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The 6 Ps: Adult Education and Workforce Development
Andrea B. Hellman, Kathy Harris, Amea Wilbur, Authors and Deborah J. Short, Series Editor

Andrea B. Hellman 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.


Kathy Harris Kathy Harris, PhD has been interested in adult learning for over 20 years, especially adults learning English as a second language and digital skills for work, health, and education. Harris is the director of the Literacy, Language and Technology Research group at Portland State University in the Department of Applied Linguistics.


Amea Wilbur Dr. Amea Wilbur is an instructor at the University of the Fraser Valley. She holds an Ed.D from the Department of Educational Studies, UBC. Her practice and research are focused on creating inclusive learning spaces and supporting marginalized learners in English as Additional Language and Adult Education.




Deborah J. ShortSeries Editor: 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.

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The 6 Principles® Quick Guide for Paraeducators (single)
Elizabeth Amaral

Elizabeth Amaral Elizabeth Amaral has been an educator for over 20 years. As a teacher, instructional coach, and testing coordinator in the TESOL field, she is a lover of languages and cultures. She is passionate about active learning and determined to see all students treated with equity.

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Creating Visually Effective Materials for English Learners
Gabriela Kleckova and Pavel Svejda

Gabriela Kleckova-BW Gabriela Kleckova is Assistant Professor in the English Department, Faculty of Education at the University of West Bohemia in Plzen, the Czech Republic. She has taught a wide range of general English courses and ESOL professional courses for pre-service and in-service teachers of various cultural and language backgrounds. Her main research interest is the effectiveness and utility of visual design of ELT materials.

Pavel Svejda Pavel Svejda is Lecturer in the Design Department, Ladislav Sutnar Faculty of Design and Art at the University of West Bohemia in Plzen, the Czech Republic. He specializes in graphic design with focus on typography. His teaching experiences range from teaching advanced graphic design courses to continuing education courses in graphic design for general public. Pavel also works as an independent graphic designer.

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Supporting English Learners with Exceptional Needs
Patricia Rice Doran and Amy K. Noggle

Patricia Rice Doran Patricia Rice Doran is an Associate Professor of Special Education at Towson University, where her research and teaching focus on supporting English learners with and without disabilities, inclusive practice, and collaborative problem-solving practices for diverse learners. She lives outside Baltimore, Maryland with her family.


Amy K. Noggle Dr. Amy K. Noggle currently serves as Coordinator of the Early Childhood/Special Education program at Towson University. For a decade, she taught early childhood special education in a metropolitan Maryland school district. Her research interests include father involvement, policy issues, and the inclusion of CLD families in special education processes. Her work has been published in the Early Childhood Education Journal and Young Exceptional Children.

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Engaging Research Transforming Practices for the High School
Mary Amanda Stewart and Holly Hansen-Thomas, Editors

Mandy Stewart, Editor Mary Amanda (Mandy) Stewart is Associate Professor of Reading Education at Texas Woman's University. Through the National Writing Project and the federally-funded ELLevate! grant, she regularly learns with/from multilingual high school students while supporting their teachers. She has authored two books about teaching adolescents acquiring English and leveraging their strengths. Connect @DrMandyStewart.

Holly Hansen-Thomas, 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.

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The 6 Principles for Exemplary Teaching of English Learners®
TESOL International Association Writing Team

TESOL International Association Writing Team

Deborah J. Short

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
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

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

Andrea B. Hellman, Ed.D. is Assistant Profess



What School Leaders Need to Know About English Learners
Jan Edwards Dormer

Jan Edwards Dormer

Jan E. Dormer, Ed. D., has extensive experience working with English learners and teachers in diverse countries and contexts. An immigrant language learner herself at age ten, Jan adds personal experience to her expertise in K-12 ELL education. Jan teaches in the graduate TESOL program at Messiah College, in Pennsylvania.




New Ways in Teaching Grammar, 2e
Connie Rylance and Andrea Kevech, Editors

Connie Rylance

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 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.



Beyond Repeat After Me: Teaching Pronunciation to ELLs
Marla Tritch Yoshida

Marla Tritch Yoshida Marla Tritch Yoshida, M.A. in Linguistics, is a TEFL instructor and academic coordinator at the University of California, Irvine International Programs. She has taught English as a second language for 28 plus years in the U.S. and Japan and has done teacher training in the US, Japan, and Korea. She has taught the Teaching Pronunciation Skills class in UCI’s International Programs TEFL certificate program for more than a decade, in addition to similar classes for groups of teachers from Japan, Korea, Brazil, and Chile, and has given many presentations on teaching pronunciation at state and national conferences. She is especially interested in the use of visual and kinesthetic aids in teaching pronunciation.