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| Leadership Updates |
| LETTER FROM THE PAST CHAIR |
| Sandra Mercuri, PhD, BEIS Past Chair, University of Texas at Brownsville |
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| NOTES FROM THE EDITOR |
| Francisco Ramos, Loyola Marymount University, Los Angeles, California, USA |
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| VOICES FROM THE FIELD |
| FOCUS ON RHODE ISLAND |
| J. Andrés Ramírez, EdD, Rhode Island College, Providence, Rhode Island, USA |
This section portrays a series of essays from teachers working side by side with emergent bilinguals in Rhode Island. Through these teachers’ eyes, the very voices of students themselves come alive, providing a true sense of the challenge, but also a renewed sense of hope.
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| HOW I LEARNED TO HOPE |
| Kristen Hinson, Roger Williams Middle School, Providence, Rhode Island, USA |
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A novice teacher reflects on the experience of working with newcomer English language learners for the first time. Read More |
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| STRANGER IN A STRANGE LAND |
| Michelle E. Johnson, Rhode Island College, Providence, Rhode Island, USA |
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This article discusses a central theme for English language
learners and bilingual education students. These students have to
balance learning another language while maintaining their identity. For
one of the author’s students, this was a struggle. Read More |
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| DON'T GO, TITO: NARRATING THE JOURNEY OF A CHILD PLACED AT RISK |
| Shélynn N. Riel, MEd, Rhode Island College, Providence, Rhode Island, USA |
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A literacy interventionist shines light on programming deficits in the public school system, narrating the history of a past student, one which demonstrates a cruel reality that has grown to become an omnipresent calamity in many bilingual education settings. Read More |
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| MY SMILE |
| Stephen Sposato, Rhode Island College, Providence, Rhode Island, USA |
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This poem is written from the perspective of a English Language Learner who recently enters a new school system and finds himself lost and confused, but nevertheless maintains a resiliency and hope that is not expressed through words but rather through his smile. Read More |
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| DOUBLESPEAK |
| Michelle Vander Ploeg, Calcutt Middle School, Central Falls, Rhode Island, USA |
A first-year dual language teacher expresses the joys and challenges of bilingual education in the Common Core era through snapshots of her experiences in the field.
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| USING A VARIETY OF PEDAGOGICAL PRACTICES TO IMPROVE THE ESL CLASSROOM |
| Bridgette Vera, Fullerton College, Fullerton, California, USA |
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This piece considers the benefits of utilizing students’ advanced technological skills in order to create a more engaging classroom environment. It also reflects on the struggle to meet the fluctuating needs of the ESL community college students. Read More |
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| FOR TEACHERS |
| TRANSLANGUAGING FOR ACADEMIC SUCCESS WITH EMERGENT BILINGUALS |
| Yvonne Freeman & David Freeman, University of Texas at Brownsville, Forest Ranch, California, USA, Ann Ebe, Hunter College, CUNY, New York, New York, USA |
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Translanguaging allows emergent bilinguals to use their home languages as a resource as they are acquiring English. This article explains translanguaging and offers translanguaging strategies for teachers to use to support students’ academic success. Read More |
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| Book Review |
| BOOK REVIEW: ENGAGE THE CREATIVE ARTS: A FRAMEWORK FOR SHELTERING AND SCAFFOLDING INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS (2013), BY SHARON ADELMAN REYES |
| Susan R. Adams, PhD, Butler University, Indianapolis, Indiana, USA |
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Your resource shelf probably already groans under the weight of books claiming to offer 50 or even 99 quick and easy ideas for teaching English to K–12 English language learners (ELLs). Do K–12 educators really need another “cookbook” of teaching strategies for sheltering and scaffolding instruction for ELLs? Read More |
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