MinneTESOL Journal, (2022), Vol. 38(Issue 2), Peer-Reviewed Article
MinneTESOL Journal, (2022), Vol. 38(Issue 2), Peer-Reviewed Article
MinneTESOL Journal, (2021), Vol. 37(Issue 2)
Academic benefit of translanguaging
The following work builds an argument for translanguaging by looking at two key academic benefits for supporting translanguaging use in the classroom. Firstly, translanguaging helped multilingual learners comprehend and communicate about subject area content and, secondly, it improved their English proficiency by…
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…
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.
MinneTESOL Journal, (2021), Vol. 37(Issue 1)
Book review of “Engaging Muslim students in public schools: What educators need to understand”
This book review summarizes Michael Abraham’s (2020) book, “Engaging Muslim Students in Public Schools: What Educators Need to Understand,” and discusses why teachers will find it useful. Keywords: Muslim students, American schools, teacher education
MinneTESOL Journal, (2021), Vol. 37(Issue 1)
Teaching suprasegmentals within a task-based framework to improve speaking skills
Many English language learners (ELLs) and instructors have found that non-native speakers are apt to be understood if their pronunciation is comprehensible even if other aspects of their language use contain errors—highlighting the need to integrate pronunciation instruction into language learning curricula….
MinneTESOL Journal, (2020), Vol. 36(Issue 2)
Book review of “Teaching adult immigrants with limited formal education: Theory, research and practice”
“Teaching Adult Immigrants with Limited Formal Education: Theory, Research and Practice,” by Joy Kreeft Peyton and Martha Young-Scholten (Eds). 2020. 191 pages, paperback, $34.95 USD. Multilingual Matters. Key words: English as a second language, teacher education, LESLLA, SLIFE, refugee education
MinneTESOL Journal, (2020), Vol. 36(Issue 1)