Youb Kim is Associate Professor of Reading in the College of Education and Behavioral Sciences at the University of Northern Colorado. She received a PhD in curriculum, teaching, and educational policy from Michigan State University. She is a member of the International Reading Association's Helen M. Robinson Grant Committee and is on the editorial board of Reading and Writing Quarterly. She formerly served as a managing editor for the National Reading Conference Yearbook and as a member of the Urban Diversity Initiative Commission of the International Reading Association.
Patricia H. Hinchey is Professor of Education at Penn State and a Research Fellow at the National Education Policy Center (NEPC) at the University of Colorado, Boulder. She holds a doctorate from Teachers College, Columbia University, and has authored numerous articles as well as several books on topics including critical theory, education for civic engagement, action research, and teacher assessment. Dr. Hinchey is also former director of a professional development unit for faculty on Penn State's regional campuses.

Contents: Imperatives: Why Should You Care? - Culture: Beyond Tacos and Lo Mein - Language: You Know More - and Less - Than You Think - Nurturing Literacy in English: How Does This Magic Happen? - Effective Instruction and Assessment: Good Teaching for ELLs Is Good Teaching - The Politics of ELL Policy and Programs: What Does It Mean to Be «American»?

As the number of English language learners across the United States - and indeed, the world - increases exponentially, it is critical that pre-service teachers be prepared. Many currently available instructional materials are written primarily for practicing teachers, not for pre-service teachers of the millennial generation who are likely to encounter cultural and linguistic diversity in their classrooms, but who are unlikely to have had experience interacting with diverse groups of children. This engaging and accessible text is specifically designed to help tomorrow's teachers anticipate the diversity of contemporary classrooms and to understand and meet the needs of English language learners. Key topics are aligned with typical state standards for teacher preparation and include: culture, language, literacy development, effective instruction and assessment, programs, policies, politics, and teacher professionalism. In addition to distillations of essential information in these areas, the book provides an extensive directory of relevant resources that points the way to further study. Teacher educators, school district administrators, home school education programs, and pre-service teachers will all find Educating English Language Learners in an Inclusive Environment an invaluable addition to their professional libraries.