•  
•  

Volume 17, Issue 2 (2025)

Fall 2025 Issue

Evolving Pedagogies for Multilingual Learners: Bridging Linguistics, Literacy, and Teacher Development

Across the United States and in many educational contexts worldwide, the field of English learner education continues to change as teachers, researchers, and policymakers explore new ways to connect language, learning, and equity. The Fall 2025 issue of the Journal of English Learner Education presents studies that link linguistic theory with classroom practice and demonstrate how thoughtful pedagogy can create meaningful growth for multilingual learners.

The opening article, The Benefit of Qualified English Language Teachers in Non-English-Speaking Countries by Tina M. Allen-Abulhassan (American College of Education), highlights the importance of professional preparation and certification in English-medium programs. Allen-Abulhassan examines how access to trained educators influences student outcomes in international and under-resourced settings and calls for education policies that strengthen both pedagogical skill and cultural understanding.

In the second article, Exploring Language Through Systemic Functional Linguistics: Importance of Communicating and Developing Academic Language for Multilingual Learners, Yana Shifrina-Piljovin (CUNY Kingsborough Community College) presents a clear discussion of how language functions within social and academic contexts. Drawing on Halliday’s Systemic Functional Linguistics framework, she explains how teachers can help multilingual students develop academic language through purposeful communication and context-based learning.

Patricia George-Hunter’s (CUNY Kingsborough Community College) The Key to Acquiring the Language of Law, Science, and Technology in the ESL College Classroom continues the focus on academic language, exploring how morphological instruction can support college-level English learners. Her study shows that direct teaching of Greek and Latin word parts enhances vocabulary acquisition and helps students succeed in specialized disciplines that depend on precise terminology.

In Transdisciplinarity through a Functional Approach in the Content Areas: Commonalities for School Teachers, Karen L. Terrell (Loyola University Maryland), Luciana C. de Oliveira (Virginia Commonwealth University), and Jia Gui (Virginia Commonwealth University) examine the WIDA 2020 framework and its application across English Language Arts, mathematics, science, and social studies. Their work identifies practical ways teachers can apply a functional approach to language, making instruction more coherent across subject areas and more accessible for multilingual learners.

The next article, Effectiveness of Pre-Service Teachers’ Service Learning with English Language Learners via Zoom by Donita Grissom (University of Central Florida), Padideh Fattahi Marnani (University of Central Florida), Sophie Cuocci (Seminole State College), and Irina McLaughlin (University of Central Florida) studies the impact of virtual service-learning on teacher preparation. Grissom’s et al.'s findings reveal that online partnerships between pre-service teachers and English learners can improve instructional confidence and increase awareness of culturally responsive practices.

In Dual or Full Immersion: What Do WIDA ACCESS Scores Reveal Might Work Best for Primary Grade ELL Students? Charla D. Chailland (Florida Gulf Coast University) and Lori G. Boyland (Ball State University) compare student outcomes across immersion models using data from WIDA ACCESS assessments. Their analysis offers valuable insight into which instructional designs are most effective in supporting English language development for elementary learners.

The issue concludes with Breathing in Two Languages: Inclusive SEL for Multilingual Learners by Mylia Briggs (Hawaiʻi Department of Education) and Monica Gonzalez Smith (University of Hawaiʻi at Mānoa). This article centers on the emotional and social dimensions of language learning, emphasizing that inclusivity and well-being are essential to academic success. Briggs and Gonzalez encourage educators to integrate social-emotional learning practices into English language instruction to build student confidence and belonging.

Together, these seven articles reflect the ongoing growth of English learner education as both a field of study and a professional practice. Each author offers a distinct lens through which to view language, instruction, and equity. Collectively, their work reminds us that progress in multilingual education depends on sustained reflection, collaboration, and a shared commitment to ensuring that every learner has the opportunity to thrive.

Thank you to all who continue to support and contribute to the Journal of English Learner Education. May the coming holiday season bring rest and renewal for you, and may the year ahead offer continued opportunities to advance the success of multilingual learners. We look forward to sharing our next issue with you in February 2026.