Assessing English Language Learners in the Content Areas: A Research-into-Practice Guide for Educators seeks to provide guidance to classroom teachers, staff developers, and test-item designers who want to improve ELL assessment outcomes, particularly in the areas of math, science and social studies. The first two chapters of the book establish the background for the discussion of content-area assessment for ELLs, examining several important characteristics of this rapidly growing student population (as well as critical legislation affecting ELLs) and providing a description of various forms of assessment, including how ELL assessment is different from the assessment of English-proficient students.  Important assessment principles that educators should use in their evaluation of tests or other forms of measurement are provided.

 Other chapters review ELL test accommodations nationwide (because, surprisingly, most teachers do not know what they can and cannot allow) and the research on the effectiveness of these types of accommodations. The book analyzes the characteristics of alternative assessment; it discusses three popular alternative assessment instruments (performance assessment, curriculum-based measurement, and portfolios) and makes recommendations as to how to increase the validity, reliability, and practicality of alternative assessments. The book proposes fundamental assessment practices to help content area teachers in their evaluation of their ELL progress.

The new edition of Assessing English Learners in the Content Areas: A Research-into-Practice Guide for Educators seeks to provide guidance to classroom teachers, staff developers, and test-item designers who want to improve ESL assessment outcomes, in the content areas of language arts, math, science and social studies.
 
Significant modifications in education legislation since the publication of the first edition have necessitated this new volume, which includes updated EL demographics as they relate to the Common Core Standards and Every Student Succeeds Act and revised state-by-state test accommodation information. New to this edition is information about the assessment of language arts (in addition to math, science, and social studies). The Second Edition also features new research-based recommendations for large-scale and classroom-based assessments.
 
Like the previous edition, the first two chapters of the book establish the background for the discussion of content-area assessment for ELs, examining several important characteristics of this rapidly growing student population and providing a description of various forms of assessment, including how EL assessment is different from the assessment of English-proficient students.  Important assessment principles that educators should use in their evaluation of tests or other forms of measurement are provided. 

Other chapters review EL test accommodations nationwide (because, surprisingly, most teachers do not know what they can and cannot allow) and the research on the effectiveness of these types of accommodations. The book analyzes the characteristics of alternative assessment and makes recommendations as to how to increase the validity, reliability, and practicality of alternative assessments. The book proposes fundamental assessment practices to help content area teachers in their evaluation of their students’ progress. Two extensive appendixes outline TESOL Proficiency Standards and academic vocabulary for the content areas.

Course Design for TESOL offers a unique approach of integrating curriculum with teaching activities to allow language educators to utilize the text in a variety of courses in a TESOL program. Although the authors assume readers have a basic knowledge of English grammar, this textbook/resource is designed to be comprehensible to those who have not had an SLA or Applied Linguistics course. Because each language skill is discussed in detail in terms of important theories and concepts and actual teaching activities are included, the book can also be used in a Methods course or a combined Curriculum Design–Methods (or Methods and Materials) course.
 
Part I explores the basic language acquisition theories and their influences on current teaching practices in the field. Part II then moves on to the core elements of designing a curriculum or course: conducting the needs analysis, setting of course goals/objectives, designing the syllabus, and writing lesson plans.
 
Part III: Instructional Activities and Assessment Techniques features chapters on the teaching of listening, speaking, reading, writing, grammar, and culture. Within each of these chapters, the authors address the fundamental issues related to the teaching of each skill and then discuss the components of a good activity for that skill (and how to design one), and then offer four sample activities (one for each type of syllabus) and guidance on assessing that skill. The activities can be adapted for use in a variety of classrooms and settings.
 
Part IV addresses contemporary trends—curriculum issues in North America and Europe (standards and educational policy), practices in teaching in Asia (particularly China and Korea), and technology-enhanced learning.