Dr. Levine has worked as an ESL teacher and a staff development facilitator in the Bedford, New York school district, and as an assistant professor at Teachers College, Columbia University.

She has taught EFL in the Philippines with the Peace Corps and in the People’s Republic of China as a Fulbright professor. In addition, she has worked with faculties and ministries of education in Egypt to implement English as a Foreign Language programs in elementary schools throughout the country and to improve the supervisory skills of school supervisors. As part of a design team for USAID, Dr. Levine evaluated language programs in Egypt and designed a format for future funding in that region. She currently consults for the Center for Applied Linguistics.

Dr. Levine was the Homeroom columnist for TESOL’s Essential Teacher and the author of the Teacher’s Edition to the Oxford Picture Dictionary for the Content Areas (2^nd Ed.). Her publications include Helping English Language Learners Succeed in Pre-K-Elementary schools (2006) with Jan Lacina and Patience Sowa (TESOL International). Dr. Levine holds a Masters in TESOL and a PhD in Applied Linguistics from New York University.

Mary Lou McCloskey, former President of Teachers of English to Speakers of Other Languages, is Director of Teacher Education and Curriculum Development for Educo in Atlanta. As a consultant and author in the field of English language education, she has worked with teachers, teacher educators, and departments and ministries of education on 5 continents and in 35 of the 50 United States.

Dr. McCloskey has taught in undergraduate and graduate programs at Emory University, Georgia State University, and the University of Memphis. Author and co-author of many journal articles, chapters, and professional texts for educators (including American Themes (2012). Integrating English (1988), Teaching English as a Foreign Language in the Primary School (2006), and Leadership Skills for English Language Educators (2007), she has also developed six programs for English learners, including On Our Way to English (2010); Visions: Language, Literature, Content; Voices in Literature (2008); Teaching Language, Literature and Culture (1995); and was consulting author and ESOL specialist for the 2008 McDougal Littell Language Arts, Grades 5-12 (2008). During the summer, Dr. McCloskey works as a teacher educator in the Teaching Tolerance Through English program conducted for middle school teachers and learners from countries throughout Central Europe by the US Embassies in the region.

Dr. McCloskey, who holds an MS degree from Syracuse University and a PhD from Georgia State University, considers her most important qualification her years of experience with English learners from many cultures, at levels from preschool through graduate education. 

Chapter 1 Principles of Integrated Language Teaching and Learning

    Activity-Based Language Teaching and Learning Communicative Teaching and Learning

Chapter 2 Language Acquisition and Language Learning in the Classroom

    What Do We Know about First Language Acquisition?

    What Is the Nature of the First Language Environment?

    How Do Acquisition and Learning Differ?

    What Are Factors Affecting Language Acquisition in the Classroom?

    What Strategies Do ELLs Use to Acquire Languages?

    What Are the Characteristics of a Culturally and Linguistically

    Appropriate Response to Intervention (RTI) Model?

    What Are the Characteristics of an Effective Classroom Environment for ELLs?

    What Are the Characteristics of Culturally and Linguistically Appropriate Tier 1 Instruction for ELLs?

    What Are the Characteristics of Culturally and Linguistically Appropriate Tier 2 Instruction for ELLs?

Chapter 3 Culturally Responsive Instruction: Connecting with Home Culture

    Culturally Responsive Instruction

    What Are the Features of Culturally Responsive Instruction?

    How Do Teachers Connect to The Homes and Families of Their Students?

    How Can the School Community Support the Education of English Language Learners?

    How Can the Community Outside the School Support the Education of ELLs?

    How Does a Culturally Responsive Classroom Connect to Students’ Cultures, Languages, and Family in an RTI Model?

Chapter 4 Organizing the Classroom for Language Learning

    First Things First: Feeling Ready to Learn

    Organizing the Physical Environment to Promote Language Learning

    Organizing the Classroom Social Environment to Promote Language Learning

    English Language Instructional Programs

    Organizing Instruction to Promote Language Learning

Chapter 5 Strategies for Oral Language Development

    Conditions for Oral Language Learning

    Academic Language Learning

    Oral Language Development

    Stages of Oral Language Development

    Teacher Tools for Oral Language Development

    Assessing Oral Language Development

    Response to Intervention

Chapter 6 Oral Language Development in the Content Classroom

    Content Learning and Oral Language Development

    Oral Language Development Every Which Way

    Listening In While Not Tuning Out

    Assessing Listening and Speaking Skills in the Content

Chapter 7 Teaching Vocabulary to English Learners

    Why Is learning vocabulary important for English learners?

    What Do We Mean When We Speak of Vocabulary? How Many Words Do Students Need to Learn?

    What Words Should We Teach?

    What Are the characteristics of effective vocabulary instruction?

    How Should we provide direct vocabulary instruction?

    How Can we help learners develop Their own tools to deal with unknown words independently?

    What Are Active Interactive Strategies to Support Vocabulary Development?

    How Can we assess vocabulary development of English learners?

Chapter 8 Developing Literacy with English Learners: Focus on Reading

    What Is Literacy?

    What Is Unique About English Language Learners

    Who Are Developing Literacy?

    The Language/Literacy Matrix

    What Tools and Strategies Can We Provide to Help ELLs

    Develop Literacy?

    Issues in Literacy Development with Older English Learners 194

    Assessing ELL Literacy Development 199

Chapter 9 Developing Literacy with English Learners: Focus on Writing

    Why Teach Writing with English Learners?

    How Does Writing Develop to ELLs?

    Connecting Writing to Active, Communicative Language Teaching and Learning

    Challenges of Teaching Writing to English Learners

    Developing a Writing Environment

    Getting Started: Interactive Writing

    Scaffolding Learners Through the Writing Process

    Issues in Teaching Writing to Students with Interrupted Formal Education (SIFE)

    Assessing Writing

Chapter 10 Structuring and Planning Content-Language Integrated Lessons

    Lesson Characteristics That Support Learning

    A Lesson Format for Integrated Learning

    Into the Lesson: Defining Objectives, Activating, and Preparing for Learning

    Through the Lesson: Input for Active Understanding, Vocabulary Development, and Practical Purpose

    Beyond the Lesson: Providing Reasons for Further Communication

    Response to Intervention

Chapter 11 Assessment Tools for the Integrated Classroom

    What Is Assessment?

    What Are the Fundamental Principles of Classroom-BasedAssessment for ELLs?

    What Are the Critical Factors Affecting the Assessment of ELLs

    What Are Examples of Authentic, Performance-Based Classroom Assessment?

    How Do Standards Affect Classroom Assessment?

    Assessment for ELLs in an RTI Organizational Model

Chapter 12 Putting It All Together Thematically: Developing Content-Based Thematic Units

    What Is Thematic Instruction?

    Why Teach Thematically?

    How Are Thematic Units Structured?

    What About Standards in a Thematic Unit?

    Organizing Content Curriculum in a Thematic Unit

    Organizing Language Curriculum in a Thematic Unit

    How Can Learning Strategies Be Incorporated into Thematic Instruction?

    A Last Word

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