From the Editors
FRAMING THE ISSUE
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, an opinion editorial, and a guide toward integrating translanguaging into poetry lessons…
Peer-Reviewed Articles
What’s this all about? Helping students comprehend demonstratives in expository text
Bonnie Swierzbin Demonstratives (this, that, these, those) are pointing words: In conversation they typically point to people and things but in written expository text, they often point to ideas, events, and situations. ESL teachers need…
Facing change: A framework for administrator support of English language learner programs
Aliza Fones School administrators can effectively support English Language Learner programs and teachers through the CRAFT framework that emphasizes collaboration, responsiveness, advocacy, framing, and trust. Keywords: secondary education, emergent bilinguals, ELL programs, administrators The role…
General Articles
Perspectives on immersion education and Minnesota’s school integration efforts
Lesly Gámez, Darren LaScotte, Peng Nelson, & Noelle Roubinek In this perspective article, we offer our opinion that immersion education is a promising solution to Minnesota’s school integration efforts. In light of this, we also…
Frozen in the birdbath, a leaf: Translingual poetry for ESL learners
Croix Clayton Translingual content-integrated literature curricula can provide ESL/EFL learners with acquisitional, metalinguistic, and affective benefits. Haiku, the compact Japanese verse form, may be an ideal choice of literary genre to integrate in this way,…