Breaking the Silence: A Critical Review of Language Policy and Planning for Long-Term English Learners

Despite scholarship on emergent bilingual students that continues to evolve, the subgroup of emergent bilinguals who are labeled as long-term English learners (LTELs) have been overlooked and underserved for too long. LTELs refer to English learners who have been educated in a U.S. school for six years or more. This literature review is aimed at bringing awareness to this subgroup population and identifying the characteristics and classification process of LTELs described in the present scholarship. The review critically examines the de facto policy about LTELs from perspectives of the current climate of standardized tests (language management), the label itself (language ideology), and programs and schooling experience of these students (language practice). The literature review not only speaks to the stereotypes, struggles, and challenges that LTELs face, but also calls for future research studies to be conducted in addressing these problems pedagogically, institutionally, and systematically. Keywordslong-term English learners, English proficiency, language policy, standardized test, labeling

Supporting Practitioner Inquiry in Teacher Education: Opportunities and Challenges in ESOL Contexts

Formal preparation and professional development with an explicit focus on the teaching of English to Speakers of Other Languages (ESOL) is essential. Thus, teacher preparation programs play a vital role in meeting this pressing need. Practitioner inquiry has the potential to be a powerful anchor in clinical field experiences for teacher candidates working with emergent bilingual/multilingual students (EB). The purpose of this paper is to present practitioner inquiry as a promising pedagogical practice for teacher education, drawing from examples of implementation in an elementary, preservice teacher preparation program that leads to state credentialing in ESOL. Opportunities and challenges related to the use of this practice with teacher candidates, as well as recommendations, are discussed. Keywordspractitioner inquiry, professional development, teacher education, English to Speakers of Other Languages (ESOL), bilingual/multilingual students

(Re)Imagining Multilingual Learners: Using Photo Stories to Honor Students’ Strengths, Interests, and Experiences

The labeling of students has the potential to result in deficit thinking, which can cause classrooms to become sites of limitation instead of places of limitless opportunity for students. This article discusses the literacy strategy of creating photo stories and shares the steps involved in inviting students to create personal photo stories that honor students’ lived experiences. The author shares how these photo stories have the potential to promote critical and productive dialogue among educators and students to help them celebrate the diverse languages, cultures, interests, and life experiences that are present in their classrooms. Keywordslabels, deficit thinking, multilingual learners, photo story

Perceived Metalinguistic and Cognitive Influences of Bilingual Education

Despite the substantial body of academic research regarding the metalinguistic and cognitive effects of bilingual education, most of the literature reports on large-scale experimental studies (e.g., Bialystok et al., 2010) while little is known about how individuals who have participated in bilingual programs view their learning outcomes. The objective of this study was to investigate whether there are trends in the self-perceived outcomes of bilingual immersion education on people who have spent at least four years in a bilingual educational setting. Ten individuals who met this criterion were interviewed and the audio recordings of their interviews were transcribed and analyzed inductively to allow themes to emerge from the participants’ words. Findings indicate there were identifiable themes in how participants perceived their education and the amount of time and specific grade levels spent in bilingual programs tended to correspond with certain participant response patterns. This study has implications for the many emerging Georgia dual language immersion programs and their recruitment strategies. Keywordsbilingual education, dual language immersion, metalinguistic ability, cognitive ability

Rethinking Policies, Procedures, and Practices Surrounding Language Learning and Learners

The summer 2021 issue of GATESOL Journal is replete with research-based insights and strategies for supporting multilingual learners in varied teaching contexts. The five articles in this issue address ways to better equip multilingual learners for success in an increasingly diverse and multicultural society. One common thread throughout the issue is the rethinking of policies, procedures, and practices that surround language learning and learners. As the Delta variant of SARS-CoV-2 is on the rise and the future of K–12 and higher education continues to remain uncertain, we sincerely hope this issue of GATESOL Journal provides our wide conglomerate of readers—from K–12 mainstream and ESOL teachers to researchers and teacher educators in and outside of Georgia institutions of higher learning to state policymakers—ideas they can take back with them to their respective spheres of influence to make a lasting difference in how we do language teaching and learning in Georgia and beyond.

Enhancing Intensive English Program Reading and Writing Courses through Integrated-Skill Activities

In an increasingly competitive global Intensive English Programs (IEPs) environment (Benshoff, 2018), developing courses that efficiently meet student needs and equip students with skills essential for university success is paramount. Many IEPs develop reading and writing (RW) courses around one textbook for reading and another for writing, essentially separating RW skills from listening and speaking skills (Oxford, 2001). However, our university foundation-year program has started to integrate listening and speaking skills with instruction and assessment into RW courses. Instructors have observed what appear to be increased gains in learning when students pre-read, read, discuss, listen to related lectures, present, and then write about academic topics. Students’ writing reveals greater voice as they seem to understand topics more deeply and have developed greater fluency with ideas and terminology and an increased ability to paraphrase, summarize, and synthesize, aligning with findings in related literature (e.g., Horowitz, 1986). This integrated-skill approach also more closely resembles university tasks than the segregated-skill approach does. This article explains the integrated-skill approach, examines its impact on revitalizing IEP RW instruction, and showcases some sample activities. Keywordsreading and writing (RW), extensive reading, integrated-skill approach (ISA), student success, Intensive English Programs (IEPs)

Communicating in the Face of Racism: Infinitive v. Gerund Verbal Complements in English

As COVID-19 continues to spread across the country, Asian Americans and Asian immigrants have experienced an increase in racist attacks. This paper presents a lesson plan that is intended to help English as a Second Language (ESL) learners of East Asian origin communicate in the face of racial discrimination. In addition to outlining this teaching technique, the article provides a linguistic analysis of the lesson plan’s grammatical focus: the distinction between infinitive and gerund verbal complements. The author argues that the Bolinger Principle, a theory that articulates the reasoning behind this distinction, provides an effective and meaning-informed teaching strategy for teaching infinitives and gerunds. The purpose of the article is to offer guidance for teachers who may wish to use this form-focused technique in their own classrooms. Keywords: ESL, racism, Asian immigrants, infinitive complements, gerund complements, Bolinger Principle

Teaching Media Literacy to ESL and EFL Students in the Age of COVID-19

Media literacy education is a field that is fraught with disagreement over definitions, approaches, principles, and purposes, but teaching media literacy is arguably needed now more than ever before, especially for ESL and EFL students. From the research available, it appears as though many ESL and EFL students are not taught media literacy in their home countries. Additionally, much of the research that does exist in regards to teaching media literacy to ESL and EFL students focuses on forms of media that are no longer relevant to most learners. Since ESL and EFL teachers support the development of their students’ English-language skills, it is justifiable that at least some of the responsibility of media literacy education should fall on their shoulders. The widespread transition to virtual learning as a result of COVID-19 presents a unique opportunity for ESL and EFL teachers to teach media literacy to their students. However, because this period also presents numerous challenges to the public’s collective media literacy skills, it is imperative that teachers integrate media literacy education into their pedagogy. Keywords: media literacy, ESL, EFL, COVID-19

Online Teaching: The Affordances of PowerPoint and YouTube for a More Inclusive Approach

Online education, even when planned, has a number of challenges including availability and affordability of technology (Palvia et al., 2018), students’ learning differences (Jacobs, 2013; Kebritchi et al., 2017), and tech-literacy of instructors and learners (Jacobs, 2013). In emergency situations witnessed in spring 2020, one of the keys to successful online education might be collaboration among instructors as recommended by Fish and Wickersham (2010). The present paper is a move in that direction and shares techniques that can help address two of the challenges mentioned above: (1) the availability and affordability of technology, and (2) students’ learning differences. The latter point is particularly relevant to those teaching multilingual learners in that it relates to one of the solutions suggested by Zamel and Pack (2006) in addressing multilingual students’ academic challenges; that is, providing handouts to facilitate comprehension of the content being presented. Keywords: teaching, PowerPoint, YouTube, Inclusion, ESOL, technology, media

Empowering Language Learning Strategies Online

English language educators faced challenges unique to their discipline as well as difficulties shared with all teachers as they suddenly adjusted to 100% online learning environments in 2020. Language learning strategies (LLS), which are proven strategies for improving language learning as well as building self-efficacy and peer support (MacArthur et al., 2015; Rose et al., 2018), are presented here as tools to navigate this new challenge. The article opens with a brief review of several acute current needs of online learners that critical pedagogy and learning strategies may address. Next, the author provides concise definitions for language learning strategies and summarizes the historical and theoretical basis for LLS. A classroom-based case study of language learning strategy instruction (LLSI) then follows. Finally, online tools and methods for two key strategies, goal-setting and peer review, are provided with recommendations for applying these strategies in a variety of settings. Keywords: language learning strategies, critical pedagogy, self-regulation, peer review, goal-setting