"Learning from Culturally and Linguistically Diverse Classrooms takes us inside classrooms and helps us identify what quality instruction for diverse learners should look like." --From the Foreword by Douglas Fisher, San Diego State University "Fingon and Ulanoff have compiled a set of bold and authentic classroom studies by teacher educators and classroom teachers who advocate for and use inquiry as a powerful research method to inform teaching and learning practices, and ultimately to improve education for minoritized children." --Christian Faltis, University of California, Davis and editor of Teacher Education Quarterly "In this very readable and engaging book, Fingon and Ulanoff have achieved the ambitious objective of both reporting on classroom-based research on English language learners and providing excellent guidance for teachers who may want to conduct such research in their own classrooms. Educators of ELLs from preschool to high school will find something to learn from in this book." --Kathy Escamilla, University of Colorado at Boulder This resource guide looks at new classroom-based literacy research that supports all learners, including culturally and linguistically diverse students. The authors demonstrate how teachers and researchers develop instructional practices based on multiple languages and the literacy contexts of their schools. They describe classrooms where literacy and learning is encouraged and respected, highlighting best practices for classrooms that include English language learners. This valuable book will inform all educators interested in classroom literacy research and how it supports achievement for diverse students. It features contributions from authors at the forefront of teacher research that hold the most promise for initiating change. Book Features: * Descriptions of inquiry-based instruction for the PreK-12 classroom. * Examples of classrooms where teachers provide effective instruction for English language learners, including student work samples. * Research tools to assist and support teachers in becoming reflective practitioners and planning their own classroom research agenda. * Recommendations for changes to policy and instructional practices that will counteract the negative impact of high-stakes testing.