This volume begins to address the pressing need facing the majority of teachers in the United States and in other countries in the English speaking world how to teach children whose primary language is not English. Teachers faced with exploding demographics, lack of knowledge about children's cultures and how languages (first or second or third, oral or written) are learned across different social contexts, lack of pedagogy to restructure the teaching of English language arts for children new to English, and fear of change need concrete ways of teaching. They also need to learn more about the social and political nature of language use, language learning, and language instruction....