Provides research-based tools for obtaining much deeper insight into a student's language progress, then for identifying the most appropriate instructional steps to elevate language proficiency and content knowledge.

Foreword by Paola Uccelli
Preface
Acknowledgments
About the Authors
About the Contributors
PART I. LAYING THE GROUNDWORK
Chapter 1. Definitions and Contexts
Chapter 2. What Is the DLLP Approach?
Appendix 2A: Research Methods and Protocols
Appendix 2B: Directions for Teachers' Tool for Documenting Language Features in the Classroom for Formative Purposes
Chapter 3. Formative Assessment
PART II. FEATURES OF THE DLLP APPROACH
Chapter 4. Word Features of the DLLP Approach
Appendix 4A: Practice Finding the "Best Fit" on Sophistication of Topic-Related Vocabulary
Appendix 4B: Student Self-Assessment DLLP Graphic
Appendix 4C: Practice Finding the "Best Fit" on Sophistication of Verb Forms
Appendix 4D: Practice Finding the "Best Fit" on Expansion of Word Groups
Chapter 5. Sentence Features of the DLLP Approach
Appendix 5A: Practice Finding the "Best Fit" on Sophistication of Sentence Structure
Chapter 6. Discourse Features of the DLLP Approach
Appendix 6A: Practice Finding the "Best Fit" on Coherence/Cohesion
Appendix 6B: Discourse Connector Lists
Appendix 6C: Practice Finding the "Best Fit" on Establishment of Advanced Relationships Between Ideas
Appendix 6D: Practice Finding the "Best Fit" on Stamina
Appendix 6E: Practice Finding the "Best Fit" on Perspective-Taking
Appendix 6F: Written Language Features of the DLLP Approach
PART III. LEADING LANGUAGE AND CONTENT LEARNING
Chapter 7. Leadership and Communities of Practice to Support DLLP Implementation
Appendix 7A: Agendas for Communities of Practice
Index

Alison L. Bailey is Professor of Human Development and Psychology at the University of California, Los Angeles, working on issues germane to children's linguistic, social, and educational development. She has published widely in these areas, most recently in Annual Review of Applied Linguistics, Teachers College Record, Educational Researcher, and Review of Research in Education. Her previous books with Margaret Heritage include Formative Assessment for Literacy, Grades K-6 (Corwin Press) and Self-Regulation in Learning: The Role of Language and Formative Assessment (Harvard Education Press). Other recent books include Children's Multilingual Development and Education: Fostering linguistic resources in home and school contexts (Cambridge University Press), and Language, Literacy and Learning in the STEM Disciplines: How language counts for English Learners (Routledge Publishers). She serves as a member of the National Assessment of Educational Progress (NAEP) Standing Committee on Reading, the National Council on Measurement in Education (NCME) Task Force on Classroom Assessment, and the National Academy of Sciences' Consensus Committee on English Learners in the STEM Disciplines.