- Luis Javier Pentón Herrera is a literacy and language educator. His research interests and areas of expertise include... moreLuis Javier Pentón Herrera is a literacy and language educator. His research interests and areas of expertise include Bilingual Education, Spanish, ESOL/ESL, Literacy Education, and Problem-Based Service-Learning (PBSL).edit
This paper explores the transformative role of Romanian language education in the context of the recent influx of refugees into Romania. Focusing on the integration of Ukrainian refugees, the study delves into the necessity of adapting... more
This paper explores the transformative role of Romanian language education in the context of the recent influx of refugees into Romania. Focusing on the integration of Ukrainian refugees, the study delves into the necessity of adapting Romanian language education to meet the unique needs of this population. It underscores the pivotal role of culturally responsive teaching, trauma-informed pedagogies, and community engagement strategies in facilitating refugee integration. The analysis is segmented into key areas: defining the refugee experience, examining Romania's response to the refugee crisis, and proposing innovative reforms in Romanian language teacher preparation programs. The paper advocates for the incorporation of multicultural education principles and a comprehensive, empathetic approach to language teaching. It highlights the potential long-term societal benefits of effectively integrating refugees through language education, including cultural enrichment and social cohesion. The study concludes by emphasizing the urgent need for educational reforms in Romania and suggests directions for future research to evaluate the impact of these changes.
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Social-emotional learning (SEL) initiatives can have a positive effect on students' emotions and well-being. However, SEL in ESOL classrooms remains underexplored. This article reports on a qualitative study which investigated ESOL... more
Social-emotional learning (SEL) initiatives can have a positive effect on students' emotions and well-being. However, SEL in ESOL classrooms remains underexplored. This article reports on a qualitative study which investigated ESOL learners' perceptions of the effectiveness of SEL strategies in terms of their emotions and well-being. The study generated data using daily classroom observations, recorded classroom discussions, surveys, and artefacts. The analysis suggests students experienced positive emotions, such as happiness and feeling good and safe in the classroom as well as increased emotional awareness. The students highlighted the following strategies as being especially effective: restorative circles, letters to self, writing poetry, and classroom decorations. The findings demonstrate the need to embrace SEL practices as essential elements in ELT as they play a vital role in fostering students' and teachers' well-being, both within and beyond the classroom.
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Emotion labor is defined as any conflict between institutional demands and teachers' professional beliefs and preferences. Engaging in emotion labor is an inevitable aspect of becoming a language teacher. Scholars agree that language... more
Emotion labor is defined as any conflict between institutional demands and teachers' professional beliefs and preferences. Engaging in emotion labor is an inevitable aspect of becoming a language teacher. Scholars agree that language teacher agency and identity are closely tied to emotion labor. This fact particularly looms large for novice language teachers, who tend to perceive contradictions between what they imagine prior to entering the profession and what they actually experience in their teaching contexts. This case study applied activity theory (Engeström, 2015) and Gee's (2000) identity framework to explore how the emotion labor experienced by a novice Iranian female teacher of English as a foreign language (EFL) over a five-year career period at three private language institutes affected her language teacher agency and identity. The findings, obtained from class observations and semi-structured interviews, highlight two major sources of emotion labor: 1) profit-oriented policy, and 2) performance-constraining factors within the institute, which caused the participant to contemplate quitting her job. Implications and further research are discussed in line with the interplay among emotion labor, language teacher identity, and well-being.
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This qualitative case study explored the effects of interrupted education—including the linguistics challenges—on 14 (N = 14) Ukrainian higher education refugee students who arrived in Poland after the Russian invasion on 24 February... more
This qualitative case study explored the effects of interrupted education—including the linguistics challenges—on 14 (N = 14) Ukrainian higher education refugee students who arrived in Poland after the Russian invasion on 24 February 2022. All participants were refugee students who were enrolled in Ukrainian universities prior to the Russian invasion, and were forced to interrupt their studies and flee to Poland for safety. The two research questions guiding this inquiry are: (1) What effects have interrupted education had on Ukrainian higher education refugee students? and (2) What linguistic challenges have Ukrainian higher education refugee students faced in Poland? For the first research question, data revealed that the abrupt interruption in their education, in addition to the war, migration, and other life occurrences, has destabilized participants’ outlook, emotions, and identity, making them feel uncertain about their personal and professional goals. For the second research question, participants expressed their appreciation toward Poland and the Polish people for the welcoming, supportive environment, and shared challenges associated with participating in the Polish higher education system. The implications of the findings are discussed through the lens of policy and best practices for supporting arriving refugees in Poland and other countries welcoming Ukrainian refugees experiencing interrupted education.
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In this innovative practice article, we introduce nature journaling in the context of English language teaching (ELT) – an approach and conceptualization that remain mostly unexplored in the field. As educators concerned with our... more
In this innovative practice article, we introduce nature journaling in the context of English language teaching (ELT) – an approach and conceptualization that remain mostly unexplored in the field. As educators concerned with our environments, the natural world, and students’ social-emotional literacy and well-being, we make a case for the need to reimagine ELT classrooms as places where nature is embraced and centered. To further elaborate on our stance, we divide this article into four main sections. In the first section, we provide a brief overview of nature journaling in environmental education (EE) and ELT contexts. In the second section, we connect nature journaling with the Collaborative for Academic, Social, and Emotional Learning (CASEL)’s five SEL competencies, the framework grounding our conversation. In the third section, we reflect on our practices and provide six considerations for practitioners seeking to incorporate nature journaling in diverse ELT spaces and environments. In the fourth section, we share an example of a nature journaling activity ELT practitioners can use with their English learners. We end this article with final thoughts about the positive effects of nature journaling for students and practitioners in ELT. Also, we offer recommendations for further exploration and research.
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El idioma español ha alcanzado un constante aumento de popularidad en Polonia en años recientes. Sin embargo, la labor científica-investigativa dentro de este campo se ha mantenido rezagada, lo que ha conllevado a un vacío de conocimiento... more
El idioma español ha alcanzado un constante aumento de popularidad en Polonia en años recientes. Sin embargo, la labor científica-investigativa dentro de este campo se ha mantenido rezagada, lo que ha conllevado a un vacío de conocimiento científico-investigativo sobre la enseñanza del español como lengua extranjera (ELE) dentro del país, especialmente en el contexto universitario. Con el propósito de llenar este vacío, conduje un estudio de caso cualitativo explorando la siguiente pregunta: ¿Qué factores afectan la motivación de los estudiantes universitarios polacos para aprender ELE?, utilizando El Sistema Motivacional del Yo L2 como marco teórico (Dörnyei, 2005). Tres instrumentos fueron utilizados para recolectar datos: cuestionarios, apuntes en mi diario sobre las conversaciones semanales realizadas en las clases de ELE, y metáforas producidas por los estudiantes. El análisis temático mostró que (1) la percepción del idioma español y la cultura hispanohablante, (2) la relación personal con el idioma español y los hispanohablantes, y (3) las metas personales y profesionales son los factores más relevantes en la decisión de los participantes de aprender ELE. Además, los datos revelaron que había una fuerte relación entre los diferentes tipos de motivaciones y la identidad de los participantes.
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The Spanish language has achieved a steady increase in popularity in Poland in recent years. However, research within this field has lagged behind, which has led to a knowledge gap in the teaching of Spanish as a foreign language within the country, especially in the university context. In order to fill this gap, I conducted a qualitative case study exploring the following question: What factors affect the motivation of Polish university students to learn Spanish as a foreign language, using The L2 Self Motivational System as a theoretical framework (Dörnyei, 2005). Three instruments were used to collect data: questionnaires, notes in my diary about the weekly conversations held in ELE classes, and metaphors produced by the students. Thematic analysis showed that (1) the perception of the Spanish language and the Spanish-speaking culture, (2) the personal relationship with the Spanish language and Spanish speakers, and (3) personal and professional goals are the most relevant factors in the decision of participants to learn ELE. In addition, the data revealed that there was a strong relationship between the different types of motivations and the identity of the participants.
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The Spanish language has achieved a steady increase in popularity in Poland in recent years. However, research within this field has lagged behind, which has led to a knowledge gap in the teaching of Spanish as a foreign language within the country, especially in the university context. In order to fill this gap, I conducted a qualitative case study exploring the following question: What factors affect the motivation of Polish university students to learn Spanish as a foreign language, using The L2 Self Motivational System as a theoretical framework (Dörnyei, 2005). Three instruments were used to collect data: questionnaires, notes in my diary about the weekly conversations held in ELE classes, and metaphors produced by the students. Thematic analysis showed that (1) the perception of the Spanish language and the Spanish-speaking culture, (2) the personal relationship with the Spanish language and Spanish speakers, and (3) personal and professional goals are the most relevant factors in the decision of participants to learn ELE. In addition, the data revealed that there was a strong relationship between the different types of motivations and the identity of the participants.
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Housing insecurity, a problem that crosses ethnic, racial, gender, and religious lines, affects students across grade levels, including higher education. On average, 45% of students experience some form of housing insecurity each year in... more
Housing insecurity, a problem that crosses ethnic, racial, gender, and religious lines, affects students across grade levels, including higher education. On average, 45% of students experience some form of housing insecurity each year in the United States (Broton KM J Soc Distress Homeless 29(1): 25-38, 2019). Navigating housing insecurity while enrolled in higher education has become so commonplace that the phrase struggling student is synonymous with attending college. The normalization of the term struggling student to describe the realities of college life has desensitized the larger community from the needs of higher education students (Crutchfield RM, Carpena A, McCloyn TN, Maguire J Fam Soc J Contemp Soc Ser 101(3): 409-421, 2020). Supporting students beyond their academic needs is of paramount importance as it affects attrition and graduation rates. However, publications exploring the well-being of students facing housing insecurity in higher education remain sparse. In this chapter, we urge higher education institutions to approach the well-being of students facing housing insecurity from an ecological lens.
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Peace and restoration (henceforth, peacebuilding) have become buzzwords as we continue to wrestle with global problems. In this article, the authors focus on storytelling as a form of peacebuilding using wordless books (or picture books... more
Peace and restoration (henceforth, peacebuilding) have become buzzwords as we continue to wrestle with global problems. In this article, the authors focus on storytelling as a form of peacebuilding using wordless books (or picture books without words), with a focus on how peacebuilding may be conceptualized and woven into the fabric of the English language teaching field. Wordless books have been used for decades to help people develop meaning from pictures, comprehend story structures, improve engagement and motivation, support language learning, and develop storytelling skills (Cruzado-Guerrero & Martínez-Alba, 2022). As such, wordless books become part of an open invitation to engage in storytelling. Through this article, peacebuilding via storytelling using wordless books is explained as a social–emotional learning (SEL) classroom practice. Supported by the available literature focusing on storytelling and peacebuilding, the authors share a lesson design providing a clear way to develop capacity for peacebuilding skills using wordless books.
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Diasporic Indigenous students include the lived realities of diverse Indigenous students living in the United States with familial, relational, and transnational ties to Indigenous communities and pueblos of origin in Abya Yala, also... more
Diasporic Indigenous students include the lived realities of diverse Indigenous students living in the United States with familial, relational, and transnational ties to Indigenous communities and pueblos of origin in Abya Yala, also known as Latin America. In this article, we advocate for the creation of positive learning communities to best support diasporic Indigenous students in schools and beyond. Recommendations for educators include understanding the effects of anti-Indigenous discrimination within Latinx communities and reflecting on the ways schooling may unintentionally reproduce colonial or damage-centred perspectives about Indigenous Peoples. The successful cultivation of positive learning communities also requires schools to learn from and cultivate partnerships with diasporic Indigenous families and surrounding communities to uplift social-emotional learning that honours Indigenous comunalidad. We hope the information presented in this article contributes to promoting equitable learning outcomes for all students by disrupting colonial stereotypes and misinformation about Indigeneity and uplifting contemporary Indigenous saberes.
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In this article, I explore how vulnerability is imposed on diasporic Indigenous students in U.S. classrooms and how, through the arts, language and literacy educators can remove these vulnerabilities. For this, I weave elements of... more
In this article, I explore how vulnerability is imposed on diasporic Indigenous students in U.S. classrooms and how, through the arts, language and literacy educators can remove these vulnerabilities. For this, I weave elements of storytelling to first introduce Mariela and diasporic Indigenous students. Then, I share two examples of how my diasporic Indigenous students used poetry and drawing in our high school English for Speakers of Other Languages (ESOL) classroom to overcome vulnerabilities imposed on them by our school system. For clarification, throughout this manuscript, I use the term diasporic Indigenous students to describe Indigenous students who migrated to the United States from territories known today as Latin America. My hope is that the experiences described in this article will urge literacy and language educators to consider vulnerability as a condition imposed on students rather than as a characteristic or deficiency that learners bring with them.
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There are many language teacher associations (LTAs) around the world, most of which are managed by volunteers and board members who make daily decisions that directly affect their LTA. These decisions are sometimes guided by initiatives... more
There are many language teacher associations (LTAs) around the world, most of which are managed by volunteers and board members who make daily decisions that directly affect their LTA. These decisions are sometimes guided by initiatives proposed by members; in other cases, they emerge from pressing issues in the community. LTAs become visible in their community when they engage in actions that are considered valuable for the members they serve. However, at times, leaders might feel unsure of which actions are within the scope of their LTA and whether those actions will hurt or benefit their organization in the long run. In this article, I encourage leaders of LTAs to rethink their actions and efforts through the lens of advocacy. The article provides tools that LTAs can use to reflect on ways to best serve the membership and community while also building capacity for their organization.
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Language teacher education is continually evolving to prepare educators for the ever-changing demands of the field, which mirror the realities faced around the world. In recent years, the need for professional development on emotions and... more
Language teacher education is continually evolving to prepare educators for the ever-changing demands of the field, which mirror the realities faced around the world. In recent years, the need for professional development on emotions and well-being has become significant, but there is still much work to be done, especially in the field of language teacher education. The purpose of the present qualitative case study is to examine English as a foreign language (EFL) teachers’ reactions and language teacher inquiry development while learning about emotions and well-being in their teacher preparation program. The two research questions guiding this inquiry are (a) What were participants’ responses to emotions and well-being professional development in their teacher preparation program? and (2) How did emotions and well-being professional development affect their identity development as EFL teachers? In answering the first research question, participants responded positively to receiving teacher preparation in emotions and well-being in their language teacher preparation programs and their stories shed light on the centrality of emotions and well-being in language teaching and learning. In answering the second research question, data revealed that delving deeper into the topics of emotions and well-being during language teacher preparation programs resulted in participants engaging in language teacher work, even if unintentionally.
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This chapter covers three main points. First, we explain what peacemaking circles are and how they work to educate students for understanding and engaging in global citizenship and peace. Then, we incorporate English learners (ELs) and... more
This chapter covers three main points. First, we explain what peacemaking circles are and how they work to educate students for understanding and engaging in global citizenship and peace. Then, we incorporate English learners (ELs) and the authors' voices and experiences of peacemaking circles, highlighting the potential for teaching global citizenship and peace. Lastly, we emphasize the need for creating opportunities to learn restorative and humane peacemaking in our language and literacy spaces in order to have a more peaceful global society.
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In this manuscript, I weave personal and professional stories with available literature to advocate for the necessity of decolonizing language education, taking a primary interest in the English and Spanish languages and in the Indigenous... more
In this manuscript, I weave personal and professional stories with available literature to advocate for the necessity of decolonizing language education, taking a primary interest in the English and Spanish languages and in the Indigenous Peoples of the Americas and the Caribbean islands. Thus, I first set the stage by providing a brief historical overview of the effects caused by colonialism on the Indigenous Peoples, languages, and cultures of the Americas and the Caribbean islands. Then, I introduce my journey toward personal and professional decolonization and share practical examples of how I decolonize my teaching with the vision that this information will be helpful to readers. I end this article with final thoughts and an open invitation for further dialogue. My hope is that language (teacher) educators will use this essay as a critical reading for their language teacher pre-and in-service preparation programs and in other academic spaces.
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In this article, we introduce the special issue Language Weaponization in Society and Education. We begin the manuscript with a preface, sharing an event that transpired during the dissemination of the Call for Proposals. We then situate... more
In this article, we introduce the special issue Language Weaponization in Society and Education. We begin the manuscript with a preface, sharing an event that transpired during the dissemination of the Call for Proposals. We then situate the special issue in the literature by providing a brief overview of the term language weaponization and by providing a clear definition to frame the special issue. We end the article by introducing all the articles in the special issue.
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In this paper, we, as three transnational TESOL practitioners (TTP), engage in a collaborative autoethnography (CAE) to examine our professional identity tensions. Theoretically, we follow the premise that the tensions we experience in... more
In this paper, we, as three transnational TESOL practitioners (TTP), engage in a collaborative autoethnography (CAE) to examine our professional identity tensions. Theoretically, we follow the premise that the tensions we experience in our professional life can be productive experiences for identity-oriented reflection and, as we work toward resolving these tensions, we can explore and negotiate new dimensions of our identities. Methodologically, we explore the affordances of CAE in combining internal and community dialogues to make sense of our identities, which are situated at the nexus of the personal and the cultural. Each one of us describes and analyzes one major tension that has been part of our professional identity negotiation as TESOL practitioners in the US. Addressing our research question, we conceptually argued that tensions are inevitable in our identity work and found that border-crossing and in-betweenness predominantly characterized our identities as TTPs. We cross borders and carve out in-between spaces, identities, and voices for ourselves in our professional lives.
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While total U.S. public school enrollment has hovered around 50 million since 2000, the percentage of students identified as English learners has grown, from 8.1 percent in 2000 to 10.1 percent in 2017. A subgroup of these students,... more
While total U.S. public school enrollment has hovered around 50 million since 2000, the percentage of students identified as English learners has grown, from 8.1 percent in 2000 to 10.1 percent in 2017. A subgroup of these students, English learners with disabilities, continues to be one of the most underserved. To monitor and evaluate these students’ progress toward language proficiency and mastery of grade-level content, all staff—not just specialists in English for Speakers of Other Languages (ESOL)—should have a working knowledge of these culturally and linguistically diverse students’ needs.
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In this duoethnography, we draw on the zone of (non)being (Fanon, 2010) and linguistic citizenship (Stroud & Kerfoot, 2020) to examine the struggles that we-a high school teacher and a doctoral fellow/teacher educator of color-face in our... more
In this duoethnography, we draw on the zone of (non)being (Fanon, 2010) and linguistic citizenship (Stroud & Kerfoot, 2020) to examine the struggles that we-a high school teacher and a doctoral fellow/teacher educator of color-face in our institutional contexts. We illustrate the ways our language practices become excluded and the ways we are misrepresented as Latinos. Our analysis sheds light on how we engage with the raciolinguistic ideologies at the heart of these exclusions and misrepresentations. Our findings add to the existing literature on raciolinguistic ideologies by centering our struggles within institutional structures of inequity and marginalization, and illuminating the ways contextual factors shape our critical engagement with these structures.
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This article describes the journey I embarked on as a teacher-researcher to better understand the realities of two of my Maya English learners (ELs) in our learning environment. This yearlong (2018-2019) study took the form of a... more
This article describes the journey I embarked on as a teacher-researcher to better understand the realities of two of my Maya English learners (ELs) in our learning environment. This yearlong (2018-2019) study took the form of a qualitative case study inquiry whose purpose was to explore how two Maya migrant youth from Guatemala experienced and negotiated language, culture, and identity in a suburban U.S. high school. Findings highlight the need for acknowledging the participants' Mayan culture, and including academic resources and support in their first languages (Mam and Q'eqchi'), instead of Spanish, to learn English. In addition, recorded conversations with the participants shed light on the complexities dwelling at the intersection of language, culture, and identity in formal education settings and beyond.
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The purpose of this reflection essay is to shed light on two important struggles housing insecure students in higher education are facing during the COVID-19 pandemic: housing insecurity (Bramhall, 2020) and maintaining digital... more
The purpose of this reflection essay is to shed light on two important struggles housing insecure students in higher education are facing during the COVID-19 pandemic: housing insecurity (Bramhall, 2020) and maintaining digital accessibility and connectivity (Wust, 2020). We interviewed students, pseudonyms used to maintain anonymity, about their experiences as a housing insecure student. Within this essay, we discuss COVID-19 and how housing insecurity impacted digital accessibility. Next, we explore COVID-19 and digital accessibility and connectivity by shedding light on the restrictions implemented and how they affected students during COVID-19. Specifically, those students reliant upon the digital and internet resources available at their university campuses were suddenly obligated to establish resources independently to continue making academic progress. Finally, we will conclude the reflection by sharing the current impact on trends in higher education that have resulted as a response to the COVID-19 pandemic.
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he world has moved stealthily away from our linear past; today, we live in a nonlinear world where the definition of literacy is ever evolving and continuously shifting. The dynamics have changed; reading, writing, listening, and learning... more
he world has moved stealthily away from our linear past; today, we live in a nonlinear world where the definition of literacy is ever evolving and continuously shifting. The dynamics have changed; reading, writing, listening, and learning have become nonlinear activities. The transformation was silent, but the impact will be significant, especially for our students. The crux of our work is ensuring we are preparing our students for the workplaces of the future. This is no simple task considering that most jobs they will hold have not been created yet. However, the 21st-century skills necessary for the success of our learners are known. In this article, we, as three scholars, reflect on how the instructional shift on 21st-century literacies is shaping the research focus and dissertation studies of researchers committed to social and educational equity.
In this dialogue, we explore the topics of identity, spaces, and writing from our own perspectives as members of the lesbian, gay, bisexual, transgender, and queer (LGBTQ) community, and as first-generation, immigrants, and working-class... more
In this dialogue, we explore the topics of identity, spaces, and writing from our own perspectives as members of the lesbian, gay, bisexual, transgender, and queer (LGBTQ) community, and as first-generation, immigrants, and working-class scholars of colors in academia. In this piece, we propose writing as an art of rebellion against a system designed to silence the voices of marginalized educators (Park, 2013; Van Galen, 2017). Within this space, we return to our true self and tell our stories in creative ways: sitting at the kitchen table and engaging in walking meditation. Furthermore, we write with the vision of working toward building a trusting space for minority communities of scholars in academia.
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Las poblaciones indígenas provenientes de Latinoamérica residentes en los Estados Unidos han aumentado en número y en visibilidad en recientes años. Sin embargo, aún quedan muchas oportunidades por compartir las historias y realidades de... more
Las poblaciones indígenas provenientes de Latinoamérica residentes en los Estados Unidos han aumentado en número y en visibilidad en recientes años. Sin embargo, aún quedan muchas oportunidades por compartir las historias y realidades de esta población minoritaria dentro de la nación estadounidense. En este trabajo, el autor se apoya en el marco cualitativo de retrato (portraiture, en inglés) y en más de cuatro meses de comunicación para dibujar la realidad de Carmen, una mujer kichwa de Saraguro, Ecuador residente en Maryland, Estados Unidos. Los resultados de este estudio dibujan una realidad poco conocida sobre Carmen—y quizás otras mujeres indígenas latinas inmigrantes en los Estados Unidos— como mujer trilingüe inmigrante kichwa que, a su vez, es matriarca de su familia, estudiante universitaria, defensora y educadora de sus hijos en las escuelas y en su casa, al igual que puente de conocimiento cultural indígena para la nueva generación dentro de su hogar. El propósito fundamental de este trabajo es, entonces, el ayudar a la visualización de las poblaciones indígenas de Latinoamérica residentes en los Estados Unidos y a que, mediante Carmen, podamos aprender de sus realidades e historias.
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Mariano Cubí y Soler was a distinguished and prolific Spanish linguist in the 1800s in the United States, Latin America and Europe. A pioneer in the field of education, he published many works on Spanish language learning that soon became... more
Mariano Cubí y Soler was a distinguished and prolific Spanish linguist in the 1800s in the United States, Latin America and Europe. A pioneer in the field of education, he published many works on Spanish language learning that soon became highly recognized as among the best academic publications in Spanish education during his time. Over the years his works have been forgotten and his groundbreaking efforts in the revitalization of Spanish language pedagogy in the United States remain a myth. This article reflects on the life of Mariano Cubí y Soler as a renowned Spanish language educator who made significant contributions in the field of Spanish language pedagogy and who deserves to be recognized. Furthermore, the authors of this article acknowledge Professor Cubí y Soler's work in the field of linguistics as the foundation for today's thriving Spanish language education in the United States.
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In this article, I advocate for the adoption of SEL in Teaching English to Speakers of Other Languages (TESOL) as a promising pedagogy for ESOL educators and ELs. For this, I divide the remainder of the manuscript into four sections in... more
In this article, I advocate for the adoption of SEL in Teaching English to Speakers of Other Languages (TESOL) as a promising pedagogy for ESOL educators and ELs. For this, I divide the remainder of the manuscript into four sections in addition to the introduction. In the first section—What is SEL? —I provide a brief theoretical description of SEL as it remains a fairly new concept in the ESOL field. In the second section—Why SEL in TESOL? —I elucidate my position of why we (ESOL educators) should embrace SEL pedagogies in our learning spaces using personal vignettes as support. The third section—SEL Application in TESOL—is the heart of this article. In this section, I introduce four practices TESOL educators can use to incorporate SEL in their learning spaces. Lastly, in the fourth section—Final Thoughts—I share a final message of encouragement and strength for educators hoping to adopt SEL in their teaching practices.
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In this theory-based practice article, the authors introduce restorative and community-building practices as social justice for English learners. As circle keepers and educators of English learners, the authors emphasize the necessity for... more
In this theory-based practice article, the authors introduce restorative and community-building practices as social justice for English learners. As circle keepers and educators of English learners, the authors emphasize the necessity for reimagining English for speakers of other languages classrooms as not only places of learning English, but places of meditation, reflection, and healing for our students and ourselves. The article is divided into four main sections. In the first section, the authors define restorative and community-building practices. In the second section, they investigate how and why restorative practices involve social justice. In the third section, they reflect on their work as restorative practices educators by sharing insights on some things teachers should consider when hoping to adopt restorative practices in their classes. In the fourth section, they share a sample of a restorative and community-building circle educators can use with their English learners.
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In this article the authors analyze the synergy of the theoretical, practical, and linguistic (TPL) design and its impact on the effectiveness of professional development in a dual language university setting. The theoretical, practical,... more
In this article the authors analyze the synergy of the theoretical, practical, and linguistic (TPL) design and its impact on the effectiveness of professional development in a dual language university setting. The theoretical, practical, and linguistic components of the TPL design are explained and the workshops given within each component are briefly analyzed. In addition, we look at the opportunities bilingual faculty members have to become mentors after successfully completing the required training within each of the three components. The TPL design is addressed in this article as a professional development tool that shapes bilingual faculty’s skills and helps them sharpen their pedagogical approaches to effectively teach a bilingual, bicultural, and biliterate student population. Lastly, in this paper, on the premise that professional development is a foundational condition for effective dual language/bilingual programs, we reflect on how the TPL design could be implemented in other dual language programs in higher education.
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Prevalent in the literature are the components of smart education, learning , and literacies; smart pedagogies are encouraged, but practical examples are scant. A gap between education and the workplace has been acknowledged; how can... more
Prevalent in the literature are the components of smart education, learning , and literacies; smart pedagogies are encouraged, but practical examples are scant. A gap between education and the workplace has been acknowledged; how can smart pedagogy fill the void? This chapter provides an example of an innovative educational process bridging the interval utilizing an online problem-based service learning (PBSL) instructional approach and a pedagogic collaborative cloud, a smart pedagogic collaborative cloud (PCC). Educators collaborating together are a crucial component of the changing praxis. In a university course using a PBSL approach, students collaboratively identified a problem-lack of time. A literacy pedagogic collaborative cloud was identified as the solution to the problem. A pilot study was performed (n = 12) to ascertain interest in the idea and warrant conducting a study. A triangulated qualitative study (n = 45) was implemented; a broad constructive theoretical framework provided support for smart education, PBSL, and the peda-gogic collaborative cloud. The research questions were: (1) Does the interest or need exist to create a literacy collaborative cloud for graduate students and alumnae? (2) What was the best format to encourage participation? Four types of data were collected and quality checks instituted. The findings revealed 80% of the participants agreed with the creation of a literacy pedagogic collaborative cloud (LPCC); 100% of the participants preferred to collaborate with a group of professionals in their field, and 100% agreed collaboration improved teaching practice. A private literacy PCC was created on Facebook; the implications are clear-smart pedagogy can fill the university/workplace void.
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En este ensayo el autor, como maestro de inglés como segunda lengua (ESOL) y de español en una escuela secundaria pública, reflexiona sobre su conflicto al balancear el correcto uso del español y el inglés como entidades autónomas.... more
En este ensayo el autor, como maestro de inglés como segunda lengua (ESOL) y de español en una escuela secundaria pública, reflexiona sobre su conflicto al balancear el correcto uso del español y el inglés como entidades autónomas. Paralelamente, el autor comparte desde una perspectiva netamente imparcial el uso del spanglish en su salón de clase. De esta forma, este ensayo se divide en cuatro secciones: una introducción y breve definición del spanglish; el uso del spanglish en las clases de español e inglés; el spanglish y la alfabetización; y reflexiones finales. El propósito de este ensayo es, a modo general, el estimular un diálogo académico imparcial sobre las consideraciones que debemos tener sobre el spanglish dentro de los salones de clase de español y ESOL en los Estados Unidos.
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The growing presence of the Indigenous diaspora from Latin America is beginning to transform notions of Latinidad and Indigeneity in the United States (Blackwell, Boj Lopez, & Urrieta Jr., 2017). Yet, scant studies have focused on the... more
The growing presence of the Indigenous diaspora from Latin America is beginning to transform notions of Latinidad and Indigeneity in the United States (Blackwell, Boj Lopez, & Urrieta Jr., 2017). Yet, scant studies have focused on the experiences of Indigenous Latinx students in U.S. learning environments and on what is needed to ensure their academic success. In this article, I share the results of a portraiture qualitative research inquiry that explored the academic and social experiences of an adolescent Ixil English learner with limited or interrupted education at a U.S. high school. Findings paint a picture of the participant’s experiences and resilience while providing a foundation for teachers and researchers serving students with similar academic and social realities.
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The answers on a reading worksheet submitted by the students in his ESOL classes send the author on an exploration of new pathways to lifelong literacy.
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This article presents an action research study conducted in an English for speakers of other languages (ESOL) newcomer classroom. The author engaged in meaningful teacher research to learn about the importance of exploring the topics of... more
This article presents an action research study conducted in an English for speakers of other languages (ESOL) newcomer classroom. The author engaged in meaningful teacher research to learn about the importance of exploring the topics of moral values and behavior through the lens of English learners (ELs). The reading project was carried out during seven instructional days, and participants had the opportunity to learn English while engaging in purposeful discussions that revealed their cultural similarities and differences. The findings suggest that, from the participants' point of view, moral values and behavior are topics that should be learned in the household and enforced at school. However, participants also agreed that addressing these topics in the ESOL classroom is beneficial for those classmates with discipline challenges at school. In addition, data reveal important themes to consider when teaching reading to newcomer ELs.
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In this article, the authors stress the importance of teacher training specifically designed for K-8 dual language (Spanish-English) immersion programs
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This article shares vignettes that show the successful implementation of culturally sustaining pedagogy in two contrasting teaching contexts: A rural elementary school in Indonesia and a suburban high school in Maryland that enrolls... more
This article shares vignettes that show the successful implementation of culturally sustaining pedagogy in two contrasting teaching contexts: A rural elementary school in Indonesia and a suburban high school in Maryland that enrolls indigenous Hispanic students. Drawing from the practices used by teachers in these contexts, the authors share three classroom practices that can support culturally sustaining pedagogy in K-12 settings: learning about students, integrating students’ cultures, and questioning educator assumptions.
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Professional development in the K-12 English Language Teaching (ELT) classroom is an evolving entity that focuses on meeting the needs of changing demographics and latest educational trends. As a result, many texts have been published... more
Professional development in the K-12 English Language Teaching (ELT) classroom is an evolving entity that focuses on meeting the needs of changing demographics and latest educational trends. As a result, many texts have been published with the intention of providing the necessary skills educators need for success in their classrooms and to instruct a highly heterogeneous English for Speakers of Other Languages (ESOL) student population. Nonetheless, many of these resources focus on specific scenarios and instructional approaches that may not be applicable for all ESOL teachers. In this Perspectives article, I propose the incorporation of action research as a practice for K-12 teachers with the vision of empowering them to take control of their professional development and continue improving their instructional practices. Furthermore, I share three examples of how I have used action research in my own practice and the benefits obtained by my ESOL department, my ESOL students, and myself as a teacher-researcher.
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In this essay, two ESOL teachers reflect on the implications of the DACA program and the DREAM Act for undocumented Latinx ELs, their families, and their communities in the United States. Six testimonios from real undocumented ELs are... more
In this essay, two ESOL teachers reflect on the implications of the DACA
program and the DREAM Act for undocumented Latinx ELs, their families,
and their communities in the United States. Six testimonios from real
undocumented ELs are shared with the vision of illustrating the real-life
struggles these students and their families are exposed to in the Trump era.The authors’ vision is that these testimonios will shed light on the realities their students experience and will combat stereotypical beliefs that Latinx ELs/immigrants are uneducated, do not value education, cannot learn English, and have a poor work ethic.
program and the DREAM Act for undocumented Latinx ELs, their families,
and their communities in the United States. Six testimonios from real
undocumented ELs are shared with the vision of illustrating the real-life
struggles these students and their families are exposed to in the Trump era.The authors’ vision is that these testimonios will shed light on the realities their students experience and will combat stereotypical beliefs that Latinx ELs/immigrants are uneducated, do not value education, cannot learn English, and have a poor work ethic.
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Research has identified the essential proficiencies students should possess to be successful, but they are often not incorporated in the ESOL classroom. As a result, many teachers lack access to adequate instructional strategies to guide... more
Research has identified the essential proficiencies students should possess to be successful, but they are often not incorporated in the ESOL classroom. As a result, many teachers lack access to adequate instructional strategies to guide ELs to academic success. We argue in this article that, to provide a strong foundation and a bright future for ESOL students, problem-based learning and service-learning (PBSL) should be combined to activate the skills identified by the Partnership for 21 st Century Skills (2011). For this, we reflect on the 21 st century skills and the implications for teaching today's students—the Millennials and GenZs—keeping in mind the professionals they will become tomorrow. Reflecting a student-centered approach, we incorporate practice into the research process by illustrating a successful integration of PBSL into an ESOL learning environment in higher education and then highlight additional curricular opportunities for synthesizing PBSL at the elementary, middle, and high school levels.
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Language instruction and learning in United States educational programs date back to the 17th century (Rexine, 1977). Among the most common languages taught at schools and universities were Latin, Greek, German, and French, while Spanish... more
Language instruction and learning in United States educational programs date back to the 17th century (Rexine, 1977). Among the most common languages taught at schools and universities were Latin, Greek, German, and French, while Spanish was not formally taught at an American institution until 1749. Since then, the works of important scholars such as Mariano Cubí y Soler have provided the foundation for the success of the Spanish language in the United States. Today, the Spanish language is thriving in the U.S. and is considered the foreign language most commonly taught. Furthermore, by the year 2050 the United States is expected to have more Spanish speakers than any other country in the world. This literature review offers a historical analysis of Spanish language instruction in the United States from its beginnings in the 18th century to the present. In addition, it offers information about the trends, methodologies, and approaches used to teach Spanish throughout the years and offers insight into possibilities for future research.
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Este trabajo se enfoca en los adolescentes hispanos con educación formal limitada o interrumpida, los cuales continúan siendo una subpoblación estudiantil poco representada e investigada en contextos de la enseñanza del español en Estados... more
Este trabajo se enfoca en los adolescentes hispanos con educación
formal limitada o interrumpida, los cuales continúan siendo una
subpoblación estudiantil poco representada e investigada en contextos
de la enseñanza del español en Estados Unidos. El propósito de este
trabajo es reflexionar sobre la realidad y necesidades académicas de
estos estudiantes en las escuelas estadounidenses al igual que proponer
el triángulo académico de apoyo como posible solución para combatir
las competencias limitadas y ayudar a esta población a ser letrada en el
idioma español. Por último, el autor comparte tres técnicas que se pueden
utilizar en los salones de clase de español para alfabetizar tomando en
consideración las realidades lingüísticas, sociales, y culturales de estos
estudiantes hispanos con competencias limitadas que viven en Estados
Unidos.
formal limitada o interrumpida, los cuales continúan siendo una
subpoblación estudiantil poco representada e investigada en contextos
de la enseñanza del español en Estados Unidos. El propósito de este
trabajo es reflexionar sobre la realidad y necesidades académicas de
estos estudiantes en las escuelas estadounidenses al igual que proponer
el triángulo académico de apoyo como posible solución para combatir
las competencias limitadas y ayudar a esta población a ser letrada en el
idioma español. Por último, el autor comparte tres técnicas que se pueden
utilizar en los salones de clase de español para alfabetizar tomando en
consideración las realidades lingüísticas, sociales, y culturales de estos
estudiantes hispanos con competencias limitadas que viven en Estados
Unidos.
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Peace and restoration (henceforth, peacebuilding) have become buzzwords as we continue to wrestle with global problems. In this article, the authors focus on storytelling as a form of peacebuilding using wordless books (or picture books... more
Peace and restoration (henceforth, peacebuilding) have become buzzwords as we continue to wrestle with global problems. In this article, the authors focus on storytelling as a form of peacebuilding using wordless books (or picture books without words), with a focus on how peacebuilding may be conceptualized and woven into the fabric of the English language teaching field. Wordless books have been used for decades to help people develop meaning from pictures, comprehend story structures, improve engagement and motivation, support language learning, and develop storytelling skills (Cruzado‐Guerrero & Martínez‐Alba, 2022). As such, wordless books become part of an open invitation to engage in storytelling. Through this article, peacebuilding via storytelling using wordless books is explained as a social–emotional learning (SEL) classroom practice. Supported by the available literature focusing on storytelling and peacebuilding, the authors share a lesson design providing a clear way to develop capacity for peacebuilding skills using wordless books.
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Prevalent in the literature are the components of smart education, learning, and literacies; smart pedagogies are encouraged, but practical examples are scant. A gap between education and the workplace has been acknowledged; how can smart... more
Prevalent in the literature are the components of smart education, learning, and literacies; smart pedagogies are encouraged, but practical examples are scant. A gap between education and the workplace has been acknowledged; how can smart pedagogy fill the void? This chapter provides an example of an innovative educational process bridging the interval utilizing an online problem-based service learning (PBSL) instructional approach and a pedagogic collaborative cloud, a smart pedagogic collaborative cloud (PCC). Educators collaborating together are a crucial component of the changing praxis. In a university course using a PBSL approach, students collaboratively identified a problem—lack of time. A literacy pedagogic collaborative cloud was identified as the solution to the problem. A pilot study was performed (n = 12) to ascertain interest in the idea and warrant conducting a study. A triangulated qualitative study (n = 45) was implemented; a broad constructive theoretical framework provided support for smart education, PBSL, and the pedagogic collaborative cloud. The research questions were: (1) Does the interest or need exist to create a literacy collaborative cloud for graduate students and alumnae? (2) What was the best format to encourage participation? Four types of data were collected and quality checks instituted. The findings revealed 80% of the participants agreed with the creation of a literacy pedagogic collaborative cloud (LPCC); 100% of the participants preferred to collaborate with a group of professionals in their field, and 100% agreed collaboration improved teaching practice. A private literacy PCC was created on Facebook; the implications are clear—smart pedagogy can fill the university/workplace void.
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In this paper, we, as three transnational TESOL practitioners (TTP), engage in a collaborative autoethnography (CAE) to examine our professional identity tensions. Theoretically, we follow the premise that the tensions we experience in... more
In this paper, we, as three transnational TESOL practitioners (TTP), engage in a collaborative autoethnography (CAE) to examine our professional identity tensions. Theoretically, we follow the premise that the tensions we experience in our professional life can be productive experiences for identity‐oriented reflection and, as we work toward resolving these tensions, we can explore and negotiate new dimensions of our identities. Methodologically, we explore the affordances of CAE in combining internal and community dialogues to make sense of our identities, which are situated at the nexus of the personal and the cultural. Each one of us describes and analyzes one major tension that has been part of our professional identity negotiation as TESOL practitioners in the US. Addressing our research question, we conceptually argued that tensions are inevitable in our identity work and found that border‐crossing and in‐betweenness predominantly characterized our identities as TTPs. We cross borders and carve out in‐between spaces, identities, and voices for ourselves in our professional lives.
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Peace and restoration (henceforth, peacebuilding) have become buzzwords as we continue to wrestle with global problems. In this article, the authors focus on storytelling as a form of peacebuilding using wordless books (or picture books... more
Peace and restoration (henceforth, peacebuilding) have become buzzwords as we continue to wrestle with global problems. In this article, the authors focus on storytelling as a form of peacebuilding using wordless books (or picture books without words), with a focus on how peacebuilding may be conceptualized and woven into the fabric of the English language teaching field. Wordless books have been used for decades to help people develop meaning from pictures, comprehend story structures, improve engagement and motivation, support language learning, and develop storytelling skills (Cruzado‐Guerrero & Martínez‐Alba, 2022). As such, wordless books become part of an open invitation to engage in storytelling. Through this article, peacebuilding via storytelling using wordless books is explained as a social–emotional learning (SEL) classroom practice. Supported by the available literature focusing on storytelling and peacebuilding, the authors share a lesson design providing a clear way to...
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This edited volume comprises an insightful collection of international autoethnographies from doctoral candidates in the field of applied linguistics, narrating and analyzing their student experiences to problematize and challenge the... more
This edited volume comprises an insightful collection of international autoethnographies from doctoral candidates in the field of applied linguistics, narrating and analyzing their student experiences to problematize and challenge the dominant and oppressive cultures of academia. Through 12 select contributions, the book examines the intersection of identity work and emotional labor in the doctoral student journey, sharing insights into the potential of autoethnography for self-reflection, community building, and healing in doctoral studies. Contributors examine their doctoral journeys through personal narratives and testimonials to understand their own experiences, agency, identity, and emotions, encouraging current or former doctoral students to engage in the critical reflection of their own experiences. Chapters are divided into four themes: interrelating multiple identities, navigating and negotiating in-betweenness, engaging emotions and wellbeing, and establishing support systems. Offering unique perspectives from a global spread of Ph.D. candidates, this book will be highly relevant reading for researchers and prospective or current doctoral students of applied linguistics, language education, TESOL, and LOTE. It will also be of interest to those interested in higher education, dissertation research, and autoethnography as a method.
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In this article, I explore how vulnerability is imposed on diasporic Indigenous students in U.S. classrooms and how, through the arts, language and literacy educators can remove these vulnerabilities. For this, I weave elements of... more
In this article, I explore how vulnerability is imposed on diasporic Indigenous students in U.S. classrooms and how, through the arts, language and literacy educators can remove these vulnerabilities. For this, I weave elements of storytelling to first introduce Mariela and diasporic Indigenous students. Then, I share two examples of how my diasporic Indigenous students used poetry and drawing in our high school English for Speakers of Other Languages (ESOL) classroom to overcome vulnerabilities imposed on them by our school system. For clarification, throughout this manuscript, I use the term diasporic Indigenous students to describe Indigenous students who migrated to the United States from territories known today as Latin America. My hope is that the experiences described in this article will urge literacy and language educators to consider vulnerability as a condition imposed on students rather than as a characteristic or deficiency that learners bring with them.
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In this paper, we, as three transnational TESOL practitioners (TTP), engage in a collaborative autoethnography (CAE) to examine our professional identity tensions. Theoretically, we follow the premise that the tensions we experience in... more
In this paper, we, as three transnational TESOL practitioners (TTP), engage in a collaborative autoethnography (CAE) to examine our professional identity tensions. Theoretically, we follow the premise that the tensions we experience in our professional life can be productive experiences for identity-oriented reflection and, as we work toward resolving these tensions, we can explore and negotiate new dimensions of our identities. Methodologically, we explore the affordances of CAE in combining internal and community dialogues to make sense of our identities, which are situated at the nexus of the personal and the cultural. Each one of us describes and analyzes one major tension that has been part of our professional identity negotiation as TESOL practitioners in the US. Addressing our research question, we conceptually argued that tensions are inevitable in our identity work and found that border-crossing and in-betweenness predominantly characterized our identities as TTPs. We cross borders and carve out in-between spaces, identities, and voices for ourselves in our professional lives.
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La formacion de maestros de lenguas extranjeras en Estados Unidos es un tema muy tratado y que ha ganado mucha popularidad en los ultimos anos dentro de la nacion. El empuje por cuantificar el uso de practicas efectivas ha intensificado... more
La formacion de maestros de lenguas extranjeras en Estados Unidos es un tema muy tratado y que ha ganado mucha popularidad en los ultimos anos dentro de la nacion. El empuje por cuantificar el uso de practicas efectivas ha intensificado el enfoque en estandares y metodos de ensenanza, muchas veces obviando la importancia de la aptitud linguistica que tienen los docentes en el idioma que ensenan. El presente articulo expone realidades sobre la disimil formacion de maestros de idiomas de preescolar (K) a duodecimo grado (12) grado en Estados Unidos. Para esto, el autor elucida el contexto de formacion docente de maestros de idiomas y los requisitos para ensenar lenguas extranjeras en las escuelas publicas primarias y secundarias de la nacion. Ademas, el articulo expone retos asociados a las practicas de la formacion docente actual y sus implicaciones tanto para educadores como para estudiantes. Asimismo, el autor concluye con interrogantes sobre el futuro de la formacion docente en Es...
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Prevalent in the literature are the components of smart education, learning, and literacies; smart pedagogies are encouraged, but practical examples are scant. A gap between education and the workplace has been acknowledged; how can smart... more
Prevalent in the literature are the components of smart education, learning, and literacies; smart pedagogies are encouraged, but practical examples are scant. A gap between education and the workplace has been acknowledged; how can smart pedagogy fill the void? This chapter provides an example of an innovative educational process bridging the interval utilizing an online problem-based service learning (PBSL) instructional approach and a pedagogic collaborative cloud, a smart pedagogic collaborative cloud (PCC). Educators collaborating together are a crucial component of the changing praxis. In a university course using a PBSL approach, students collaboratively identified a problem—lack of time. A literacy pedagogic collaborative cloud was identified as the solution to the problem. A pilot study was performed (n = 12) to ascertain interest in the idea and warrant conducting a study. A triangulated qualitative study (n = 45) was implemented; a broad constructive theoretical framework provided support for smart education, PBSL, and the pedagogic collaborative cloud. The research questions were: (1) Does the interest or need exist to create a literacy collaborative cloud for graduate students and alumnae? (2) What was the best format to encourage participation? Four types of data were collected and quality checks instituted. The findings revealed 80% of the participants agreed with the creation of a literacy pedagogic collaborative cloud (LPCC); 100% of the participants preferred to collaborate with a group of professionals in their field, and 100% agreed collaboration improved teaching practice. A private literacy PCC was created on Facebook; the implications are clear—smart pedagogy can fill the university/workplace void.
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Diasporic Indigenous students include the lived realities of diverse Indigenous students living in the United States with familial, relational, and transnational ties to Indigenous communities and pueblos of origin in Abya Yala, also... more
Diasporic Indigenous students include the lived realities of diverse Indigenous students living in the United States with familial, relational, and transnational ties to Indigenous communities and pueblos of origin in Abya Yala, also known as Latin America. In this article, we advocate for the creation of positive learning communities to best support diasporic Indigenous students in schools and beyond. Recommendations for educators include understanding the effects of anti-Indigenous discrimination within Latinx communities and reflecting on the ways schooling may unintentionally reproduce colonial or damage-centred perspectives about Indigenous Peoples. The successful cultivation of positive learning communities also requires schools to learn from and cultivate partnerships with diasporic Indigenous families and surrounding communities to uplift social-emotional learning that honours Indigenous comunalidad. We hope the information presented in this article contributes to promoting equitable learning outcomes for all students by disrupting colonial stereotypes and misinformation about Indigeneity and uplifting contemporary Indigenous saberes.
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Research Interests: Indigenous education, Mindfulness, TESOL, Bibliotherapy, Peace Education, and 15 moreCurriculum and Instruction, Elementary Education, ESOL, SEL, Social Emotional Learning, Restorative Practices, Teaching English to Young Learners, Teacher education and professional development, Efl and Esol Teaching, English Learner Education, Els, Restorative Justice: Practice and Theory, English As a Second Language (ESL), language and literacy education, and Educational methods
In this article, we introduce the special issue Language Weaponization in Society and Education. We begin the manuscript with a preface, sharing an event that transpired during the dissemination of the Call for Proposals. We then situate... more
In this article, we introduce the special issue Language Weaponization in Society and Education. We begin the manuscript with a preface, sharing an event that transpired during the dissemination of the Call for Proposals. We then situate the special issue in the literature by providing a brief overview of the term language weaponization and by providing a clear definition to frame the special issue. We end the article by introducing all the articles in the special issue.
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Research Interests: Philology, History, Sociology, Art, Literature, and 6 moreFilología, Historia, Literatura, Arte, Sociología, and Latinx Studies
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La población hispana en Estados Unidos continúa aumentando establemente y de forma rápida. Este incremento fértil y constante de hispanos ha reorganizado el matiz social del país y expone a los inmigrantes a unas realidades sociales,... more
La población hispana en Estados Unidos continúa aumentando establemente y de forma rápida. Este incremento fértil y constante de hispanos ha reorganizado el matiz social del país y expone a los inmigrantes a unas realidades sociales, lingüísticas y educativas no conocidas anteriormente. Estudiantes inmigrantes hispanos aprendices del idioma inglés son inmersos en un sistema educativo completamente desconocido y se enfrentan a un reto lingüístico que necesitan rebasar de forma diligente para tener éxito en sus escuelas. A su vez, los padres inmigrantes atraviesan otros retos similares en sus ambientes laborales en los cuales el idioma y otros componentes sociales les dificultan el éxito profesional y el involucramiento en las escuelas de sus hijos. Este artículo expone las realidades de los estudiantes hispanos y las madres hispanas en Estados Unidos a través de los ojos de cuatro madres hispanas inmigrantes. Mediante la entrevista profunda, este trabajo expone el impacto que tiene l...
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In this manuscript, I weave personal and professional stories with available literature to advocate for the necessity of decolonizing language education, taking a primary interest in the English and Spanish languages and in the Indigenous... more
In this manuscript, I weave personal and professional stories with available literature to advocate for the necessity of decolonizing language education, taking a primary interest in the English and Spanish languages and in the Indigenous Peoples of the Americas and the Caribbean islands. Thus, I first set the stage by providing a brief historical overview of the effects caused by colonialism on the Indigenous Peoples, languages, and cultures of the Americas and the Caribbean islands. Then, I introduce my journey toward personal and professional decolonization and share practical examples of how I decolonize my teaching with the vision that this information will be helpful to readers. I end this article with final thoughts and an open invitation for further dialogue. My hope is that language (teacher) educators will use this essay as a critical reading for their language teacher pre- and in-service preparation programs and in other academic spaces.
Courageous conversations are defined as honest, open-minded, vulnerable dialogues in which participants commit to engage by listening deeply to better understand each other's perspectives (Singleton, 2015). This chapter highlights how... more
Courageous conversations are defined as honest, open-minded, vulnerable dialogues in which participants commit to engage by listening deeply to better understand each other's perspectives (Singleton, 2015). This chapter highlights how three English to Speakers of Other Languages (ESOL) educators engaged in critical reflective conversations to address racism, cultural misunderstandings, and diversity in their teaching spaces. After a brief introduction, the authors set the stage by employing ethnodramatic, queer conversation (Trinh & Pentón Herrera, 2021; Winkle, 2016) as a framework for their courageous conversation. Following, the authors share personal stories that occurred in their ESOL classrooms. Specifically, Gómez Portillo (he/him/his) shares a story of how he addressed an incident involving his middle school English learners and a cultural misunderstanding. Trinh (they/them/their) showcases an unsuccessful story of how they were not well prepared to teach refugees to address racism in a high school in the Deep South of the United States. Pentón Herrera (he/him/his) reflects on the necessary conversation he had with his high school newcomers when some of them began to use racist slurs socially and in the classroom. Through the conversations, collaborative reflections around emotions, teacher identity and positionality, and respectful relationships are identified. The chapter ends with final thoughts, where the authors provide recommendations for teachers on how to address racism in their ESOL classrooms.
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In this duoethnography, we draw on the zone of (non)being (Fanon, 2010) and linguistic citizenship (Stroud & Kerfoot, 2020) to examine the struggles that we-a high school teacher and a doctoral fellow/teacher educator of... more
In this duoethnography, we draw on the zone of (non)being (Fanon, 2010) and linguistic citizenship (Stroud & Kerfoot, 2020) to examine the struggles that we-a high school teacher and a doctoral fellow/teacher educator of color-face in our institutional contexts. We illustrate the ways our language practices become excluded and the ways we are misrepresented as Latinos. Our analysis sheds light on how we engage with the raciolinguistic ideologies at the heart of these exclusions and misrepresentations. Our findings add to the existing literature on raciolinguistic ideologies by centering our struggles within institutional structures of inequity and marginalization, and illuminating the ways contextual factors shape our critical engagement with these structures.
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This article describes the journey I embarked on as a teacher-researcher to better understand the realities of two of my Maya English learners (ELs) in our learning environment. This yearlong (2018-2019) study took the form of a... more
This article describes the journey I embarked on as a teacher-researcher to better understand the realities of two of my Maya English learners (ELs) in our learning environment. This yearlong (2018-2019) study took the form of a qualitative case study inquiry whose purpose was to explore how two Maya migrant youth from Guatemala experienced and negotiated language, culture, and identity in a suburban U.S. high school. Findings highlight the need for acknowledging the participants' Mayan culture, and including academic resources and support in their first languages (Mam and Q'eqchi'), instead of Spanish, to learn English. In addition, recorded conversations with the participants shed light on the complexities dwelling at the intersection of language, culture, and identity in formal education settings and beyond.
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Professional development in the K-12 English language teaching (ELT) classroom is an evolving entity that focuses on meeting the needs of changing demographics and latest educational trends. As a result, many texts have been published... more
Professional development in the K-12 English language teaching (ELT) classroom is an evolving entity that focuses on meeting the needs of changing demographics and latest educational trends. As a result, many texts have been published with the intention of providing the necessary skills educators need for success in their classrooms and to instruct a highly heterogeneous English for Speakers of Other Languages (ESOL) student population. Nonetheless, many of these resources focus on specifi c scenarios and instructional approaches that may not be applicable for all ESOL teachers. In this Perspectives article, I propose the incorporation of action research as a practice for K-12 teachers with the vision of empowering them to take control of their professional development and continue improving their instructional practices. Furthermore, I share three examples of how I have used action research in my own practice and the benefi ts obtained by my ESOL department, my ESOL students, and m...
Las poblaciones indígenas provenientes de Latinoamérica residentes en los Estados Unidos han aumentado en número y en visibilidad en recientes años. Sin embargo, aún quedan muchas oportunidades por compartir las historias y realidades de... more
Las poblaciones indígenas provenientes de Latinoamérica residentes en los Estados Unidos han aumentado en número y en visibilidad en recientes años. Sin embargo, aún quedan muchas oportunidades por compartir las historias y realidades de esta población minoritaria dentro de la nación estadounidense. En este trabajo, el autor se apoya en el marco cualitativo de retrato (portraiture, en inglés) y en más de cuatro meses de comunicación para dibujar la realidad de Carmen, una mujer kichwa de Saraguro, Ecuador residente en Maryland, Estados Unidos. Los resultados de este estudio dibujan una realidad poco conocida sobre Carmen—y quizás otras mujeres indígenas latinas inmigrantes en los Estados Unidos— como mujer trilingüe inmigrante kichwa que, a su vez, es matriarca de su familia, estudiante universitaria, defensora y educadora de sus hijos en las escuelas y en su casa, al igual que puente de conocimiento cultural indígena para la nueva generación dentro de su hogar. El propósito fundame...
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Mariano Cubi y Soler was a distinguished and prolific Spanish linguist in the 1800s in the United States, Latin America and Europe. A pioneer in the field of education, he published many works on Spanish language learning that soon became... more
Mariano Cubi y Soler was a distinguished and prolific Spanish linguist in the 1800s in the United States, Latin America and Europe. A pioneer in the field of education, he published many works on Spanish language learning that soon became highly recognized as among the best academic publications in Spanish education during his time. Over the years his works have been forgotten and his groundbreaking efforts in the revitalization of Spanish language pedagogy in the United States remain a myth. This article reflects on the life of Mariano Cubi y Soler as a renowned Spanish language educator who made significant contributions in the field of Spanish language pedagogy and who deserves to be recognized. Furthermore, the authors of this article acknowledge Professor Cubi y Soler’s work in the field of linguistics as the foundation for today’s thriving Spanish language education in the United States
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This special issue is being prepared for the International Journal of Literacy, Culture, and Language Education with the support and guidance of its Editor-in-Chief, Dr. Serafín M. Coronel-Molina.
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Book 1: Autoethnographies of Doctoral Students in the United States
Book 2: Autoethnographies of International Doctoral Students in the United States
Book 1: Autoethnographies of Doctoral Students in the United States
Book 2: Autoethnographies of International Doctoral Students in the United States
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This is a call for proposal titled for a special volume of Camino Real titled "Diversifying the Representation of Latina Women in the United States: Stories, Identities, Languages, and Cultures". Esta es una convocatoria de propuestas... more
This is a call for proposal titled for a special volume of Camino Real titled "Diversifying the Representation of Latina Women in the United States: Stories, Identities, Languages, and Cultures".
Esta es una convocatoria de propuestas para un número especial de la revista Camino Real titulada "Diversificando la representación de la mujer latina en los Estados Unidos: Historias, identidades, idiomas y culturas".
Esta es una convocatoria de propuestas para un número especial de la revista Camino Real titulada "Diversificando la representación de la mujer latina en los Estados Unidos: Historias, identidades, idiomas y culturas".
Call for Abstracts for Special Issue
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In this opening chapter, we establish the groundwork for the edited volume by delving into the intricate interplay between language, discourse, and societal change. Here, we underscore the dual nature of language, recognizing its... more
In this opening chapter, we establish the groundwork for the edited volume by delving into the intricate interplay between language, discourse, and societal change. Here, we underscore the dual nature of language, recognizing its potential both as a force for positive transformation and as a vehicle for harm and marginalization in the classroom and beyond. Utilizing linguistic theories and discourse analysis as our lens, we illustrate how the choices made in the process of communication possess the power to shape perceptions and foster dialogues, impacting social interactions while also potentially perpetuating harm against marginalized individuals and groups. Moreover, we provide a clear definition of language weaponization, or the weaponizing of language, framing our discussions within the parameters of applied linguistics and social sciences. We end the chapter by recording the origins of this edited volume, which provides a backdrop for introducing the subsequent chapters.
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This book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens. The book is divided into five parts. Part I frames the... more
This book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens. The book is divided into five parts. Part I frames the conversation and contributions in this edited volume; Part II provides an overview of SLIFE, Part III focuses on teacher preparation programs, Part IV discusses the challenges faced by SLIFE in K-12 learning environments and Part V examines SLIFE in adult learning environments.
This book is unique in that it offers practical instructional tools to educators, thus helping to bridge theory and practice. Moreover, it retains a special focus on K-12 and adult SLIFE and has an inclusive and international perspective, which includes a novel theoretical framework to support the mental, emotional, and instructional needs of LGBTQ+ refugee students.
The book is of interest to teacher educators, in-service and pre-service teachers, English literacy educators, graduate students, tutors, facilitators, instructors, and administrators working in organizations serving SLIFE in K-12 and adult learning environments.
This book is unique in that it offers practical instructional tools to educators, thus helping to bridge theory and practice. Moreover, it retains a special focus on K-12 and adult SLIFE and has an inclusive and international perspective, which includes a novel theoretical framework to support the mental, emotional, and instructional needs of LGBTQ+ refugee students.
The book is of interest to teacher educators, in-service and pre-service teachers, English literacy educators, graduate students, tutors, facilitators, instructors, and administrators working in organizations serving SLIFE in K-12 and adult learning environments.
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The practice of social-emotional learning (SEL) has been growing in the United States and around the world for some years. Presently, many public and private educational systems, community organizations, and higher education institutions... more
The practice of social-emotional learning (SEL) has been growing in the United States and around the world for some years. Presently, many public and private educational systems, community organizations, and higher education institutions embrace SEL practices in various forms, such as wellness conversations, mindfulness interventions, trauma-informed instruction, restorative circles, and yoga. The incorporation of SEL practices is undoubtedly experiencing a momentum, as Collaborative for Academic, Social, and Emotional Learning (CASEL; 2013) calls it, and its popularity is expected to become increasingly necessary in our schools, learning spaces, and society.
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The goal of this Handbook is to serve as a helpful resource for current practicing teachers, teachers-in-training, teacher leaders, prospective teachers, paraprofessionals/teaching assistants, teacher educators, administrators, and other... more
The goal of this Handbook is to serve as a helpful resource for current practicing teachers, teachers-in-training, teacher leaders, prospective teachers, paraprofessionals/teaching assistants, teacher educators, administrators, and other stakeholders who support English learners in the state of Maryland.
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Prevalent in the literature are the components of smart education, learning , and literacies; smart pedagogies are encouraged, but practical examples are scant. A gap between education and the workplace has been acknowledged; how can... more
Prevalent in the literature are the components of smart education, learning , and literacies; smart pedagogies are encouraged, but practical examples are scant. A gap between education and the workplace has been acknowledged; how can smart pedagogy fill the void? This chapter provides an example of an innovative educational process bridging the interval utilizing an online problem-based service learning (PBSL) instructional approach and a pedagogic collaborative cloud, a smart pedagogic collaborative cloud (PCC). Educators collaborating together are a crucial component of the changing praxis. In a university course using a PBSL approach, students collaboratively identified a problem-lack of time. A literacy pedagogic collaborative cloud was identified as the solution to the problem. A pilot study was performed (n = 12) to ascertain interest in the idea and warrant conducting a study. A triangulated qualitative study (n = 45) was implemented; a broad constructive theoretical framework provided support for smart education, PBSL, and the peda-gogic collaborative cloud. The research questions were: (1) Does the interest or need exist to create a literacy collaborative cloud for graduate students and alumnae? (2) What was the best format to encourage participation? Four types of data were collected and quality checks instituted. The findings revealed 80% of the participants agreed with the creation of a literacy pedagogic collaborative cloud (LPCC); 100% of the participants preferred to collaborate with a group of professionals in their field, and 100% agreed collaboration improved teaching practice. A private literacy PCC was created on Facebook; the implications are clear-smart pedagogy can fill the university/workplace void.
This edited book is a beautiful and powerful collection of poems and personal and visual narratives of multilingual immigrants in the United States. The purpose of this book is to create a space where immigrant stories can be told from... more
This edited book is a beautiful and powerful collection of poems and personal and visual narratives of multilingual immigrants in the United States. The purpose of this book is to create a space where immigrant stories can be told from their personal perspectives. The contributors are immigrants from all walks of life who represent a diverse picture of languages, professions, and beliefs from the immigrant diasporas within the United States. Inspired by the use of autoethnography, authors examine their own lives through poems and personal and visual narratives to share with others who might have similar experiences.
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Kappa Delta Pi Webinar Series
Incorporating Problem-Based Service Learning in Your
21st-Century Classroom
Incorporating Problem-Based Service Learning in Your
21st-Century Classroom
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Non-profit organizations are frequently safe havens in the community where immigrants can find support during their transitional period of adaptation and adjustment to their new environment in the United States (Hung, 2007; Wilson, 2013).... more
Non-profit organizations are frequently safe havens in the community where immigrants can find support during their transitional period of adaptation and adjustment to their new environment in the United States (Hung, 2007; Wilson, 2013). Many of these organizations have educational programs that focus on teaching English as a second language and on preparing immigrants to take the citizenship exam. However, offering literacy classes in the adult learners’ native languages occurs with less frequency (Tamassia, Lennon, Yamamoto, & Kirsch, 2007). This qualitative case study explored the effectiveness of a U.S.-based pilot Spanish literacy program from the participants’ experiences while developing first language (Spanish) literacy and learning some English, their second language. In addition, the implications for this program’s continuance are shared and analyzed. Findings shed light on potential challenges and opportunities associated with incorporating first language literacy programs at non-profit organizations for adult learners who have experienced interruptions in formal school-based learning.