REVIEWS
"Nevárez-La Torre’s book makes a notable contribution to our understanding of professional development for teachers of ELLs. Her work represents a much needed account of the ways in which teacher inquiry can transform educators’ practices, motivations, and views of themselves and their multilingual students. Of particular significance to researchers and teacher educators are the detailed and contextualized descriptions of the processes of change that the teachers experience as well as the analyses of the catalysts for this change." Daniella Molle University of Wisconsin – Madison

"The value of teacher inquiry is strongly supported by the literature. This volume contributes in new and important ways to this literature. It not only advocates for bringing bilingual teachers to the general discussion about children’s education, but it highlights the benefits of this participation. The background and experiences of bilingual teachers are essential to inform collaborative inquiry projects in urban settings where so many of the students are bilingual." Maria Estela Brisk Lynch School of Education, Boston College

"This book examines teacher inquiry as a staff development process and tool in classrooms and schools with multilingual students. The message throughout the text is that teachers that use reflection and inquiry are prepared to teach and make significant differences in students’ learning environment, linguistic and academic achievement. Nevárez-LaTorre’s book offers not only the foundation of teacher growth but also an intricate and comprehensive understanding of the complexity of teacher reflection, inquiry and action. It is scholarly presented, although using a simple and straightforward language style, making this text of great value for pre-service, inservice teachers and schools." Angela Carrasquillo Fordham University Graduate School of Education