At its core, a curriculum is what happens among learners and teachers in the classroom. TESOL's Language Curriculum Development Series describes how teachers, curriculum developers, and administrators have developed, adapted, or renewed a language curriculum. In doing so, they have responded creatively and realistically to learners' needs. The contributors to this volume used creative approaches to breathe life into outdated or underdeveloped curricula for school-age English learners. Through collaborative work with students, other teachers, administrators, and researchers, the contributors enhanced English learning through language arts, math, technology, and other subject areas. Sometimes their work required stepping back from cultural norms to innovate the way that their students learn English. Each chapter in this volume provides inspiration as well as practical ideas to educators who want to view their curricula in a different light. Following the Series Editor's Preface, are thirteen chapters: (1) Introduction-Revitalizing a Curriculum for School-Age Learners: A Multidirectional, Regenerative Dynamic (David Hayes and Judy Sharkey); (2) Revitalizing Curriculum: A United Arab Emirates Perspective (Matthew Clarke and Kay Gallagher); (3) High Hopes for Self-Access Learning at Two Secondary Schools in Thailand (Richard Watson Todd, Sonthida Keyuravong, and Kullakan Suthidara); (4) Weaving Meaning Into ESOL Curriculum Using Thematic Matrices (Janet L. Pierce); (5) Revitalizing Language Learning Through Cross-Curricular Integration (Carla Johnson and Suzanne Webster); (6) A Mosaic of Change: An ESL Program's Journey to Meet the Challenges of Educating NNES Students (Barbara Fagan and Deanna Benavides); (7) From a Spectrum of Language Learners to a Rainbow of Harmony: The International Baccalaureate Primary Years Programme (Diane S. Pressman and Eileen N. Whelan Ariza); (8) Learning From Families for Curricular Change (Margaret Hawkins, Caroline Johnson, Kelly Jones, and Lynn Legler); (9) Living Things Are Interdependent: An Ecological Perspective on Curriculum Revitalization (Judy Sharkey and Lynn Cade); (10) Curriculum Revitalization in a Japanese High School: Teacher--Teacher and Teacher--University Collaboration (Kazuyoshi Sato and Keiko Takahashi); (11) Despacito por las Piedras--Slowly Among the Stones: Implementing Innovative Classroom Projects in Chile (Penny Kinnear, Jane Hill, Monique Pigeon-Abolins, Maria Andrea Arancibia, Karen Candia Hormazabal, and Nayaret Toro Soto); (12) Reviving, Revising, or Revolutionising? Supplementing Coursebook Teaching with Internet-Based Instruction (Jaroslaw Krajka); and (13) Learning English in China for Today: Revitalizing a Curriculum through Task-Based Learning (Ronggan Zhang). Also included are References, a section about the editors and contributors, and an Index.