This resource guide looks at new classroom-based literacy research that supports "all" learners, including culturally and linguistically diverse students. The authors demonstrate how teachers and researchers develop instructional practices based on multiple languages and the literacy contexts of their schools. They describe classrooms where literacy and learning is encouraged and respected, highlighting best practices for classrooms that include English language learners. This valuable book will inform all educators interested in classroom literacy research and how it supports achievement for diverse students. It features contributions from authors at the forefront of teacher research that hold the most promise for initiating change. Book features include: (1) Descriptions of inquiry-based instruction for the PreK-12 classroom; (2) Examples of classrooms where teachers provide effective instruction for English language learners, including student work samples; (3) Research tools to assist and support teachers in becoming reflective practitioners and planning their own classroom research agenda; and (4) Recommendations for changes to policy and instructional practices that will counteract the negative impact of high-stakes testing. Contributors include Josephine Arce, Diane Brantley, Sandra A. Butvilofsky, Susan Courtney, Gregory J. Cramer, Elizabeth Padilla Detwiler, Virginia Gonzalez, Dana L. Grisham, Shira Lubliner, Jodene Kersten Morrell, Sandra Liliana Pucci, Alice Quiocho, Ambika G. Raj, and Richard Rogers. [Foreword by Douglas Fisher.]