This volume in the TESOL Classroom Practice Series presents instructional practices that are particularly successful with children and adolescent language learners. These practices take into account the unique needs and characteristics of these age groups and reflect a wide range of educational contexts, goals, and challenges from classrooms in the United States, Latin America, Africa, Europe, and Asia. Authenticity is the unifying theme that connects language learning experiences to the everyday lives of young learners. However, the definition of authenticity in ESOL embraced by the authors in this volume is not static or externally imposed by native uses and norms. Rather, authenticity is a dynamic concept that is constantly defined and redefined through interactions among learners, teachers, community members, as well as by our languages in contact, and our larger societal contexts. Through their descriptions and reflections, the authors are able to establish what counts as authentic language in their particular settings. Following the Chapter I, Authenticity and the Sociocultural Context of Children and Adolescent Language Learners by Maria Dantas-Whitney and Sarah Rilling, this book is divided into five parts. Part I, Authenticity Through Design: Content, Tasks, and Materials, contains the following chapters: (2) Once Upon a Time . . . Happily Ever After: Teaching English Through Literature (Patti Lucas and Claudia Thorndike); (3) Is It Trash or Curriculum? Using Environmental Print to Teach Literacy Skills (F. J. Oaxaca); (4) Adding Up Language With Math Fairytales (Ann McCallum); (5) Teaching Science to ESL Students: Enhance--Not Simplify--the Science (Phillip Markley and Marilyn Lawson); and (6) Authentic Tasks for Effective Learning: When Is an Apple Not an Apple? (Lilia Savova). Part II, Authenticity Through Technology: Digital Media and the Internet, contains the following chapters: (7) Authenticity in Word, Image, Voice: Digital Storytelling With Adolescent English Language Learners (Judith Rance-Roney and Martha Young); (8) DVD in the EFL Classroom Stands for Dynamic, Vibrant, and Didactic (Silvia Laborde); (9) Weblogs and Academic Literacy Development: Expanding Audiences and Linguistic Repertoires (Dong-Shin Shin, Meg Gebhard, and Wendy Seger); (10) Can Blogs and Other Web-Based Communication Tools Bring Authenticity to the Foreign Language Classroom? (Teresa Almeida d'Eca); and (11) They Write the Songs: How Students Compose, Record, and Podcast Their Own Songs to the World (Kevin McCaughey). Part III, Authenticity Through Action: Service Learning, contains the following chapters: (12) Connect to Success: The New Kids on the Block Meet Their College Counterparts (Barbara J. Hall and Cheryl M. Benz); and (13) Connecting Students to Global Issues Through Local Action (David White-Espin and Kim Rakow Bernier). Part IV, Authenticity in Context: Diverse Realities and Local Practices, contains the following chapters: (14) Authenticity in Marginalized EFL Contexts (Peter Sayer); (15) Using Drawing, Photography, and Drama to Enhance English Language Learning in Uganda (Maureen Kendrick, Shelley Jones, Harriet Mutonyi, & Bonny Norton); and (16) Beyond the Classroom: Summer Language Camp in China (Evie R. Tindall, Mervyn J. Wighting, and Deanna L. Nisbet). Part V, Authenticity Beyond the Classroom: Parental Involvement and Peer Relations, contains the following chapters: (17) Bilingual Family Literacy Nights: A First-Grade Story (Shannon Gabriel and Karie Mize); and (18) Sticks and Stones: Preventing Bullying in the Elementary School (Joann Frechette and Judie Haynes).