Journal
Journal
Journal
Bringing a Focus on Grammar to a Content-Based Lesson
Caroline Maguire ESL teachers often struggle to balance language and content teaching. This article contains ideas for bringing a grammar focus into content-based instruction that will be useful for all teachers, but especially for teachers of middle and high school multilingual…
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Using Language Pathways to Foster Language Awareness and Educational Equity
Cynthia Lundgren, Stephanie D’Costa This article presents findings from an exploratory study with secondary English Language Development teachers using Language Pathways, a genre-based instructional tool, to increase students’ access to grade-level learning. Key words: genre-based instruction, language awareness, Key Language Uses, teaching…
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L2 Literacy Instruction Across Global Contexts: Reflections of Emerging Teacher-Scholars
Sarah Henderson Lee, Ryosuke Aoyama, Charlotte Harris-Hoffstrom, Alejandro Maya, Shyam B. Pandey Reflection plays an important role in teachers’ professional development. In this paper, Dr. Henderson Lee and four of her former graduate TESOL advisees share their critical friendship, highlighting the…
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Taking a Multilingual Stance: A Continuum of Practices
Ester de Jong, Jiameng Gao Even if they are monolingual, mainstream K-12 teachers need to take a multilingual stance toward their English language learners and engage in bi/multilingual practices. Their actions can be viewed along a continuum from no home language…
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