Author: Jenna Cushing-Leubner

8 December 2021


MinneTESOL Journal, (2021), Vol. 37(Issue 2)

Systemic infrastructure for multilingual success: ESL teacher responses to emergency remote teaching and learning at the onset of the COVID-19 pandemic

 The purpose of this study is to examine how elements of systemic infrastructure for multilingual success (SIMS) contributed to English as a Second Language (ESL) teachers’ ability to engage in language instruction during emergency remote teaching and learning (ERTL) in the initial…
0 By Michelle Benegas, Trish Morita-Mullaney, Jenna Cushing-Leubner, Amy O'Connor Stolpestad and Michelle Greene 
21 May 2015


MinneTESOL Journal, (2015), Vol. 31(Issue 1)

Promoting Resilience in Diverse Classrooms: The Answers Are Not in the Back of the Book

 This article discusses an approach to supporting resilience in urban students, particularly Somali, Latino, and Hmong youth, through a professional development experience called Project TRUST (Training for Resiliency in Urban Students & Teachers). “He really connects to the students from experience and from…
0 By Jenna Cushing-Leubner, Khalid Adam, Martha Bigelow, Mikow Hang, Luis Ortega, Shannon Pergament, Bob Prifrel, Suzanne Susens and Michele Allen 
cushingj@uww.edu

Jenna Cushing-Leubner, Ph.D., is an Assistant Professor in Curriculum and Instruction at the University of Wisconsin-Whitewater, where she teaches in the Bilingual & Bicultural/ESL minor program and coordinates the Heritage Language Education professional development program and World Languages licensure program. She has spent the last ten years working with teachers to create high school Spanish and Hmong heritage language programs and ESL classes that emphasize community knowledge, identity work, multimodal literacies, social justice, youth research, and transformative teaching.