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 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 15, Issue 2 (2023) Winter 2023 Issue


Welcome to the Winter 2023 Issue of the Journal of English Learner Education!

As we turn toward a brand new year, we invite you to this winter issue of the Journal of English Learner Education. Within this issue's articles, you will find insights and inspiration, all focused on nurturing the unique voices and diverse journeys of English learners.

This issue marks a turning point, a moment where we shift our gaze from the limitations students might face to the boundless potential they hold within. We celebrate the power of asset-based teaching, a philosophy that embraces the inherent strengths and experiences each student brings to the classroom. Drs. Stephanie K. Knight, Marjaneh Gilpatrick, and Tracy Vasquez's article, "Uncover, Cultivate, and Empower Students’ Uniqueness" explores this transformative approach, learning how to build upon individual strengths and backgrounds to create an inclusive learning environment where every voice resonates.

Embracing student individuality requires more than just a shift in our own perspective. It demands an acknowledgment of the profound influence educators have on the experiences of English Language Learners. Leah Day's thought-provoking piece, "Our Students Vs. Their Students: Perceptions of Teachers in English Language Learning," dives into the complex factors that shape teacher perceptions and how these perceptions, in turn, shape the lives of ELL students. This journey compels us to move towards an asset-based view of our students and advocates for a collaborative approach to their education, one that involves every stakeholder. For English Learners with Disabilities (ELDs), the path to academic success requires unwavering support and tailored resources. In Drs. Samiratu Bashiru and Jennifer E. Smith's meticulously researched article, "Best Practices for English Learners with Disabilities in US Schools – A Systematic Review," a comprehensive exploration of evidence-based interventions and effective instructional approaches is presented. This insightful study, guided by the Council for Exceptional Children's Quality Indicators, lays out a roadmap for educators, policymakers, and families, offering crucial insights into culturally responsive practices, inclusive assessment, and the challenges and opportunities specific to educating ELDs.

But learning doesn't happen in isolation. As Dr. Alissa Blair's poignant study, "Language, Cultural Knowledge, and Privileged Practices: A Case Study of Understandings that Shape Family Engagement for Parents of Spanish-English Emergent Bilinguals," reveals, bridging the gap between home and school is essential for fostering a truly inclusive learning environment. By dismantling language barriers and embracing cultural differences, we open the door to meaningful collaboration and empower families to become active partners in their children's education.

Finally, Drs. Deborah Wheeler and Jennifer Hill's inspiring article, "Application of Multicultural Literature in the Early Childhood Classroom," reminds us that the seeds of understanding and inclusivity are best sown early. By weaving diverse cultural narratives into the fabric of early childhood education, we offer young learners a window into the world's rich tapestry, nurturing their own identities and fostering empathy for others. This call to action encourages us to bridge the gap between school and home, creating a learning environment where cultural awareness and inclusivity flourish.

As we bid farewell to 2023 and enter the hopeful embrace of 2024, let this issue serve as a guidepost, leading us towards a future where every English learner is seen, heard, and empowered to reach their full potential. May the insights within these articles spark conversations, challenge assumptions, and inspire us to build a world where education celebrates and honors the unique gifts each child brings to the table.

Happy New Year, and happy reading!
- Laura E. Monroe, PhD
Managing Editor, Journal of English Learner Education



Asset-based Teaching; Uncover, Cultivate, and Empower Students’ Uniqueness
Stephanie K. Knight, Marjaneh Gilpatrick, and Tracy Vasquez