Author: Michelle Benegas

27 November 2022


MinneTESOL Journal, (2022), Vol. 38(Issue 2)

Framing the issue

 Michelle Benegas & Suzanne McCurdy We are pleased to share with you volume 38, issue 2 of the MinneTESOL Journal. This collection of articles offers practical content-based language instruction teaching strategies, a framework for administrator support,…
0 By Michelle Benegas and Suzanne McCurdy 
16 June 2022


MinneTESOL Journal, (2022), Vol. 38(Issue 1)

Framing the Issue

 Michelle Benegas & Suzanne Gilchrist McCurdy Welcome to MinneTESOL Journal volume 38, issue 1! We are happy to share a collection of articles that highlight the ingenuity of English language practitioner-scholars from a variety of contexts.
0 By Michelle Benegas and Suzanne McCurdy 
8 December 2021


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

Framing the issue

 We are thrilled to celebrate MinneTESOL Journal’s 40th anniversary with the publication of volume 37, issue 2. This excellent collection of articles highlights the latest innovation in the field of English language teaching and learning.  We welcome our first youth author,…
0 By Michelle Benegas and Suzanne McCurdy 
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 
30 May 2021


MinneTESOL Journal, (2021), Vol. 37(Issue 1)

Framing the issue

 We are pleased to bring you Volume 37, Issue 1 of MinneTESOL Journal, an excellent collection of pieces focusing on a variety of aspects and contexts of English language teaching and learning. In “
0 By Michelle Benegas and Suzanne McCurdy 
12 December 2020


MinneTESOL Journal, (2020), Vol. 36(Issue 2)

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…
0 By Jen Vanek and Michelle Benegas 
24 May 2020


MinneTESOL Journal, (2020), Vol. 36(Issue 1)

How dispositions are(n’t) addressed in the English learner case study assignment

 Miranda Schornack, Michelle Benegas, & Amy O. Stolpestad This article examines an assignment common in ESL methods courses—the English learner case study (or learner profile)—for dispositional development and explores how teacher educators can be more explicit and thorough in cultivating educator…
0 By Miranda Schornack, Michelle Benegas and Amy O'Connor Stolpestad 
mbenegas01@hamline.edu

Michelle Benegas, Ph.D., is an Associate Professor of TESOL at Hamline University’s School of Education and Leadership. Benegas is the principal investigator of the ELM (English Learners in the Mainstream) Project, a U.S. Department of Education funded initiative that seeks to ensure that all teachers are prepared to meet the needs of multilingual learners. In 2020, she published Teacher Leadership for School-Wide English Learning (co-authored with Amy O'Connor Stolpestad) with TESOL Press. Her research interests include ESL teacher leadership, MLL policy, and systemic approaches to improving MLL services.