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The Trouble with SIOP(R)


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About the Author

James Crawford, former Washington editor of Education Week, is an independent writer and advocate on issues affecting English language learners. He is the founding president of the Institute for Language & Education Policy. Previously he served as executive director of the National Association for Bilingual Education. He is the author of numerous publications, including Educating English Learners, Language Loyalties, Hold Your Tongue, and At War with Diversity. Currently he is president of DiversityLearningK12, a consulting group that provides professional development, keynote presentations, program design, educational publishing, and related services.

Crawford has given keynote speeches and other invited presentations at professional conferences, universities, and school districts in more than 30 states and several foreign countries.

Sharon Adelman Reyes is treasurer of the Institute for Language & Education Policy and program director for DiversityLearningK12. She holds a Ph.D. in curriculum design from the University of Illinois at Chicago, where she specialized in multicultural and bilingual education. Over a career spanning more than 35 years, she has worked as a teacher, principal, curriculum specialist, district administrator, university professor, and educational researcher. She has taught at the elementary, secondary, and university levels and is a recipient of the Kohl International Prize for Exemplary Teaching. Reyes is author of Engage the Creative Arts: A Framework for Sheltering and Scaffolding Instruction for English Language Learners. She is coauthor of three other books: Diary of a Bilingual School, Teaching in Two Languages: A Guide for K-12 Bilingual Educators, and Constructivist Strategies for Teaching English Language Learners. She is lead editor of La Palabra Justa: An English-Spanish / Espanol-Ingles Glossary of Academic Vocabulary for Bilingual Teaching & Learning.

Since 1999, Reyes has worked directly with K-12 schools serving low-income communities to improve curriculum and instruction in ESL, dual immersion, transitional bilingual education, and literacy. Her consulting has included developing, guiding, and evaluating programs; providing teachers with field support and professional development workshops on site; and working closely with school administrators to facilitate these efforts.

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