16 November 2019

MinneTESOL Journal, (2019), Vol. 35(Issue 2)

“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…
8 December 2017

MinneTESOL Journal, (2017), Vol. 33(Issue 2)

Minnesota (not so) Nice? The Politics of Language Education Policy Development and Implementation

In this article, King and Bigelow describe the development and implementation of innovative state legislation called the Learning English for Academic Proficiency and Success (LEAPS) Act. They highlight LEAPS’ potential to support language minority students in Minnesota’s public schools as well as  how…
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…