively Compose a Triangle Introduction and Conclusion
- Differentiation in Unit 2
- Summary
- UNIT 3: Acquiring Advanced Academic Literacy
- Tan’s Context for Unit 3
- Vocabulary Integration in Unit 3
- Conceptual Vocabulary in Unit 3
- Explanatory Thinking Verbs Taught in Unit 3
- Argumentative Scaled Phrases in Unit 3
- Sentence Integration in Unit 3
- Teach the Remaining WEST BUNDAI Words
- Compose Sentences With Adverbial Phrases (ESP)
- Organization Integration in Unit 3
- Transition Between Sentences With WEST BUNDAI Words
- Transition Between Sentences With Adverbial Phrases
- Transition Between CEEL Paragraphs With WEST BUNDAI Words
- Collaboratively Compose a Triangle Introduction and Conclusion
- Differentiation in Unit 3
- Summary
- UNIT 4: Seeking Sophisticated Academic Literacy
- Tan’s Context for Unit 4
- Vocabulary Integration in Unit 4
- Conceptual Vocabulary in Unit 4
- Thinking Verbs and Scaled Phrases in Unit 4
- Sentence Integration in Unit 4
- Remove Scaffolds
- Compose Sentences That Start With Gerunds
- Compose Sentences With Participial Phrases
- Compose Sentences Using the “To VD, NVD” Structure
- Compose Combined Complex Sentences
- Organization Integration in Unit 4
- Transitions Between Sentences With “Verbing D, NVD” or “To VD, ND”
- Transitions Between Paragraphs That Start With Gerunds, Participial Phrases, and Infinitives
- Independently Compose a Triangle Introduction and Conclusion
- Differentiation in Unit 4
- Summary
- Closure and Invitation
- Building on the Framework
- Reflections on the Framework
- Call to Action
- With Gratitude
- Appendices
- Appendix A: Thinking Verbs
- Appendix B: Model Response for Unit 1’s Summative Informative Essay on the Japanese American Internment Camps
- Appendix C: Lesson Planning Template for the Integrated Literacy Framework
- Appendix D: Acronyms and Mnemonics for Sentences and Paragraph Structures
- Appendix E: Glossary of Terms and Commonly Used Acronyms
- References
- Index
Recent Product Reviews:
"The Integrated Literacy Framework embodies the hopes and dreams that we, as educators, hold for our multilingual learners. The strategies, tools, and insights presented in this work are designed to equip these students with the essential literacy skills that will open up all academic and professional choices for their futures. "
Sara Sharer, ELD Teacher, Delta School District, Cedaredge Elementary, Colorado
"Integrated Literacy Framework is an excellent resource for all educators, especially those working with our Experienced Multilingual students. All students are academic language learners and while this does focus on our Multilingual students, this framework is laid out in such an intentional and detailed manner for teachers addressing both language and content to make any student more successful in their literacy learning. Tan and Beth give a plethora of excellent examples and detailed visuals throughout this book making it extremely comprehensible and feasible to implement. This is a must read!"
Michelle Kotwica, District Multilingual Specialist/Coach, Mannheim School District 83, Illinois
"The strategies that Beth and Tan have honed are valuable for all educators, particularly those with multilingual learners in their classrooms. Full of practical and relevant visuals and graphic organizers along with meaningful reflection opportunities, this book models exactly how content should be presented to our students."
Erika Chapman, EAL Coordinator, Carlucci American International School of Lisbon, Portugal
"Tan demonstrated a live teaching methods to me from his class in 2024/2025 school year. I adopted it in my class for 2025/2026. Students were able to understand what you’re trying to instruct them to do with visual and verbal at the same time. It shows the I do and we do clearly, which students then can do together for they do part prior to them doing it individually."
Manin Keo, Learning Diversity Specialist, Cambodia
"I have been waiting for a book of this kind and caliber for a long time. I have worked with multilingual learners for decades. I often feel I was working in isolation with only theoretical materials to help me understand the needs of EMLs but no resources to help me develop practical methods to actually teach with. This book provides that kind of resource and strong support."
P. Payne, ESL Teacher The English Language Program sponsored by US State Department and Georgetown University, Washington, DC