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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
A novice teacher reflects on the experience of working with newcomer English language learners for the first time. Read More
STRANGER IN A STRANGE LAND
Michelle E. Johnson, Rhode Island College, Providence, Rhode Island, USA

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

DON'T GO, TITO: NARRATING THE JOURNEY OF A CHILD PLACED AT RISK
Shélynn N. Riel, MEd, Rhode Island College, Providence, Rhode Island, USA
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
MY SMILE
Stephen Sposato, Rhode Island College, Providence, Rhode Island, USA

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

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

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

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
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
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

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

In This Issue
Leadership Updates
VOICES FROM THE FIELD
FOR TEACHERS
Book Review
Tools
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TESOL Begins Accreditation Initiative


TESOL Announces 2014 President's Award Recipient

 

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