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Our Consulting Authors are nationally recognized experts in the field of English Language Development.
Jim Cummins, Ph.D.
Jim Cummins is a professor and Canada Research Chair in the Department of Curriculum, Teaching and Learning of the University of Toronto. Dr. Cummins received his Ph.D. from the University of Alberta, Canada. His research focuses on literacy development in multilingual school contexts as well as on the potential roles of technology in promoting language and literacy development. In recent years, he has been working actively with teachers to identify ways of increasing the literacy engagement of learners in multilingual school contexts.
Lily Wong Fillmore, Ph.D.
Since Lily Wong Fillmore retired from the University of California’s Berkeley faculty several years ago, she has delved deeply into the question of why so many language minority students have difficulty getting beyond the most basic levels of reading proficiency. She has been working with former English learners to discover what stands in the way of their developing the language skills and reading facility and fluency required for text understanding. Her present research efforts focus on discovering how academic English works in school texts, and on how teachers can support their students’ development of such language through literacy.
Jill Kerper Mora, Ed.D.
“Reclassification is seen as the point at which we can safely say that a lack of English proficiency and/or skills in academic English are no longer an inhibiting factor or an obstacle in a student’s continued academic progress.”
Georgia Earnest García
Dr. García is a recipient of the Council of Graduate Students in Education Faculty Award for excellence in graduate teaching, advising, and research. She has held appointments in the Bureau of Educational Research (1993–1996) and in the Department of Educational Policy Studies (1993–current). She was also Senior Scientist at the Center for the Study of Reading (1988–1994).
Dr. García’s research program focuses on the literacy acquisition, instruction, and assessment of students who traditionally are not well served by American schools. The specific goals of her research are to understand student reading performance, to investigate the influence of instructional and assessment factors on student performance, and to identify changes on instruction and assessment that could improve student performance. Her research takes into account linguistic and social factors, the perspective of a particular group, and the socio-cultural context in which the literacy event occurs.
She has written numerous articles on the literacy development, instruction and assessment of students from diverse linguistic and cultural backgrounds, with a special interest in bilingual literacy, chapters in books, and books like Reading Difficulties, Instruction, and Assessment.
Our fully digital programs and ebooks provide cutting-edge online instruction with a seamless transition from the textbook, allowing students to complete assignments, access videos and activities, and take online tests and remediation.
Pearson encourages 21st century learning by infusing the core subjects and themes throughout our programs—Life and Career Skills, Learning and Innovation Skills, and Information, Media, and Technology Skills. The ultimate goal—to ensure that every child is prepared for the 21st century with skills like critical thinking, problem solving, creativity, innovation and global competence.
With Pearson’s interactive whiteboard-ready resources, students become more active and collaborative classroom learners and teachers are able to deliver memorable lessons, engage all types of learners, and reduce class preparation time.
Language-acquisition expert, Dr. Jim Cummins, has worked exclusively with Pearson to embed powerful teaching approaches into Pearson programs, ensuring that English language learners receive the same high quality education as their peers. Dr. Cummins’ expertise in literacy development in multilingual school contexts, as well as the role of technology in promoting language and literacy development, have made Pearson programs the most effective resources for today’s ELLs.
Pearson offers complete and cohesive support to help you implement the new Common Core State Standards (CCSS). Professional development opportunities, aligned content, assessment, and school services are available to familiarize you with the standards and help you learn about key changes and requirements. Pearson promises to be with you throughout the transition period—and beyond.
RTI is an ongoing instructional process of using assessments to inform instruction that leads to improved student performance. Pearson's Response to Intervention solution provides a continuum of accelerated intervention strategies that assess, instruct, and monitor at every level for the best possible outcome. Unlike other modular solutions, Pearson's combination of continual progress monitoring and instruction ensure long-term, sustained results.
Your Pearson sales representative is ready to partner with you to create a customized curriculum and professional development plan to help your struggling students and schools achieve success. Visit Pearson’s Grants and Funding Web site to find useful links to identify possible grants and resources for grant applicants applying for Pearson’s products.
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