Current Issue: Volume 16, Issue 2 (2024) Winter 2024 Issue

Innovative Strategies and Inclusive Practices for English Learner Success

As classrooms continue to evolve with new technologies, diverse student populations, and innovative teaching practices, educators are tasked with addressing both persistent challenges and emerging opportunities. The Winter 2024 issue of the Journal of English Learner Education explores these intersections through the lens of innovative strategies and inclusive practices designed to empower English learners (ELs) across diverse contexts.

This issue begins with "Literacy Instruction for English Language Learners in Indiana: Pre- and During the COVID-19 Pandemic" by Haiyan Li (Purdue University), Wayne E. Wright (Purdue University), and Trish Morita-Mullaney (Purdue University), examines the instructional shifts and challenges faced by educators during one of the most disruptive periods in modern education. The study highlights the evolving strategies used to address literacy gaps in both remote and in-person settings.

Building on this foundation, "Now I See: Video Supports for English Language Learners" by Joanna C. Zimmerle (Austin Peay State University), Hanrui He (Austin Peay State University), and Tara Hill (Austin Peay State University) explores how video resources can provide meaningful support for ELs in mainstream classrooms. Drawing on theoretical frameworks and practical strategies, the article demonstrates how visual tools can enhance language comprehension, student engagement, and overall learning outcomes.

Continuing the exploration of innovative practices, "Digital Stories of Resilience: A Case Study of Urban Community College English Learners" by Patricia George Hunter (CUNY Kingsborough Community College) investigates how project-based digital storytelling fosters resilience and enhances academic outcomes among post-secondary ELs. The study emphasizes the power of narrative in building connections and deepening students' understanding of resilience theory.

Shifting focus to interpersonal and social strategies, "Supporting English Language Learners through Peer Support" by Anny Pedraza Borbon (University of North Georgia) examines how peer collaboration and guided group work can create supportive environments for language learning. Grounded in sociocultural theory, this article highlights the value of peer interaction in fostering self-efficacy and building confidence among ELs.

Finally, the issue concludes with an international perspective in "Taiwanese Elementary School Teachers’ Mindset of Content and Language Integrated Learning (CLIL) Instruction" by Chin-Wen Chien (National Tsing Hua University). This study explores teacher mindsets, preparation, and instructional practices in Taiwan’s CLIL classrooms, underscoring the global relevance of innovative pedagogical frameworks.

Together, these articles not only reflect current research and practice but also illuminate pathways for future growth. The Winter 2024 issue serves as both a resource and an inspiration for educators, researchers, and policymakers dedicated to advancing equity, inclusion, and excellence in English learner education.

Articles