The definition of "English language classroom" is changing. When students have the opportunity to learn content and language at the same time, disciplinary boundaries overlap. Teachers are rethinking how they design courses, plan lessons, assess students, and collaborate with colleagues to support student learning and facilitate their own professional growth. In this volume, contributors describe practical examples of integrating language and content in classrooms in Italy, the Netherlands, Yemen, Turkey, Taiwan, Russia, the United States, and South Africa. Teachers help students achieve their goals--learning English for specific purposes such as advertising, fashion design, and philosophy; teaching adult learners by integrating English skills with health literacy, conflict resolution, and social justice; serving emerging bilingual students in learning grade-level academic material or valuable job skills. Following the series' editors preface, and Chapter 1, At the Intersection of Language and Content (Jon Nordmeyer) the book is divided into four sections that help readers navigate the sometimes chaotic intersection of language and content: The first section, "Why Do Teachers Design Courses to Integrate Language and Content?", contains the following chapters; (2) Content for Change: Integrating Radical and Socially Relevant Content Into a Business English Curriculum (Sedia Dennis); (3) Danger Learning: Experiencing ESL Through Conflict Resolution Techniques (Christopher Stillwell); (4) A Pound of Prevention: Health Literacy for Beginning-Level Adult English Language Learners (Susan Dalmas and Judy Trupin); (5) Does Content and Language Integrated Learning Work With Young Learners? (Elena Pratissoli). The second section entitled, "How Do Teachers Integrate Language and Content?" contains the next five chapters: (6) Two Birds, One Stone: Using Academic Informant Projects as English for Academic Purposes Content (Shawna Shapiro); (7) A Short Course on the Miniskirt: Providing a Language Toolkit for University Instructors in Turkey (Steve Darn); (8) Opening the Door: Making Mathematics Accessible to English Language Learners (Anita Bright); (9) Links in a Food Chain: Guiding Inquiry in Science for English Language Learners (David T. Crowther, Lori Fulton, Joaquin S. Vila, and Eric Hoose); and (10) Building Bridges Between Language and Content in Religious Education (Rosie Tanner and Lorna Dunn). The third section, entitled, "How Do Teachers Evaluate Language and Content Learning?", contains these chapters: (11) Big Ideas in Little Pieces: Science Activities for Multilevel Classes (Ann K. Fathman and Patricia A. Nelson); (12) Exploration: One Journey of Integrating Content and Language Objectives (Kate Mastruserio Reynolds) (13) Blending Digital Media and Web 2.0 in an English Advertising Class (Aiden Yeh); and (14) Developing Language Skills While Studying Cultural Identity (Pavel V. Sysoyev and Stephanie R. Funderburg-Foreman). "How Do Teachers Collaborate to Integrate Language and Content?" is the final section and contains the following chapters: (15) What Counts as Good Math Instruction for English Language Learners (Kimberly Hunt and Linda Walsleben); (16) Sustained Content-Based Academic English Teaching Through Paired English and Philosophy Courses (Jerry Spring); and (17) Motivating Students to Develop Their English Literacy Skills Through Science (Eilidh Hamilton). References and an index are included