22 June 2023

MinneTESOL Journal, (2023), Vol. 39(Issue 1), Peer-Reviewed Article

Leveraging students’ home languages through translation: Teacher’s adaptations for sheltered content instruction

Alayna Klco, Kelly Grucelski, Danielle Joo, & Sam David Our teacher-researcher team used pedagogical translation to incorporate translanguaging pedagogy into K–12 sheltered multilingual classrooms and engage students in effective literacy practices across all subject areas. Keywords: middle school,…
15 June 2022

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

Project-Based Language Learning with 3D Printers: Integrating Technology, Language Form/Function, and Assessment into a Middle School CAD Unit

Jeanne Beck & Sebnem Kurt Meaningfully integrating project-based learning, language learning, and technology into the classroom provides 21st century skills for the real world. This article describes how one middle school teacher integrated project-based learning, technology, form/function instruction, and formative assessment…
7 December 2021

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

What’s the same and what’s been updated in the WIDA English Language Development Standards Framework, 2020 edition?

The WIDA English Language Development (ELD) Standards Framework, 2020 Edition, offers a more clearly organized framework to represent content-driven language learning. Grade-level cluster resources include Language Expectations to create unit-level language goals for all multilingual learners as well as Proficiency Level Descriptors…
28 May 2021

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

Putting discourse first

Discourse is all about communication. Putting discourse first is a form of scaffolding that can yield more thoughtful discussions about the language choices speakers and writers make and how language awareness can help students advance their communicative purpose most effectively.