ABSTRACT
The epilogue provides the integration of what we have learned from the individual chapters. The epilogue synthesizes what the chapter authors have identified as essential about the integration of the STEM disciplines and oral language, reading, and writing, particularly as these integration efforts may be unique to English learners’ STEM instruction and learning. The hallmarks of effective mathematics and science teachers working with EL students are characterized, followed by an examination of the implications for assessment of mathematics and science that take account of students’ development of English language and literacy. The epilogue concludes with recommendations for change/improvement in teacher preparation, certification examinations, and ongoing professional development, as well as identifying critical areas of future research on English learner instruction and assessment.]
