“This is a must-read not only for teachers of language-minority students, but also for school principals, policymakers, teacher educators, and researchers looking to promote socially-just, equitable education for emergent bilingual students.”
—International Journal of Multilingualism
"...we recommend this text without hesitation and with a particular nod to its call to action; rather than simply teaching the reader about inequities, this book prompts us to do something, inciting change for the good of all."
—Teachers College Record
"An excellent resource for policymakers, researchers, and educators who are interested in taking specific action to improve the education of English learners."
—Linguistics and Education (of first edition)
"Perhaps once or twice a decade you read a book that is so lucid, convincing, and inspirational that you want to order copies for every teacher, administrator, and policymaker across the nation. Ofelia García and Jo Anne Kleifgen have written such a book."
—From the foreword by Jim Cummins, professor emeritus, University of Toronto
"This is the book that every educator in 21st-century USA should read. Few will not have students from other-than-English backgrounds at some point. García and Kleifgen explain in highly accessible prose both the why and how of instruction for emergent bilinguals (ELs) and why it matters so much that we get this right."
—Patricia Gándara, co-director, The Civil Rights Project at UCLA
“In the second edition of this important book, García and Kleifgen show the continued disconnect between research that points to the rich cultural and linguistic resources of minoritized emergent bilinguals and policies and practices that at best ignore these resources and at worst treats these resources as deficits in need of remediation. The authors further develop their blueprint for developing educational policies and practices that insists on the naming of the bilingualism of these students and treating this bilingualism as a resource for teaching and learning. This book is a must read for researchers, policymakers and practitioners interested in improving the education of minoritized emergent bilinguals.”
—Nelson L. Flores, University of Pennsylvania
