English as a second language (ESL) programs in community colleges are as diverse in the models they follow as the students they serve. This volume provides a detailed look at how faculty and administrators are tailoring their ESL programs to best serve the needs of their students and the missions of their institutions. The authors of the thirteen cases share their varied experiences in this volume. The cases demonstrate the diversity of pedagogical approaches, program organization, curricula development, and assessment practices in ESL programs. Contributing authors include those who teach ESL classes in a college setting as well as in the workplace. As the students they serve come from a variety of backgrounds, the authors are continuously challenged to develop programs that address their students' specific needs, whether they are related to incorporating technology into curricula or organizing a program for adult students that is flexible in design given the competing priorities in their students' lives. Together, the authors in this volume contribute a wealth of perspectives and personal experiences and provide the reader with much food for thought. Following a Series Editor's Preface and Introduction: Volume 1: Pedagogy, Programs, Curricula, and Assessment (Marilynn Spaventa), this book is divided into four parts. Part I, Pedagogy, presents: (1) A Funny Thing Happened to Me on the Way to the Museum: From Collaborative Inquiry to Transformative Pedagogy (Usha Venkatesh, Michael Berman, Henry Caballero, Sherrie Carroll, and Judith Gaines); and (2) Caminante Si Hay Caminos: Toward a Postcritical ESL Approach for Community Colleges (J. Andres Ramirez). Part II, Programs, continues with: (3) Immigration + New Literacy Studies + Digital Technologies = ESL for a New South (Harriett A. Allison); (4) Strength in Community: Effectiveness of Community in Building College Success (Marcia Babbitt); (5) The Perfect Storm: Workforce Education in the Pacific Northwest Seafood Industry (Laura Lenhardt, Eileen Purcell, and Marian Tyson); and (6) Creating an ESL College Workforce Program: Challenges, Changes, and Solutions (John Thomas). Part III, Curricula, continues with: (7) Curriculum Renewal in a Canadian Context: What, Why, and How? (Gabriel E. Ayala and Andy Curtis); (8) Whose Technology Is It Anyway? (Carol J. Brutza and Martha Hayes); (9) Writing for an Audience: Interviews of Working New Yorkers (Melinda Thomsen); and (10) Variety Is the Spice of Life--and English Classes (Carmella Lieske). Part IV, Assessment, concludes with: (11) Thelma and Louise on the Road to Student Learning Outcomes (Margaret Connell and Ann O'Leary); (12) From Marginalized to Integrated: ESL Placement Testing Goes Mainstream (Craig Machado and Suzanne Solensky); and, (13) ESL in New York and San Diego: Lessons Learned in Diverse Settings (Ken Sheppard and JoAnn (Jodi) Crandall). Also included are References and an Index.