In this volume, Kate Mastruserio Reynolds has made a compelling argument for the need to prepare all educators, particularly mainstream teachers, to be knowledgeable about the needs of English language learners. Most notable is the evaluative framework she has developed based on a variety of content-based models from which educators may select an approach which is most appropriate for their educational context.
Marguerite Ann Snow, California State University, Los Angeles, USA This volume, a welcome addition to the professional literature, is important for those of us who are concerned about meeting the pressing content- and language-learning needs of English learners. The author has done an excellent job demonstrating that there is more than one way to reach these students. The book conveys important information for pre- and in-service teachers, ESL coordinators, content teachers, program administrators, policy makers, and teacher educators.
Fredricka L. Stoller, Northern Arizona University, USA The presence of many English language learners in English-medium, mainstream classrooms makes this new book by Kate Mastruserio Reynolds a must-read. The book brings together a range of curricular and pedagogical approaches to English language K-12 teaching and makes them accessible for mainstream teachers and will provide them with the tools to effectively work with a wide range of English language learners in their classrooms.
Ester de Jong, University of Florida, USA Approaches to Inclusive English Classrooms is packed with information... While the target audience is primarily U.S. based educators who are grappling with the complex issues of effective programs for ELs, all readers will benefit from the detailed treatment of CBI models and in-depth evaluation of their strengths and weaknesses.
Marguerite Ann Snow, California State University, Los Angeles, USA
Journal of Immersion and Content-Based Language Education, 4:2