Multilingual learners who are prebeginning or preliterate can pose a challenge for language teachers, and this challenge can be heightened when the learner speaks a language that uses a non-Latin alphabet or when they are nonliterate in their own language. In this activity from New Ways of Classroom Assessment, Revised, D. Magrath shares a classroom task for helping ESL instructors find a starting point for literacy instruction. 

TESOL board of directors member Elisabeth L. Chan shares about how her experiences with her cultural and linguistic heritages, stemming from her youth with her multigenerational immigrant family, affected the ways she approaches her teaching, research, and professional service. Elisabeth also writes about her time as a TESOL leader on various task forces and in different groups.