From the Editors

FRAMING THE ISSUE

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 English Language Learner (ELL) academic language and success. Invited feature articles in this issue include MELEd keynote speaker Dr. Esther de Jong and doctoral student Jiameng Gao’s article addressing English-only ideologies and advocating for supporting translanguaging in the classroom…

Jen Vanek and Jen Ouellette-Schramm

Invited Articles

Taking a Multilingual Stance: A Continuum of Practices

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…

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L2 Literacy Instruction Across Global Contexts: Reflections of Emerging Teacher-Scholars

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…

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Peer-Reviewed Articles

Using Language Pathways to Foster Language Awareness and Educational Equity

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,…

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Articles

Bringing a Focus on Grammar to a Content-Based Lesson

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…

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Refining Literacy Practices for Intermediate English Language Learners

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…

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