Journal

“Time is like a sword—if you don’t cut it, it will cut you”: Learning in English in a Djiboutian refugee camp for an uncertain English-speaking future

Martha Bigelow In this article, Dr. Bigelow describes her first-hand experience learning about multilingual resources and educational practices found in a refugee camp in Djibouti. Dr. Bigelow reflects on the importance of educators truly understanding the pre-resettlement experience of their learners…

Journal

Getting involved in MinneTESOL Journal

Jen Ouellette-Schramm and Jen Vanek You know that MinneTESOL Journal is a resource for academically rigorous, yet practitioner-friendly and relevant articles related to English language education in Minnesota and surrounding states. You know that you can access and share articles through…

Journal

Refining Literacy Practices for Intermediate English Language Learners

Liz Hanson Graphic organizers, think-pair-share, defining fiction and nonfiction, and summarization strategies are all common practices in many classrooms. Liz Hanson, an educator in ISD 196, analyzes how the use of these practices has changed throughout her career from a classroom…

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…

Journal

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…

Journal

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…

Journal

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…

Journal

Framing the Issue

Jen Ouellette-Schramm, Jen Vanek We are pleased to bring you the 2019 Volume 35(1) Spring Issue of MinneTESOL Journal! This issue carries forth conversations begun during the Fall 2018 MELEd conference, and brings in new voices focusing on…