written specifically for all teachers of children for whom English is a second language, although it will 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. It exemplifies current theories of second language development through a wide range of strategies and practical suggestions for the classroom teacher.

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