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| LEADERSHIP UPDATES |
| LETTER FROM THE CHAIRS |
Sky Lantz-Wagner, University of Dayton, Dayton, Ohio, USA
Federico Salas-Isnardi, College Station, Texas, USA |
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| LETTER FROM THE EDITORS |
Trisha Dowling and John Turnbull |
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| ARTICLES |
| FACILITATING ART/REFLECTION FOR ESOL/ESL WITH LARGE GROUPS: INSIDE AN IMMIGRANT FAMILY DETENTION CENTER |
Helen T. Boursier, College of St. Scholastica, Duluth, Minnesota, USA |
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In this multimedia submission, we learn about migrants, mostly
women and children from Guatemala, Honduras, and El Salvador, sharing
stories of their journeys. In multilingual art sessions, the
participants create visual and verbal narratives in “an inexpressible
experience of compassion, love, friendship, and
multilingual/multicultural solidarity.” Read More |
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| CRITICAL AUTOETHNOGRAPHY IN TESOL: A BRIEF OVERVIEW |
Bedrettin Yazan, University of Alabama, Tuscaloosa, Alabama, USA |
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This article explores autoethnography as a genre and method that can
advance the telling of critical stories as well as the understanding of
self, other, and context in language education. Read More |
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| SOCIAL JUSTICE PEDAGOGY: CROSSING THE BORDERS OF SELF AND LANGUAGE-TEACHER IDENTITY |
Abir Ward, Indiana University of Pennsylvania, Indiana, Pennsylvania, USA |
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This critical story presents a snapshot of a multilingual teacher’s
practice sharing and negotiating power with her students as she
continues to construct her language-teacher identity. This pedagogically
driven piece concludes with an invitation to bring forth insights to
renegotiate our privileged spaces. Read More |
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| FROM HELL TO HEAVEN? WE ARE HUMANITY, NOT A COUNTRY |
Yecid Ortega, University of Toronto, Toronto, Ontario, Canada |
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What lies at the center of the English-teaching pedagogy in a
marginalized community in Colombia? What stories can we tell ourselves
about our own research and fieldwork? When there is no more hope for the
future, all we have is our community. Read More |
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| REPORT FROM THE FIELD |
| TEAM BROWNSVILLE'S ESCUELITA DE LA BANQUETA: ESOL/ESL FOR ASYLUM SEEKERS IN MATAMOROS, MEXICO |
Helen T. Boursier, College of St. Scholastica, Duluth, Minnesota, USA |
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The author reports from Matamoros, Mexico, on stories of
English-language instruction emerging from Escuelita de la Banqueta, or
the “sidewalk school,” even as COVID-19 closed the U.S.-Mexico border
and demanded a change in operations. Read More |
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| RESOURCES |
| INTEGRATING CIVIC ENGAGEMENT THROUGH EXTENSIVE READING IN AN EFL CONTEXT: SOME RECOMMENDATIONS |
Tung Vu, University at Albany
Canh Truong, Foreign Trade University |
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The authors provide valuable tools for bringing civic
engagement into the language classroom in the form of extensive reading
(ER). Read More |
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| CALL TO ACTION |
| HOW CAN TESOL HELP TO REDUCE HEALTH DISPARITIES? |
Emily Feuerherm, University of Michigan, Flint, Michigan, USA |
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This call to action addresses health disparities and discusses why TESOL
practitioners should care about health disparities and equity for
minoritized communities. What are some ways that TESOL practitioners can
take action, particularly during the COVID-19 pandemic? Read More |
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| ABOUT THIS COMMUNITY |
| CALL FOR SUBMISSIONS: REFLECTIONS AND LESSONS ON DISRUPTION |
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