English Language Learners at School

English Language Learners at School: A Guide for Administrators, Second Edition

Else Hamayan, Rebecca Field
ISBN: 978-1-934000-04-5
Paperback: 288 pages
Published: February, 2012

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Else  Hamayan

Else Hamayan

Psychologist, Language Education Consultant, Internationally

Else Hamayan is a psychologist, language education consultant, and former director of the Illinois Resource Center in Arlington Heights. She advises teachers and administrators nationally and internationally on issues of second language learning, special education, culture learning, biliteracy, and dual language instruction. She is co-editor of English Language Learners at School: A Guide for Administrators (with Rebecca Field). She is also co-author of Special Education Considerations for English Language Learners: Delivering a Continuum of Services (with Marler, Sánchez-López, and Damico), Dual Language Instruction from A to Z (with Nancy Cloud and Fred Genesee), and CLIL in Context: Practical Guidance for Educators (with Fred Genesee).

Rebecca  Field

Rebecca Field

Founder/Director, Language Education Division, Caslon Publishing

Rebecca Field, Ph.D., has worked in the field of language education for over 30 years. Field has conducted action-oriented research in bilingual schools and communities since 1986 and has published two books on her work, Bilingual Education and Social Change and Building on Community Bilingualism. Field concentrates much of her energy and efforts on leadership and capacity building in language education at the district, school, and classroom levels. She co-edited (with Else Hamayan) English Language Learners at School: A Guide for Administrators. Field also has extensive experience working with general education, bilingual education, ESL, world language, and heritage language teachers, administrators, and coaches in the United States and internationally. She helps them focus on language policy and planning; language education program development, implementation, and evaluation; academic language and literacy; biliteracy; and differentiating instruction and assessment for bilingual and English learners.