As college classrooms have become more linguistically diverse, ESOL professionals and faculty across the disciplines are trying to meet the challenge of teaching students of differing linguistic backgrounds.
"This collection portrays the development of academic literacy as a complex process of acquisition that optimally involves interrelated processes of talk, reading, and writing (and the importance of writing-to-learn is emphasized throughout); commitment and responsibility-taking by faculty instructors who challenge students to develop 'critical literacies' in the academy; and creativity and effort on the part of students. A great merit of this book is the inclusion of full-length reflective essays from students: these essays provide critical insight about particularity, life trajectories, and moral nuances in second language acquisitions."—Composition Studies"This volume is a welcome addition to the literature on learning across the curriculum. A final common thread running through the book is that pedagogical practices which are good for ESOL learners are good for all learners....the value of this book extends far beyond an audience interested in the ESOL student experience; it contains important lessons for all those who research, learn and teach at the post-secondary level."—The Linguist List"Crossing the Curriculum offers some fascinating observations and insights into what goes on in the minds of faculty and ESOL students as they learn to adapt to the changes and challenges that they face in linguistically diverse college classrooms. The book is highly readable and easy to navigate....and is highly recommended for anyone teaching multilingual classes and especially for educators encountering difficulties with the performance levels of ESOL students in their classes....also a must for all self-reflecting educators who constantly ask themselves, 'I wonder how students feel about learning in my class'".—TESL-EJ"...is an exciting collection, unique in bringing together the perspectives of differently positioned players in the educational endeavor, on the complexities, challenges and accomplishments multilingual learners and their instructors experience in the college classrooms....a valuable resource for professionals interested in gaining or extending their understanding of multilingual learners in classrooms of higher education."—The International Journal of Bilingual Education and Bilingualism"What makes [this] volume different is its variety--specifically a variety that combines all the different players in the educational endeavor. It is especially refreshing to hear the voices of the students. I can't think of any other professional title that combines these different perspectives."—Linda Lonon BlantonUniversity of New Orleans"This is a wonderful project....The idea to include the student perspective is brilliant."—Judith RodbyCalifornia State University, Chico
