Written in an accessible style, this work gives guidelines for curriculum planning and program design for teaching English language learners (ELLs). A distinguishing feature of the book is that it frames the education of ELLs within a broader district- and school-wide agenda. Issues that affect ELLs are seen as interrelated, not in isolation from the classroom setting. The book is intended for specialists, such as bilingual and ESL-trained educators, as well as mainstream educational practitioners and school administrators. After an overview of issues and theories of second language acquisition, the book describes bilingual and English-only program models, outlines principles of effective teaching, and offers perspectives on leadership and advocacy. Each chapter ends with application examples and suggestions for further reading. Appendixes offer statements on the Teacher English Fluency Initiative in Arizona, and a list of professional advocacy organizations and information centers. Soltero directs the Bilingual-Bicultural Education Graduate Program at DePaul University. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)