Rosebery and Warren (both Chèche Konnen Center, TERC, Cambridge, Massachusetts) offer a collection of 11 essays written by researchers dedicated to improving science education for English language learners (ELLs), supplemented with three case studies from actual classrooms and seven reflective essays by teachers extending the ideas from the researchers' writings by offering a classroom perspective. The essays are organized from a classroom teacher's point of view into sections on teaching from students' strengths; teaching academic language; current perspectives on culture, second-language acquisition, instructional programs, and culturally responsive classrooms for ELLs; and the meanings and roles of equity and diversity in teaching science to ELLs. Annotation ©2008 Book News, Inc., Portland, OR (booknews.com) Read Less