Children from language backgrounds other than English represent a quarter of our school population. This work has been written specifically for all teachers of children for whom English is a second language, although it should be equally helpful to teachers of English-speaking children.
The book is based on the assumption that the classroom program is a major resource for language development, and that a responsive program takes into account the fact that children are not only learning a new language, but that they are learning in that language as well.
