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| LEADERSHIP UPDATES |
| NOTES FROM THE CO-EDITORS |
| Mary Petrón, Sam Houston State University, Huntsville, Texas, USA & Juliet Luther, Fordham University, New York, New York, USA |
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| BILINGUAL INTEREST SECTION (BEIS) |
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| ARTICLES |
| RECOGNIZING, VALUING, AND BUILDING ON HERITAGE CULTURES AND LANGUAGES IN ENGLISH LANGUAGE PROGRAMS |
| Joy Kreeft Peyton, Center for Applied Linguistics, Washington, DC, USA |
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A wealth of languages and cultures exist in the United
States and the countries in which TESOL members work. The way we work
with students who speak languages other than English, and societal
attitudes toward those languages and cultures, may serve to limit or
enrich our students and ourselves. Read More |
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| STRATEGIES ARE NOT ENOUGH: PERCEPTIONS MATTER, TOO! |
| James Cohen & Mayra Daniel, Northern Illinois University, DeKalb, Illinois, USA |
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Informed and inquiring teachers view the differences
across cultural groups as strengths rather than deficits. When they
listen to the stories of their students’ lives, they discover a wealth
of cultural and social capital. Read More |
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| SUMMARIES OF RESEARCH PRESENTATIONS |
| RECONCEPTUALIZING BILINGUAL PEDAGOGY: EMERGING TRENDS IN WESTERN CANADA |
| Rahat Naqvi, Elaine Schmidt, & Marlene Krickhan, University of Calgary, Alberta, Canada |
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Bilingual programs in Canada have been strongly
impacted by the traditional pedagogy of French immersion, including
strict segregation of learning by language and subject. This article
examines the Spanish Bilingual program in an urban Canadian school
district and highlights challenges faced by the clash of tradition and
innovation. Read More |
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| CLASSROOM CONNECTIONS |
| HARMONIZING AMERICAN SIGN LANGUAGE AND ENGLISH IN INTEGRATED LEARNING COURSES |
| Paige E. Franklin, & Jane Nickerson, Gallaudet University, Washington, DC, USA |
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This article advocates the "harmonizing" American Sign
Language and English in the classroom. The authors provide examples of
the ways in which they instruct and require Gallaudet university
students to create products in both languages. Read More |
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| THREE REASONS TO FLIP YOUR CLASSROOM |
| Helaine Marshall, Long Island University, Brookville, New York, USA |
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In flipped learning, students access course content on
their own outside of class and use class time to interact with their
instructor and peers about the content. This article examines how
flipped learning can be implemented with English learners and the
reasons it holds promise for their classroom success. Read More |
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| AUTO-/BIOGRAPHIES IN THE 21st CENTURY: DIGITAL STORYTELLING AND MULTILINGUAL LEARNERS |
| Natalia Ward, University of Tennessee, Knoxville, Tennessee, USA & Amber Warren, Indiana University, Bloomington, Indiana, USA |
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This article describes multimodal storytelling
activities in the auto-/biographical genre used with elementary students
in an ESL program. By drawing on their personal stories, students
engage in multiple ways of meaning making and are afforded the
opportunity to express themselves through both new and traditional
literacy practices. Read More |
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