BEIS Newsletter - April 2014 (Plain Text Version)

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In this issue:
Leadership Updates
•  LETTER FROM THE PAST CHAIR
•  NOTES FROM THE EDITOR
VOICES FROM THE FIELD
•  FOCUS ON RHODE ISLAND
•  HOW I LEARNED TO HOPE
•  STRANGER IN A STRANGE LAND
•  DON'T GO, TITO: NARRATING THE JOURNEY OF A CHILD PLACED AT RISK
•  MY SMILE
•  DOUBLESPEAK
•  USING A VARIETY OF PEDAGOGICAL PRACTICES TO IMPROVE THE ESL CLASSROOM
FOR TEACHERS
•  TRANSLANGUAGING FOR ACADEMIC SUCCESS WITH EMERGENT BILINGUALS
Book Review
•  BOOK REVIEW: ENGAGE THE CREATIVE ARTS: A FRAMEWORK FOR SHELTERING AND SCAFFOLDING INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS (2013), BY SHARON ADELMAN REYES

NOTES FROM THE EDITOR

Francisco Ramos, Loyola Marymount University, Los Angeles, California, USA

Once again, I am pleased to present a special issue of BEIS/TED’s Bilingual Basics, this time devoted to hearing the voices of those we sometimes unintentionally ignore: teachers and students in the field.

With this premise in mind, Andres Ramirez addresses the concerning issue of language loss due to restrictive language policies and pedagogical practices threatening the maintenance of minority languages in the United States. His contribution serves as an introduction to various pieces written by some of his students, in which they address a variety of topics related to their firsthand experiences with linguistic minorities. Kristen Hinson describes her initial fears during that dreaded first day of class. Michelle Johnson focuses on an immigrant child’s tribulations before coming to the United States as well as once he learned English. Shélynn Riel laments the loss a student who, despite enormous difficulties in his life, she had been able to help. Stephen Sposato notices that particular smile on a child’s face that conveys so much information without having to say anything. Michelle Vander Ploeg voices her frustration at school and federal policies mandating pedagogical practices that do not take into account students’ linguistic and cultural differences. Finally, a community college instructor, Bridgette Vera, reflects on two pressing challenges in her daily practice: teaching grammar and helping students with very different goals.

This issue also features a piece by Yvonne Freeman, Ann Ebe, and David Freeman on the importance of accepting translanguaging as a necessary process in emergent bilinguals’ transition to English. Finally, Susan Adams reviews a recent book by Sharon Adelman Reyes, Engage the Creative Arts: A Framework for Sheltering and Scaffolding Instruction for English Language Learners.

I sincerely hope readers enjoy the newsletter. Also, this is my last issue as editor. Hence, I would like to take this opportunity to thank everyone (contributors, peer reviewers, and the leadership of the Interest Section) for having made this a very enjoyable experience. Thank you all.