Published exclusively online twice a year in the winter and summer, the Journal of English Learner Education is a scholarly refereed journal. It is grounded in the disciplines of second language acquisition, bilingual education, and English as a second language, but its purpose is to integrate research and best practices in a variety of fields as they relate specifically to the success of English learners in grades P-16.
The Journal of English Learner Education invites manuscripts in three areas: Research and Theory, Effective Practices, and Commentaries. Manuscripts can be submitted for review electronically on a rotating basis.
The journal is funded in part by a grant from the Office of English Language Acquisition, US Department of Education.
Please contact the principal editor, Dr. Laura Monroe, at , with any questions.
Individuals interested in becoming a reviewer for The Journal of English Learner Education should contact the Journal’s Managing Editor at .
Current Issue: Volume 16, Issue 1 (2024) Summer 2024
Editor’s Introduction
Welcome to the Summer 2024 issue of the Journal of English Learner Education (JELE). This issue is dedicated to the theme of Empowering Multilingual Learners: Innovative Strategies and Reflective Practices. As the landscape of education continually evolves, it is crucial to explore and implement teaching methodologies that cater to the diverse needs of multilingual learners. This issue highlights a variety of innovative approaches and reflective practices designed to enhance the educational experiences and outcomes of these learners.
We are excited to present six thought-provoking articles that explore different aspects of multilingual learner education, offering valuable insights and practical strategies for educators, researchers, and policymakers.
Articles in this Issue
The first article, "Addressing Language and Content in Civics through a Language-Based Approach to Content Instruction for Multilingual Learners," is by Jia Gui (Virginia Commonwealth University) and Luciana C. de Oliveira (Virginia Commonwealth University). This study explores how integrating a language-based approach to content instruction (LACI) into a civics curriculum can enhance both language and content learning for multilingual learners. By modifying existing lesson plans, the authors provide practical strategies for effectively scaffolding content and language learning, ensuring comprehensive support for multilingual students.
The second article, "Cooperating Teachers’ Views and Practices about Teaching Emergent Bilinguals in General Education Classrooms," by authors Tunde Szecsi (Florida Gulf Coast University) and Janka Szilagyi (The College at Brockport), examines the perceptions and practices of mainstream cooperating teachers regarding the instruction of emergent bilinguals. Through interviews and classroom observations, the study reveals that while teachers are knowledgeable about evidence-based strategies, they often struggle to incorporate ELs’ language, culture, and experiences into their teaching.
The third article, "Teacher Candidates’ Service-Learning with English Learners" by Hsiaoping Wu (Texas A&M University-San Antonio), investigates the impact of a service learning project on the instructional and emotional development of pre-service teachers working with English learners. Reflective journals and in-class discussions reveal that the experience enhances teacher candidates' understanding of ELs' academic challenges, fosters respect for cultural diversity, and builds confidence in implementing diverse teaching strategies.
The next article, "Teaching English Language Learners: Exploring the Instructional Modifications Mainstream Teachers Use" by Nilufer Guler (Rockhurst University), focuses on the instructional modifications that mainstream teachers employ to support English language learners. Survey and interview data highlight the prevalent strategies, such as simplifying language and translating content, while also emphasizing the need for greater awareness and adherence to state and federal policies regarding EL education.
The next article, "Empowering English-Language Learners through Acting, Translanguaging, and Collaborative Devising" by Natasha Lorca Yannacañedo (Eugenio María de Hostos Community College), explores the potential of using acting and translanguaging as tools for linguistic and personal development among English Language Learners (ELLs). By incorporating creative pedagogies into the curriculum, the author demonstrates how these methods can improve vocabulary acquisition, pronunciation, and overall language confidence in a supportive learning environment.
Our final article in this issue, "Bridging Words and Worlds: Innovative Writing Strategies for Adolescent Multilingual Learners" by Robert A. Griffin (University of West Georgia), presents innovative strategies to enhance the writing skills of adolescent multilingual learners. By using culturally responsive writing prompts, peer collaboration, and multimodal writing experiences, the author provides practical approaches to connect students' personal experiences with academic tasks, fostering a more inclusive and engaging educational environment.
The articles in our Summer 2024 issue highlight the importance of innovative, personalized, and reflective practices in the education of multilingual learners. We hope that this issue helps to advance both educational equity and excellence for all learners.
Warm regards,
Laura E. Monroe, PhD
Principal Editor
Journal of English Learner Education (JELE)
Articles
Addressing Language and Content in Civics through a Language-Based Approach to Content Instruction for Multilingual Learners
Jia Gui and Luciana C. de Oliveira
Cooperating Teachers’ Views and Practices about Teaching Emergent Bilinguals in General Education Classrooms
Tunde Szecsi and Janka Szilagyi
Teaching English Language Learners: Exploring the Instructional Modifications Mainstream Teachers Use
Nilufer Guler
