de Oliveira, L. C., & Civil, M. (Eds) (in press). Teaching mathematics to English language learners: Preparing pre-service and in-service teachers. Palgrave Macmillan.
de Oliveira, L. C. (Ed). (2019). The Handbook of TESOL in K-12. Hoboken, NJ: Wiley.
Comprehensive in scope, this essential Handbook covers topics ranging from bilingual language development and technology-enhanced language learning, to ESOL preparation methods for specialist and mainstream teachers and school administrators. Three sections organize the content to cover Key Issues in Teaching ESOL students in K-12, Pedagogical Issues and Practices in TESOL in K-12 Education, and School Personnel Preparation for TESOL in K-12.
- Satisfies a need for inclusive and in-depth research on TESOL in K-12 classrooms
- Presents a timely and interesting selection of topics that are highly relevant to working teachers and support staff
- Applies state-of-the-art research to real-world TESOL classroom settings
- Offers a balanced assessment of diverse theoretical foundations, concepts, and findings
The Handbook of TESOL in K-12 is an indispensable resource for undergraduate and graduate students, researchers and scholars, and educators in the field of Teaching English to Speakers of Other Languages in elementary and secondary education.
de Oliveira, L. C., Obenchain, K., Kenney, R., & Oliveira, A. (Eds) (2019). Approaches to teaching the content areas to English language learners in secondary schools: English language arts, mathematics, science, and social studies. Springer.
The recent development and adoption of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS-ELA/Literacy), the Common Core State Standards for Mathematics, and the Next Generation Science Standards (NGSS) highlight the role that teachers have in developing discipline-specific competencies. This requires new and innovative approaches for teaching the content areas to all students. In this practitioner-based book, chapters provide different approaches for reaching an increasing population in today’s schools – English language learners (ELLs).
The book is divided into four sections representing the following content areas: English language arts, mathematics, science, and social studies. This book is practical and offers teachers suggestions on how to use the approaches described.
de Oliveira, L. C., & Smith, B. (Eds) (2019). Expanding literacy practices across multiple modes and languages for multilingual students. Information Age Publishing (part of the University of Miami School of Education and Human Development Series).
Literacy practices have changed over the past several years to incorporate modes of representation much broader than language alone, in which the textual is also related to the visual, the audio, the spatial, etc. This book focuses on research and instructional practices necessary for integrating an expanded view of literacy in the classroom that offers multiple points of entry for all students. Projects highlighted in this book incorporate multiple modes of communication (e.g., visual, aural, textual) through various digital and print-based written formats. In addition, this book particularly focuses on the possibilities that this expanded view of literacy holds for emergent to advanced bilingual students and specific scaffolds necessary for supporting them. Our focus is specifically multilingual students as classrooms across the United States and other English-speaking countries around the world become more and more diverse. The book considers educators as active participants in social change and contributors to our overall goal of social justice for all.
This book grew out of work conducted by doctoral students and former doctoral students, now faculty at various universities, from the Language and Literacy Learning in Multilingual Settings (LLLMS) specialization in the Department of Teaching and Learning at the School of Education and Human Development at the University of Miami, Florida. The most outstanding feature of this work is the breadth of examples for integrating literacy in the classroom, as well as the specific instructional strategies provided for supporting multilingual students. This volume is unique in tackling both literacy and specific scaffolding for multilingual students. Additionally, the chapters here collectively aim to go beyond describing research to also provide a variety of classroom connections for practitioners and implications for teacher education.
de Oliveira, L. C., & Obenchain, K. (Eds) (2018). Teaching history and social studies to English language learners: Preparing pre-service and in-service teachers. London, UK: Palgrave Macmillan
This book is an edited collection of chapters organized on the topic of the preparation of secondary history and social studies (SS) teachers to teach English language learners (ELLs) in 21st century social studies classrooms. This book focuses on the ways in which history and SS pre-service and in-service teachers have developed – or may develop – instructional effectiveness for working with ELLs in the secondary classroom. Chapters include content that addresses the National Council for the Social Studies C3 Framework and Curriculum Standards, the Common Core State Standards for English language arts and literacy in science, social studies, and technical subjects as well as research on EdTPA portfolios in teacher education classrooms.
de Oliveira, L. C., & Wilcox, K. C. (Eds) (2017). Teaching science to English language learners: Preparing pre-service and in-service teachers. Palgrave Macmillan.
This edited collection explores how science can be taught to English language learners (ELLs) in 21st century classrooms. The authors focus on the ways in which pre-service and in-service science teachers have developed—or may develop—instructional effectiveness for working with ELLs in the secondary classroom. Chapter topics are grounded in both research and practice, addressing a range of timely topics including the current state of ELL education in the secondary science classroom, approaches to leveraging the talents and strengths of bilingual students in heterogeneous classrooms, best practices in teaching science to multilingual students, and ways to infuse the secondary science teacher preparation curriculum with ELL pedagogy. This book will appeal to an audience beyond secondary content area teachers and teacher educators to all teachers of ELLs, teacher educators and researchers of language acquisition more broadly.
Kamhi-Stein, L., Diaz-Maggioli, G., & de Oliveira, L. C. (Eds.) (2017). English language teaching in South America: Policy, preparation, and practices. Multilingual Matters.
This book investigates new English language policies and initiatives which have been introduced and implemented across Argentina, Brazil, Chile, Colombia, Ecuador, Uruguay and Venezuela. Chapters are organized around three themes. Chapters in the first section critically examine newly-implemented English language policies, as well as factors that contribute to and prevent the implementation of such policies. Chapters in the second section describe and analyze current teacher preparation and teacher development initiatives, in addition to the challenges and opportunities associated with such initiatives. Finally, the third section features school- and classroom-based research designed to investigate the status of English language teaching and the implementation of innovative programs. All authors have a first-hand understanding of the South American context and draw on references and resources which originate beyond Inner Circle countries. The book showcases examples of innovation and success in a variety of complex contexts and will serve as a starting point for researchers, as well as being of interest to students, policymakers and stakeholders.
de Oliveira, L. C., & Shoffner, M. (Eds) (2016). Teaching English language arts to English language learners: Preparing pre-service and in-service teachers. London: Palgrave Macmillan.
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.Chapter topics are grounded in both research and practice, addressing a range of timely topics including the current state of ELL education in the ELA classroom, and approaches to leveraging the talents and strengths of bilingual students in heterogeneous classrooms. Chapters also offer advice on best practices in teaching ELA to multilingual students and ways to infuse the secondary English teacher preparation curriculum with ELL pedagogy.Comprehensive in scope and content and examining topics relevant to all teachers of ELLs, teacher educators and researchers, this book appeals to an audience beyond ELA teachers and teacher educators.
de Oliveira, L. C., & Silva, T. (Eds.) (2016). Second language writing in elementary classrooms: Instructional issues, content-area writing, and teacher education. New York: Palgrave Macmillan.
This book focuses on L2 writing in elementary classrooms. It features chapters that highlight research in elementary classrooms focused on the writing development of multilingual children, and research in teacher education to prepare elementary teachers to teach L2 writing and address L2 writers’ needs. Part I presents instructional issues for L2 writers at the elementary level. Part II focuses on content-area writing. Part III focuses on L2 writing teacher education at the elementary level.
de Oliveira, L. C. (Series Ed.) (2014-2016). The Common Core State Standards and English Language Learners. Alexandria, VA: TESOL Press.
With the Common Core State Standards (CCSS) being adopted in so many parts of the country, it is imperative that teachers be prepared to address and adapt the CCSS to the language and content needs of ELLs. This series focuses on the urgent need to provide guidance for teachers who will be implementing the CCSS in classrooms with ELLs. The audience for these books is practicing teachers, pre-service teachers, graduate students, academics, researchers, and professional development providers. There are five books in the series:
- Spycher, P. (Ed.) (2014). The Common Core State Standards in English Language Arts for English Language Learners: Grades K–5.
- Civil, M., & Turner, E. (Eds.) (2014). The Common Core State Standards in Mathematics for English Language Learners: Grades K–8.
- de Oliveira, L. C., Klassen, M., & Maune, M. (Eds.) (2015). The Common Core State Standards in English Language Arts and English Language Learners: Grades 6-12.
- Bright, A., Hansen-Thomas, H., & de Oliveira, L. C. (Eds.) (2015). The Common Core State Standards in Mathematics and English Language Learners: High School.
- de Oliveira, L. C. (Ed.) (2016). The Common Core State Standards in Literacy in History/Social Studies, Science, and Technical Subjects for English Language Learners: Grades 6–12.
de Oliveira, L. C., & Wachter Morris, C. (2015). Preparing school counselors for English Language Learners. Alexandria, VA: TESOL Press. [“ESOL for Different Professions”].
School counselors need to have a working knowledge about the needs of all students and must specifically address the complexity of the needs of English learners. This last volume in the ESOL for Different Professions series focuses on the specific knowledge and skills that school counselors need to develop in order to best serve the English learner population in their schools. These skills include knowledge of current roles and responsibilities of school counselors; legislation such as Title III of NCLB, and the Bilingual Education Act; and an overview of issues such as second language development and multicultural counseling practices, and appropriate counseling interventions.
de Oliveira, L. C., & Schleppegrell, M. J. (2015). Focus on grammar and meaning. Oxford University Press. [Key Concepts for the Language Classroom book series edited by Patsy Lightbown & Nina Spada.]
This book explores how to teach grammar effectively to second or foreign language learners aged 5-18. It provides teachers with research insights that will help them to reflect on their classroom practice and enable them to experiment with different ways of teaching grammar.
de Oliveira, L. C., & Yough, M. (2015) (Eds). Preparing teachers to work with English language learners in mainstream classrooms. Charlotte, NC: Information Age Publishing and TESOL Press.
There is a growing need for knowledge and practical ideas about the preparation of teachers for English language learners (ELLs), a growing segment of the K-12 population in the United States. This book is for teachers, administrators, and teacher educators looking for innovative ways to prepare teachers for ELLs and will position teachers to empower these students. This volume will appeal mostly to those preparing teachers in contexts that have not have historically had large numbers of ELLs, but have had a high rate of recent growth (e.g., Midwestern U.S.). This work is the combination of teacher preparation and ELL issues. This volume is unique in tackling pre-service and inservice teacher preparation. Additionally, the chapters collectively aim to go beyond merely equipping teachers to meet the needs of ELLs, but to reach a level of effectiveness with the outcome of equity. The book highlights the knowledge, skills, and beliefs of teachers about ELLs. Part I addresses teacher perceptions of, and beliefs about, ELLs and teacher preparation specifically addressing what they should know in terms of students’ perspectives. Chapters attend to the experiences and beliefs of immigrant teachers about their roles, the role of service learning in teacher preparation, and the potential of understanding home literacy practices to change teacher beliefs about ELLs. Part II focuses on skills necessary to teach ELLs-writing skills teachers can draw on to inform their teaching practices, technological skills teachers need to develop, and skills related to focusing on the Common Core State Standards for English language arts and mathematics. Each chapter explicitly addresses implications for teacher education or professional development.
de Oliveira, L. C., & Iddings, J. (2014). (Eds). Genre pedagogy across the curriculum: Theory and application in U.S. classrooms and contexts. London: Equinox Publishing.
This volume provides the most recent scholarship using a theory of genre emerging from Systemic Functional Linguistics. It describes both theoretical and practical applications of a language-based curriculum from elementary through to university level within a U.S. context. While there are other genre-based pedagogies in the U.S., SFL-based genre pedagogies illuminate the importance of language and linguistic choice within the curriculum, aiming to make these choices explicitly understood by scholars, teachers and students. Each chapter shows how this pedagogy can be adapted and used across many different disciplines and student age groups. This volume will be of interest to postgraduate students and scholars of functional linguistics, discourse analysis, educational linguistics, genre studies and writing theory and pedagogy.
de Oliveira, L. C., & Silva, T. (2013). (Eds). L2 writing in secondary classrooms: Academic issues, student experiences, and teacher education. New York: Routledge.
Second language writers and the teaching of writing at the secondary level have received little attention compared with other skills such as reading. Addressing this gap, this volume uniquely looks at both adolescent L2 writing and the preparation of secondary teachers to work with this population of students. Part I, on adolescent L2 writers, includes case studies looking at their literacy identities, their trajectories in mainstream content area classes, and their transition from high school to college. Part II looks at academic issues. The focus in Part III is L2 writing teacher education. Taking a theoretically eclectic approach that can support a variety of pedagogies, this book contributes significantly to understanding adolescent second language writers and to educating teachers to address these students’ specific needs.
de Oliveira, L. C. (2013). (Ed.). Teacher education for social justice: Perspectives and lessons learned. Charlotte, NC: Information Age Publishing. Foreword by M. Cochran-Smith.
A group of multiethnic scholars and practitioner researchers explore concepts of teaching for social justice and preparing teachers to work towards social justice in schools and communities. The objectives of this book are to 1. present different perspectives on the preparation of teachers for social justice work; 2. contribute to the existing literature on social justice; 3. provide pedagogical implications and suggestions for teacher education programs that want to incorporate social justice into their preparation courses. This volume is intended for an audience of researchers in education and students in advanced undergraduate and graduate courses.
de Oliveira, L. C. (2011). Knowing and writing school history: The language of students’ expository writing and teachers’ expectations. Charlotte, NC: Information Age Publishing.
Because school history often relies on reading and writing and has its own discipline-specific challenges, it is important to understand the language demands of this content area, the typical writing requirements, and the language expectations of historical discourse. History uses language in specialized ways, so it can be challenging for students to construct responses to historical events. It is only through a focus on these specialized ways of presenting and constructing historical content that students will see how language is used to construe particular contexts. This book provides the results of a qualitative study that investigated the language resources that 8th and 11th grade students drew on to write an exposition and considered the role of writing in school history. The study combined a functional linguistic analysis of student writing with educational considerations in the underresearched content area of history. Data set consisted of writing done by students who were English language learners and other culturally and linguistically diverse students from two school districts in California. The book is an investigation of expository school history writing and teachers’ expectations for this type of writing. School history writing refers to the kind of historical writing expected of students at the pre-college levels. The audience for the book includes researchers and students in advanced undergraduate and graduate courses in applied linguistics and education. The book is particularly valuable for those interested in applications of systemicfunctional linguistics in education. The issues covered in the book make it appropriate for those concerned with the expectations and challenges of literacy development in secondary content area classes.
Books under contract / in preparation:
de Oliveira, L. C. (under contract). A language-based approach to content instruction (LACI) for English language learners: Academic language in the content areas. University of Michigan Press.
de Oliveira, L. C., Menda, A. M., & Vicentini, C. R. (Eds). (under contract). English language teaching methods, approaches, and lessons. Information Age Publishing (part of the University of Miami School of Education and Human Development Series). [This book is based on the UM PDPI project and includes chapters from presenters as well as chapters and lesson plans by Brazilian teachers who were program participants]