Greg Kessler is Associate Professor of Instructional Technology at Ohio University. He has published extensively and delivered keynotes and featured talks around the world. His research addresses technology, teaching, learning, culture and language with an emphasis on teacher preparation.







Series Editor:
Tim Stewart is Professor of Applied Linguistics at Brock University, Canada. Professor Farrell’s professional interests include Reflective Practice and Language Teacher Education and Development. Professor Farrell has published widely in academic journals and has presented at major conferences worldwide on these topics. View his webpage: www.reflectiveinquiry.ca

TESOL International Association

TESOL International Association Writing Team



Deborah J. Short, Ph.D. directs Academic Language Research & Training and delivers professional development on academic language, content-based ESL, and sheltered instruction. She co-developed the SIOP Model of sheltered instruction and has led research for the Carnegie Corporation of NY, Rockefeller Foundation, and U.S. Departments of Education and Justice. She served on TESOL’s Board of Directors and led the 6 Principles writing team.




Helene Becker is the Director of English Learner Education in the Norwalk (Connecticut) Public Schools and has taught ESL to all ages in Connecticut, New York, and Hawaii. She was a Fulbright Scholar in Italy and is the author of Teaching ESL K-12: Views from the Classroom. Her current interests include training all teachers, grades K-12, in best practices for educating English learners.



Nancy Cloud, Ed.D. is Professor Emerita in the Feinstein School of Education and Human Development at Rhode Island College in Providence. Her publications concern the design and delivery of effective instruction for English Learners in both ESL and Dual Language Programs and she regularly presents on these topics to teachers.





Andrea B. Hellman, Ed.D. is Assistant Professor of TESOL/Linguistics at Missouri State University, where she directs the iELT-Ozarks Project, a National Professional Development grant. A recipient of the Christopher Brumfit Award, her research focuses on second language vocabulary attainment and the preparation of mainstream teachers for English learners. She is a Hungarian-English bilingual, an adult immigrant to the U.S.





Linda New Levine, Ph.D. consults for teachers of language learning children K-12. She has been an ESL teacher, a Staff Development Facilitator, Fulbright professor, and an assistant professor at Teachers College, Columbia University. She has written ESL curriculum and co-authored Teaching English Language and Content in Mainstream Classes.

Connie Rylance has taught ESL in business, intensive, and university programs for over 30 years. At Stanford University, she teaches spoken and written English to international graduate students and trains ITAs. She also does pedagogical consulting and coordinates an intensive English summer program for incoming graduate students.



Andrea Kevech has taught ESL both in the US and abroad. She currently teaches writing to international graduate students at Stanford University and composition and oral presentation to undergraduates at San Francisco State University. An ESL instructor for over 35 years, she also mentors MATESOL graduate students at SFSU.

Judy Sharkey, Ph.D., is Associate Professor of Education at the University of New Hampshire, USA. Her research focuses on teacher learning and development in plurilingual/immigrant communities and is informed by critical social justice teacher education. She values collaborative research and curriculum development projects with teachers, students, and community members.



Series Editor
Holly Hansen-Thomas is Professor of ESL and Bilingual Education at Texas Woman’s University. A two-time Fulbright Scholar, and successful grant writer/manager of approximately 7 million dollars in federal funding, she has worked with EL educators for decades. Her research interests include language awareness, ESL training for content area teachers, and academic language development.