From the Editors

FRAMING THE ISSUE

Welcome to the 2020 Volume 2 issue of the MinneTESOL Journal. This issue addresses timely topics, covering the COVID-19 pandemic and its racialized impact on schooling, as well as book reviews and articles providing instructional guidance for ESOL teachers for learners of all ages and in multiple contexts

Invited Articles

Planning and application using a language-based approach to content instruction (LACI) in multilingual classrooms

Planning and application using a language-based approach to content instruction (LACI) in multilingual classrooms

A language-based approach to content instruction (LACI) provides a framework for addressing content and language needs of multilingual learners by focusing on six Cs of support for scaffolding. Key words: language-based approach to content instruction,…

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Peer-Reviewed Articles

Looking for racial equity in English language teaching

Looking for racial equity in English language teaching

In a “voices from the field” essay, Dr. Jenna Cushing-Leubner reflects on the question, “What can racial equity look like to the teaching of English to racialized bilingual youth?” She describes the efforts made by…

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Fearful no more: Teachers amplifying culturally and linguistically diverse familial voices in technological spaces

Fearful no more: Teachers amplifying culturally and linguistically diverse familial voices in technological spaces

Based on field research and observations, this work challenges existing assumptions about using technology to support learner engagement and recommends tech-rich instructional strategies made possible when teachers engage critical consciousness and reflection to create equitable…

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Articles

The big picture: Visualization as a tool for decoding and reading comprehension

The big picture: Visualization as a tool for decoding and reading comprehension

The cognitive processes involved in reading comprehension depend on accurate decoding. This paper explains how visualization improves both comprehension and decoding, and it provides a variety of activities that encourage students of all ages to…

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Assess us, but don’t torture us: Transforming an assessment into a moment of learning and enjoyment

Assess us, but don’t torture us: Transforming an assessment into a moment of learning and enjoyment

Learning a language is a lifelong process. Therefore, it is essential to transform an assessment into a moment of learning and joy. To reach this goal, Directed Motivational Current (DMC) theory (Muir & Dörnyei, 2013)…

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Book review of “Navigating the common core with English language learners: Developing higher-order thinking skills”

Book review of “Navigating the common core with English language learners: Developing higher-order thinking skills”

“Navigating the Common Core with English Language Learners: Developing Higher-Order Thinking Skills,” by Larry Ferlazzo and Katie Sypnieski. 2016. 370 pages, paperback, $30.55 USD. ISBN 978-1-119-02300-5 Key words: ELL, Common core, higher order thinking, scaffolding,…

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Book review of “Teaching adult immigrants with limited formal education: Theory, research and practice”

Book review of “Teaching adult immigrants with limited formal education: Theory, research and practice”

“Teaching Adult Immigrants with Limited Formal Education: Theory, Research and Practice,” by Joy Kreeft Peyton and Martha Young-Scholten (Eds). 2020. 191 pages, paperback, $34.95 USD. Multilingual Matters. Key words: English as a second language, teacher…

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