We extend a special thank you to all the teachers and administrators who—directly or indirectly—supported the development or inclusion of the case studies, classroom examples, and authentic snapshots presented in this book: Yanick Chery-Frederic, Maria Ciarametaro, Dr. Thomas P. Dolan, Susan Dorkings, Susan Elliott, Lisa Fuentes, Aminda Gentile, Lisa Greiner, Dr. Evelyn Holman, Angela Hudson, Lynne Manouvrier, John O'Mard, Sandy Pensak, Lucia Posillico, Nathaniel Raynor, Ronald Ross, Linda Scalice, and Michael Singleton.

We appreciate the willingness of all the teachers featured in Chapter 9—who also served as coauthors of their case studies—to share their collaborative experiences: Barbara Suter and Vera Zinnel, Caryn Bachar, Nancy Berg and Matt Fliegel, Linda Rauch, Susan Dorkings, Christine Rowland, and Seth Mactas.

Our most sincere appreciation goes to Kelley Cordeiro, the coauthor of Chapter 9, for her many contributions to the manuscript; Joshua L. Garfinkel and Nathaniel Raynor for being our critical friends; and Erin Gilmartin for technical assistance with library research.

We would also like to acknowledge that this text has been significantly improved by the constructive feedback offered by our reviewers: Heidi Bernal, Director of ELL, Saint Paul Public Schools, MN; Margo DelliCarpini, Editor, TESOL Journal, TESOL Program Coordinator, Department of Middle & High School Education, Lehman College, The City University of New York, Bronx, NY; Karen Duke, Jackson Preparatory Magnet, Saint Paul, MN; Scott W. C. Lawrence, Director of Curriculum, East Granby Public Schools, CT; Helaine W. Marshall, Director, Language Programs, Long Island University, Brookville, NY; Joann Miles, ESL Teacher, Manorhaven and Salem Elementary Schools, Port Washington, NY; Karen Owen, Staff Development Director, Escambia School District, FL; Ellie Paiewonsky, Supervisor II, Nassau BOCES BETAC, Duffy Center, Hicksville, NY; Nathan Raynor, ESL Teacher, Grades K–5, Manorville, NY; Franklin (Bud) Read, Supervisor of Academics, Colonial School District, New Castle, DE; Kusum Sinha, Assistant Superintendent, Croton-Harmon School District, NY; Anne M. Wilding, TESOL Field Placement Supervisor, Stony Brook University, Department of Linguistics, NY.

We thank Dan Alpert for being the most insightful and encouraging editor we could have asked for. We would like to express our gratitude to Dan publicly for believing in this project from the beginning and for supporting it ever since. Our sincere appreciation goes to the entire Corwin team, especially to Megan Bedell, Sarah Bartlett, and Cassandra Seibel for their work on the manuscript preparation and production process.

We would like to thank all the teachers with whom we co-taught and who helped us develop our own collaborative practices, in particular Dolly Ging, Eileen Haydock, Joanne Lufrano, Alison Roberts, Sandy Rubin, Sandy Schlaff, and Joyce Smithok.

The richness of the content and variety of ideas could not have been possible without the generous input and feedback of those who have attended professional-development trainings with us or participated in our research projects. We also wish to acknowledge individuals who have encouraged us to pursue this project, including Maureen Walsh, EdD, and Bernadette Donovan, OP, PhD; Audrey Cohan, EdD; and all our colleagues at Molloy College, Rockville Centre, New York.

Last but not least, without the ongoing support of our immediate and extended families and friends this book could not have happened. You know who you are and we love you!