# bib

id: gatesol-13
author: Oaxaca, Harvey
title: From the President
date: 2014
pages: 1
extension: .pdf
mime: application/pdf
words: 408
sentence: 21
flesch: 49
cache: cache/gatesol-13.pdf
txt: txt/gatesol-13.txt
summary:
  As language professionals, we understand the need for ongoing professional development. In order for language educators to remain at the “top of our game”, we must be learning leaders and this happens in part through ongoing professional development.


id: gatesol-4
author: Ridgedell, Tara
title: Guided reading: A poem
date: 2014
pages: 3
extension: .pdf
mime: application/pdf
words: 701
sentence: 26
flesch: 60
cache: cache/gatesol-4.pdf
txt: txt/gatesol-4.txt
summary:
  Teachers can explicitly talk about and present these forms to students, or model different literacy forms for exposure. “I need help reading in English,” a student confided The smart ESOL teacher tried reading that’s guided The approach is great for students of all ages


id: gatesol-5
author: Bartlett, Renea
title: Reflection: Why & Where We Teach
date: 2014
pages: 4
extension: .pdf
mime: application/pdf
words: 897
sentence: 53
flesch: 66
cache: cache/gatesol-5.pdf
txt: txt/gatesol-5.txt
summary:
  Rather than focusing on what is different in terms of student dispositions, access to resources, and instructional environments, I want to reflect on how the dispositions an individual teacher espouses impact her teaching context. International teachers, particularly, often have a few shared character traits that I also find in myself: insatiable wanderlust, a love of change, a high degree of adaptability, and intellectual curiosity.


id: gatesol-49
author: Tinker Sachs, Gertrude M.
title: The Pen is Mightier than the Sword
date: 2015
pages: 5
extension: .pdf
mime: application/pdf
words: 943
sentence: 37
flesch: 49
cache: cache/gatesol-49.pdf
txt: txt/gatesol-49.txt
summary:
  We chose the title, “The Pen is Mightier than the Sword - Countering Deficit Perspectives in Theory and Practice,” and I recycle that title for this editorial because I wanted to reiterate its importance and centrality to our work as critical educators and because our three papers for this edition directly address the countering of deficit perspectives. Bravo to our writers for being bold and audacious in describing the ways they counter deficit perspectives in their teaching and research projects!


id: gatesol-81
author: Jeddi, Andrea J
title: Anti-immigration sentiments and the true benefits of inclusivity
date: 2018
pages: 6
extension: .pdf
mime: application/pdf
words: 1475
sentence: 44
flesch: 39
cache: cache/gatesol-81.pdf
txt: txt/gatesol-81.txt
summary:
  The author examines explanations for the rising wave of anti-immigrant sentiments and discusses research that affirms the true benefits of inclusivity. These decisions have and will continue to hit our society hard (e.g., Sadowski-Smith & Li, 2016; Sanchez, 2017), but they will be particularly damaging to ELL students and their families, even those far removed from border cities and airports.


id: gatesol-51
author: Li, Jing
title: From Self-Doubt to Self-Acceptance: An ESL Learner’s Journey
date: 2016
pages: 10
extension: .pdf
mime: application/pdf
words: 2109
sentence: 94
flesch: 61
cache: cache/gatesol-51.pdf
txt: txt/gatesol-51.txt
summary:
  Significance for ESL Teachers When English language learners start doubting themselves as capable beings because of their second language use, it might be helpful if teachers could guide them to reach self-acceptance. How could they apply to your students who are English language learners?


id: gatesol-8
author: Carter, Melanie
title: Empowering English Language Learners through Social-Action Projects
date: 2014
pages: 11
extension: .pdf
mime: application/pdf
words: 2935
sentence: 158
flesch: 49
cache: cache/gatesol-8.pdf
txt: txt/gatesol-8.txt
summary:
  However, these new policies continue to emphasize annual testing and student accountably for the general population and English Language Learners (ELLs) alike. This schism between policy and reality has caused many teachers of culturally and linguistically 1 GATESOL in Action, Vol. 1, Spring 2014 mailto:mlcarter@student.gsu.edu diverse students to go into “test panic” and revert to rote teaching strategies that emphasize “teaching to the test” in order to increase the test scores of students.


id: gatesol-17
author: Tinker Sachs, Gertrude
title: Welcome from the Senior Editor
date: 2014
pages: 4
extension: .pdf
mime: application/pdf
words: 1016
sentence: 42
flesch: 60
cache: cache/gatesol-17.pdf
txt: txt/gatesol-17.txt
summary:
  As such, in this journal we must touch all bases and be open to everything that impacts the lives of language learners. One of the persons I spoke with to get a handle on what she was doing, seeing and envisioning for language learners in the State of Georgia was Cori Alston.


id: gatesol-31
author: Southall, Aubrey Brammar
title: Empowering ESOL Social Studies Students with Historical Based Children's Literature
date: 2015
pages: 20
extension: .pdf
mime: application/pdf
words: 3307
sentence: 211
flesch: 62
cache: cache/gatesol-31.pdf
txt: txt/gatesol-31.txt
summary:
  Newly arrived high school ELL students enrolling in United States History can become overwhelmed due to the unfamiliarity of the content. ISSN #2331-6845 Empowering ESOL social studies students with historically based children’s literature By Aubrey Brammar Southall Georgia State University (Ph.D. Candidate) Atlanta, Georgia aubrey.southall@gmail.com


id: gatesol-19
author: Lado, Ana
title: Teaching Beginner ELLs with Picture Books: Tellability
date: 2015
pages: 19
extension: .pdf
mime: application/pdf
words: 3427
sentence: 214
flesch: 61
cache: cache/gatesol-19.pdf
txt: txt/gatesol-19.txt
summary:
  ISSN #2331-6845 Teaching Beginner ELLs with Picture Books By Ana Lado Marymount University Arlington, Virginia ana.lado@marymount.edu Tellability is applied to selecting pictures books with features that mirror the types of adaptations used by language teachers. Taken as a whole, picture books are a multidimensional medium that is a rich resource for a broad range of instructional situations.


id: gatesol-21
author: Mantegna, Sarah
title: The good news about English learners
date: 2015
pages: 17
extension: .pdf
mime: application/pdf
words: 3225
sentence: 181
flesch: 45
cache: cache/gatesol-21.pdf
txt: txt/gatesol-21.txt
summary:
  The student-to-student and student-to- teacher interactions and the language processing that students engage in while they perform these meaningful tasks results in rich language learning (Van den Branden, 2006) that does not come from traditional, uninteresting, decontextualized instruction. Such students demonstrate independence; build strong content knowledge; respond to the varying demands of audience, task, purpose, and discipline.


id: gatesol-33
author: Oaxaca, Harvey
title: Presidents Letter
date: 2014
pages: 2
extension: .pdf
mime: application/pdf
words: 347
sentence: 20
flesch: 67
cache: cache/gatesol-33.pdf
txt: txt/gatesol-33.txt
summary:
  The completion of one article leads the way to application of new understanding for each of us as language educators. The writers of the articles in our journal have spent much time researching, planning, implementing, and compiling their work.


id: gatesol-44
author: Lewis, Megan
title: Shifting Paradigms Starting with Self
date: 2016
pages: 16
extension: .pdf
mime: application/pdf
words: 3264
sentence: 213
flesch: 73
cache: cache/gatesol-44.pdf
txt: txt/gatesol-44.txt
summary:
  In the United States, these social judgments tend to divide speakers into three groups: speakers of Standard English, speakers of non-Standard English, and speakers of other languages. The inability to communicate effectively in this dialect denies people access to what Delpit (1995) calls the “culture of power,” which affords greater privileges to speakers of Standard English and places non-Standard English speakers and speakers of other languages at greater disadvantages.


id: gatesol-23
author: Fredricks, Lori
title: Teaching during Times of Change: On Being a Georgian TESOL Educator in Cairo
date: 2015
pages: 7
extension: .pdf
mime: application/pdf
words: 1375
sentence: 52
flesch: 47
cache: cache/gatesol-23.pdf
txt: txt/gatesol-23.txt
summary:
  For English language teachers and faculty in Applied Linguistics, Cairo is a dynamic capital that poses a wealth of opportunities and some interesting challenges. In a city with a metropolitan population of approximately 12,000,000 (UNdata, 2014) and an ever increasing number of English language institutions and programs, educators often comment that “everyone seems to want to learn English.”


id: gatesol-7
author: Frost, Mary
title: Keeping English Learners Motivated
date: 2014
pages: 14
extension: .pdf
mime: application/pdf
words: 4071
sentence: 198
flesch: 52
cache: cache/gatesol-7.pdf
txt: txt/gatesol-7.txt
summary:
  For language minority students in particular, analyzing societal power constructs, which often place minorities in areas of marginalization, should provide students with avenues for expressing frustration and voices to empower them. A clear benefit can be seen in working to increase student motivation.


id: gatesol-62
author: Tinker Sachs, Gertrude M.
title: Do I Hear An Accent?
date: 2016
pages: 6
extension: .pdf
mime: application/pdf
words: 1232
sentence: 65
flesch: 51
cache: cache/gatesol-62.pdf
txt: txt/gatesol-62.txt
summary:
  On the plus side, New Mexico (1989), Oregon (1989) and Washington State (1989), Rhode Island (1992) have English Plus resolutions that encourage the preservation and maintenance of home languages and the study of English as an additional language (English Plus Resolution, 1989). Sometimes one cannot place the response to a variation, in particular in the case of this editorial, linguistic variation.


id: gatesol-92
author: Tinker Sachs, Gertrude M.
title: The Quietening of Languages: How Can We Celebrate and Welcome Them?
date: 2020
pages: 14
extension: .pdf
mime: application/pdf
words: 4508
sentence: 311
flesch: 73
cache: cache/gatesol-92.pdf
txt: txt/gatesol-92.txt
summary:
  In looking at the disappearance of languages, Skutnabb- Kangas and Phillipson (2010) contended that the conditions for languages are influenced by factors such as: The relative isolation of the speakers from speakers of other languages; the self-sufficiency of the group (the extent to which they need to trade with others for basic needs; whether they can grow and collect what they need all year round and so on; the availability of jobs without the need to migrate; the existence of material resources of interest to outsiders in the area, and their exploitation (logging, oil, mining and the like). Most of the Seke people are speaking Nepali and other Tibetan languages.


id: gatesol-36
author: Balbed, Maria Montalvo; Musetti, Bernadette McCormack
title: Unpacking capital: Promoting EL student success & learning to “Do school”
date: 2015
pages: 23
extension: .pdf
mime: application/pdf
words: 4650
sentence: 216
flesch: 49
cache: cache/gatesol-36.pdf
txt: txt/gatesol-36.txt
summary:
  However, a limited and exclusionary view of capital promotes a deficit approach to educating many Latino, as well as other students (Villegas & Lucas, 2002; Zeichner & Payne, 2013). It is our hope that meaningful discussions of this among educators, students, families and other community members might yield new insights and new ways to ‘do school’ for English learners and other students placed at risk.


id: gatesol-72
author: Choi, Jayoung
title: Multilingual self: Inspired by a recent trip to Peru
date: 2018
pages: 7
extension: .pdf
mime: application/pdf
words: 1247
sentence: 65
flesch: 64
cache: cache/gatesol-72.pdf
txt: txt/gatesol-72.txt
summary:
  In this poem, I write in all four languages of which I have varying proficiencies: Korean, English, Farsi, and Spanish in hopes to encourage teachers to allow multilingual students to draw on all linguistic repertories when learning in school (please see Ofelia García and her colleagues’ work on translanguaging). In this poem, I write in all four languages of which I have varying proficiencies: Korean, English, Farsi, and Spanish in hopes to encourage teachers to allow multilingual students to draw on all linguistic repertoires when learning in school.


id: gatesol-68
author: McLeod-Chambless, Lisa Lynn
title: Learning to Teach, Again, in China
date: 2018
pages: 21
extension: .pdf
mime: application/pdf
words: 5472
sentence: 253
flesch: 54
cache: cache/gatesol-68.pdf
txt: txt/gatesol-68.txt
summary:
  Adapting to a new school environment and new students was a trying experience that required a great deal of patience at times. I also discovered that many of my students did not fit the stereotypical image of Chinese students.


id: gatesol-12
author: Castelow, Kendra
title: Welcome from the K-12 Editor
date: 2014
pages: 2
extension: .pdf
mime: application/pdf
words: 416
sentence: 20
flesch: 53
cache: cache/gatesol-12.pdf
txt: txt/gatesol-12.txt
summary:
  More specifically, I have conducted professional development classes for K-12 teachers, presented at state-level conferences, and conducted research about the culturally proficient teacher and the ESOL student. In addition, I have encouraged mainstream teachers to improve upon their pedagogical content knowledge so that they might more insightfully use their curriculum guides.


id: gatesol-9
author: Wallace, Beth
title: Letter from the Immediate-Past President
date: 2014
pages: 2
extension: .pdf
mime: application/pdf
words: 409
sentence: 19
flesch: 63
cache: cache/gatesol-9.pdf
txt: txt/gatesol-9.txt
summary:
  As the Immediate Past-President of Georgia TESOL, I am very excited that the new online journal, GATESOL in Action, begins a new era for Georgia TESOL. ISSN #2331-6845 Letter from the Immediate Past-President of Georgia TESOL By Beth Wallace Elizabeth.Wallace@gpc.edu Dear GATESOL Members & Readers!


id: gatesol-38
author: Portes, Pedro; Straubhaar, Rolf; Mellom, Paula
date: 2015
pages: 18
extension: .pdf
mime: application/pdf
words: 3649
sentence: 155
flesch: 51
cache: cache/gatesol-38.pdf
txt: txt/gatesol-38.txt
title:
  An R&D Approach to the Educational Challenges of the Growing Latino Population in the United States’ “New South”

summary:
  These deficit attitudes only serve to hamper the psychological and academic development of Latino students (Portes & Salas, 2010), and scholars such as Walker, Shafer & Iiams (2004) argue that this hostile school climate for Latinos will only worsen as the number of Latino ELL students continues to increase. More specifically, CLASE’s afterschool program trains tutors in culturally relevant pedagogical techniques, including the same IC pedagogy which the aforementioned study found to be effective in raising Latino student achievement throughout North Georgia.


id: gatesol-71
author: Tinker Sachs, Gertrude
title: Welcoming Others – Immigrants and Refugees - How Do You Do It?
date: 2017
pages: 6
extension: .pdf
mime: application/pdf
words: 1239
sentence: 80
flesch: 48
cache: cache/gatesol-71.pdf
txt: txt/gatesol-71.txt
summary:
  As an immigrant to the United States since 2003 and a person who has lived in other countries (Hong Kong and Canada) historically, ethnically, culturally and linguistically different from my home country where I was born, bred and educated, (the Bahamas), I understand and am sensitive to walls and barriers of numerous types and perspectives (Tinker Sachs, 2006; 2014). While we embrace positive action to eliminate walls, we continue to educate ourselves to fill the voids that reduce our effectiveness such as addressing the need for teacher development programs for those who teach adult English language learners (Pettitt, Elkers, Campbell and Gure’s,“Critical Service -Learning in Adult ESOL Teacher Preparation: Reflections from the Field”) and the importance of providing more dual language programs (Farran and Mindrik’s, “Drama, Language, Literacy and Cognition in 3 GATESOL in Action, Fall 2016/Spring 2017 PreSchool Dual Language Learners”).


id: gatesol-34
author: Tinker Sachs, Gertrude
title: Welcome from the Senior Editor
date: 2015
pages: 4
extension: .pdf
mime: application/pdf
words: 855
sentence: 34
flesch: 56
cache: cache/gatesol-34.pdf
txt: txt/gatesol-34.txt
summary:
  A recent edition of the Atlanta Journal Constitution (AJC) gives front page coverage to the changes that are coming for Georgia teachers. While many Georgia-based educators bemoan the plethora of assessments that are crowding teacher preparation no one can deny that increased quality in all teachers is something for which we all aspire.


id: gatesol-64
author: Pendergrass, Jennifer
title: Cultivating Respectful Classroom Discourse in Trump's America
date: 2017
pages: 9
extension: .pdf
mime: application/pdf
words: 2236
sentence: 129
flesch: 55
cache: cache/gatesol-64.pdf
txt: txt/gatesol-64.txt
summary:
  A Pennsylvania school reported an incident following Trump’s election where students chanted, “White Power” and declared that minority students would be their slaves. I overheard student conversations becoming more and more passionate as the election drew near.


id: gatesol-79
author: Jackson, Annmarie Patricia
title: Boys and Girls for Others
date: 2018
pages: 31
extension: .pdf
mime: application/pdf
words: 6629
sentence: 415
flesch: 61
cache: cache/gatesol-79.pdf
txt: txt/gatesol-79.txt
summary:
  Teach students how to think critically about things in their own lives, by making content relevant to their families and society at large • Encourage students to be agents of change. To implement the backward design, I recommend that teachers examine the standards and identify the essential objectives or goals students 8 GATESOL in Action, Fall 2018 should know by the completion of the unit.


id: gatesol-42
author: Wang, Huan
date: 2016
pages: 11
extension: .pdf
mime: application/pdf
words: 2480
sentence: 114
flesch: 57
cache: cache/gatesol-42.pdf
txt: txt/gatesol-42.txt
title:
  Shifting Paradigms of Language and Identities: My Personal Journey of English Learning, Teaching and Researching

summary:
  With English being her non-native language, the author has experienced numerous challenges while being a learner attempting to explore her language identities, an English instructor trying to implement effective language teaching pedagogies, and a language investigator intending to conduct rigorous research to benefit next generations of English language learners. Keywords: English language learner, identities, language paradigms, language varieties, language variationists Introduction My perspectives about language have been constantly changing through many years of learning, teaching and researching.


id: gatesol-41
author: Park, Jeehye
title: What does it mean to be a language variationist and bilingual?
date: 2016
pages: 11
extension: .pdf
mime: application/pdf
words: 2148
sentence: 128
flesch: 65
cache: cache/gatesol-41.pdf
txt: txt/gatesol-41.txt
summary:
  In J. K. Chambers & N. Schilling (2nd ed.), The handbook of language variation and change (pp. 387-406). In J. K. Chambers & N. Schilling (2nd ed.), The handbook of language variation and change (pp. 448-467).


id: gatesol-102
author: Wang, Yixuan
date: 2020
pages: 16
extension: .pdf
mime: application/pdf
words: 8667
sentence: 441
flesch: 52
cache: cache/gatesol-102.pdf
txt: txt/gatesol-102.txt
title:
  Poetry in TESOL Teacher Education: A Chinese Teacher’s Identity Negotiation and Reconstruction Before and During the Pandemic

summary:
  This deep-rooted ideology further favors native teachers as well as influencing non-native teachers to perceive themselves as inferior and deficient in English (Nguyen, 2017). When the language barrier is an enormous challenge to Chinese students, the hardship becomes even more difficult for Chinese international students who are enrolled in the program of TESOL or World Language Education (WLE), in which language proficiency is a prerequisite.


id: gatesol-43
author: Poindexter, April Linnea
date: 2016
pages: 13
extension: .pdf
mime: application/pdf
words: 2812
sentence: 158
flesch: 63
cache: cache/gatesol-43.pdf
txt: txt/gatesol-43.txt
title:
  All the different voices:A teacher’s journey to shifting paradigms in language variation and diversity

summary:
  Keywords: Language, diversity, language variation, professional development, paradigm, However, it wasn’t until I enrolled in a graduate course in language variation and learning that I was challenged to deeply explore my evolving language paradigm.


id: gatesol-6
author: Wlazlinski, Mae
title: From State Rule to Practice: How ESOL Push-in Looks Like in the Classroom
date: 2014
pages: 30
extension: .pdf
mime: application/pdf
words: 9193
sentence: 483
flesch: 55
cache: cache/gatesol-6.pdf
txt: txt/gatesol-6.txt
summary:
  Margo Williams, the EL Coordinator in Dekalb County Schools, states that the induction process begins with the professional development of administrators, which should include training on how best administrators can (1) provide resources/materials/technology, (2) consider suitability of teachers’ personality and disposition, (3) understand ELs’ cultural, linguistic, and academic needs, (4) provide professional development to content teachers on ESOL-related topics, (5) schedule planning time and expect collaboration, (6) ensure inclusion of ESOL teachers in grade-level planning meetings, and (7) secure space for ESOL teacher to meet with other teachers. To summarize, the results (as shown in the chart) indicated that ESOL teachers would like to work with content teachers who treat them as equal partners; accommodate their schedules to better utilize their expertise in planning, delivering, and assessing their lessons; are open to new ideas; like to share responsibility; like to learn ELs’ culture and language; and are willing to “give up” a little of their classroom for the benefit of their EL students. 9 GATESOL in Action, Vol. 1, Spring 2014 Finding 2: When does push-in delivery work?


id: gatesol-25
author: Odo, Dennis
title: Rethinking Metaphors of Classroom Assessment
date: 2015
pages: 25
extension: .pdf
mime: application/pdf
words: 5083
sentence: 215
flesch: 46
cache: cache/gatesol-25.pdf
txt: txt/gatesol-25.txt
summary:
  While the puzzle metaphor allows scholars to take a much broader and more holistic view of assessment, it is still problematic because it threatens to limit our imagination in terms of what we might accept 8 GATESOL in Action, Vol. 2, Fall 2014 as being valid forms of student assessment. A significant component of the switch from a puzzle to organism metaphor is an increased reliance of teacher assessment literacy.


id: gatesol-103
author: Mbodj, Ndeye Bineta
title: Online Teaching: The Affordances of PowerPoint and YouTube for a More Inclusive Approach
date: 2020
pages: 10
extension: .pdf
mime: application/pdf
words: 3219
sentence: 176
flesch: 63
cache: cache/gatesol-103.pdf
txt: txt/gatesol-103.txt
summary:
  Using PowerPoint and YouTube, two familiar and affordable tools, instructors can design course content in both audio-video and downloadable/printable formats to accommodate different learning preferences, provide more support for comprehension, and facilitate access to content for students with limited internet access. For multilingual students who are less fluent in listening, it certainly would be beneficial to follow the written version while listening to the video.


id: gatesol-80
author: Leckie, Alisa
title: Language Experience Camp: Connecting Schools, Students and Families in Southeast Rural Georgia
date: 2018
pages: 12
extension: .pdf
mime: application/pdf
words: 2926
sentence: 121
flesch: 49
cache: cache/gatesol-80.pdf
txt: txt/gatesol-80.txt
summary:
  Vocabulary terms related to each summer’s theme formed the foundation of what language students produced; whereas sentence frames and aligned graphic organizers provided structure for oral and written language production. The selected terms and language structures were essential, but even more important was our emphasis on student produced language.


id: gatesol-100
author: Aberle-Grasse, Melissa
title: Empowering Language Learning Strategies Online
date: 2020
pages: 10
extension: .pdf
mime: application/pdf
words: 4905
sentence: 277
flesch: 51
cache: cache/gatesol-100.pdf
txt: txt/gatesol-100.txt
summary:
  Language learning strategies as simple as goal-setting, reflection, and peer review can enable students to take control of their own learning outcomes (my case study reported above; Artino & Stephens, 2009; Mastan & Maarof, 2014; Nguyen & Gu, 2013). 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.


id: gatesol-83
author: Tinker Sachs, Gertrude M.
date: 2018
pages: 11
extension: .pdf
mime: application/pdf
words: 2600
sentence: 104
flesch: 45
cache: cache/gatesol-83.pdf
txt: txt/gatesol-83.txt
title:
  What I Learned the Summer of 2018: Critical Reflections of an ESOL, Language and Literacy Teacher Educator

summary:
  They model how teachers can work collaboratively to maximize learning experiences for their students. Our papers in this edition all speak to empowering our learners; developing teachers’ skills, knowledge, and experiences in a wide array of settings; the importance of learning other languages and being cultural brokers.


id: gatesol-130
author: Kristensen, Karen
title: Utilizing Readers' Theatre and Role-Play to Engage Young English Language Learners
date: 2022
pages: 5
extension: .pdf
mime: application/pdf
words: 2471
sentence: 193
flesch: 55
cache: cache/gatesol-130.pdf
txt: txt/gatesol-130.txt
summary:
  Students with LEP require effective instruction to allow them to achieve the same learning standards as their peers whose native language is English. Step into any primary classroom and one will find when students are presented with material that is engaging and fun, they are learning.


id: gatesol-101
author: Pao, Melody
title: Communicating in the Face of Racism: Infinitive v. Gerund Verbal Complements in English
date: 2020
pages: 11
extension: .pdf
mime: application/pdf
words: 5231
sentence: 331
flesch: 61
cache: cache/gatesol-101.pdf
txt: txt/gatesol-101.txt
summary:
  Keywords ESL, racism, Asian immigrants, infinitive complements, gerund complements, Bolinger Principle Background COVID-19 has laid bare the deep systemic inequities that pervade our society. While the analysis of Duffley (2000) on gerund complements is accurate, his assertion on infinitive complements and subject control does not apply to all cases.


id: gatesol-77
author: Paynter, Kelly; Arnett, Stacey
title: Benefits of Collaboration between the ESOL Teacher and the Library Media Specialist
date: 2018
pages: 14
extension: .pdf
mime: application/pdf
words: 3291
sentence: 154
flesch: 53
cache: cache/gatesol-77.pdf
txt: txt/gatesol-77.txt
summary:
  The library can be set up in stations through which the ELLs rotate; some stations (such as those requiring computer-based work) can be self-guided by the students, and others can be staffed by the LMS and ESOL teacher. Of course, both the LMS and ESOL teacher are busy individuals, so such collaborations should be planned together in advance to ensure a productive, meaningful environment.


id: gatesol-104
author: Bristow, Mackenzie
title: Nexus Analysis as an Approach to Navigate Change
date: 2020
pages: 13
extension: .pdf
mime: application/pdf
words: 6417
sentence: 351
flesch: 42
cache: cache/gatesol-104.pdf
txt: txt/gatesol-104.txt
summary:
  Institutions of higher education or language programs can also be analogous to an ecosystem as suggested by Dafouz and Smit (2016) who recognize a multilingual university has features that include a “dynamic interrelatedness between the relevant languages (functions and forms) and their academic habitats, not least because these contain, and are constructed by, academics, students, and administrators in their actual and virtual university spaces” (pp. 400– 401). For language programs, actions mediated by discourses in place could include the accepted norms and ideas around admissions, hiring practices, or program handbooks.


id: gatesol-178
author: Chiesa, David L; Griffin, Robert A.; Humaidan, Abdulsamad Y.; Trịnh, Ethan T.
date: 2022
pages: 2
extension: .pdf
mime: application/pdf
words: 958
sentence: 41
flesch: 43
cache: cache/gatesol-178.pdf
txt: txt/gatesol-178.txt
title:
  Teaching with Intentionality: Language Educators as Transformative Intellectuals and Reflective Practitioners

summary:
  They take transformative roles as language educators because they view pedagogy not only for language learning but also as opportunities for transforming students’ lives both inside and outside the classroom space. The papers are connected with the core idea that language educators are vested in intentionally using pedagogical approaches that could have an impact on how and what students are learning.


id: gatesol-124
author: Mobley, Joel; Ramsay-Jordan, Natasha
date: 2022
pages: 11
extension: .pdf
mime: application/pdf
words: 5991
sentence: 309
flesch: 44
cache: cache/gatesol-124.pdf
txt: txt/gatesol-124.txt
title:
  Highlighting Supportive Reading Comprehension Practices for English Language Learners in Virtual Classrooms 

summary:
  In fact, motivation for many students is a cornerstone of learning many of the valuable skills and strategies that will empower them academically. Third, when teachers use multiple methods to teach ELLs, many students’ reading comprehension skills increase (Acosta, 2019).


id: gatesol-120
author: Ashton, Margaret; Hirano, Eliana
title: The Perceived Metalinguistic and Cognitive Influences of Bilingual Education
date: 2021
pages: 14
extension: .pdf
mime: application/pdf
words: 6948
sentence: 320
flesch: 45
cache: cache/gatesol-120.pdf
txt: txt/gatesol-120.txt
summary:
  Abstract 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. Keywords bilingual education, dual language immersion, metalinguistic ability, cognitive ability Introduction In the past decade or so, there has been a growing number of dual language programs in Georgia.


id: gatesol-54
author: Harrison, Jamie
title: Shedding Light on Misconceptions: An Act of Advocacy
date: 2017
pages: 27
extension: .pdf
mime: application/pdf
words: 6377
sentence: 364
flesch: 39
cache: cache/gatesol-54.pdf
txt: txt/gatesol-54.txt
summary:
  Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Seven principles of effective instruction for English language learners.


id: gatesol-134
author: Beard, Amy
date: 2022
pages: 6
extension: .pdf
mime: application/pdf
words: 1897
sentence: 109
flesch: 58
cache: cache/gatesol-134.pdf
txt: txt/gatesol-134.txt
title:
  Using the Jigsaw Strategy in the English Language Learner Classroom to Teach Content-Specific Vocabulary

summary:
  This activity has since been modified and used in classes of more than 30 students; the teacher has concluded that regardless of class size, for this strategy to work cooperative groups work best when group size is limited to four or less; smaller groups allow for less distractions and places the importance of work on all group members equally. Keywords jigsaw, ML, ESL, vocabulary, genetics, cooperative groups Wilcox and Morrison (2013) outlined four guiding facets for teaching vocabulary: experience, environment, exposure, and engagement (p. 53).


id: gatesol-82
author: Lake, William
date: 2018
pages: 7
extension: .docx
mime: application/vnd.openxmlformats-officedocument.wordprocessingml.document
words: 1507
sentence: 96
flesch: 47
cache: cache/gatesol-82.docx
txt: txt/gatesol-82.txt
title:
  Book review: Farrell, T.S.C. (2017). Sociolinguistics and Language Teaching. Alexandria, Virginia. TESOL Press, vi + 50 pp.

summary:
  In T. S. C. Farrell (Ed.), International perspectives on English language teacher education: Innovations from the field (pp. 36–50). Sociolinguistics, an area of linguistics which sidesteps normative ideals for language use in favor of how said languages are manifest among actual humans, may hold promise in strengthening ties between TESOL teachers and their linguistically diverse students.


id: gatesol-157
author: Reyes, Alexandra; Leckie, Alisa; Stevenson, Alma
title: Building on What We Know: Best Practices for Engaging Emergent Bilinguals in Learning
date: 2022
pages: 9
extension: .pdf
mime: application/pdf
words: 4230
sentence: 226
flesch: 44
cache: cache/gatesol-157.pdf
txt: txt/gatesol-157.txt
summary:
  Conclusion The number of emergent bilingual students across the state of Georgia is increasing and more educators are working with students who are learning English as an additional language. Regardless of context or instructional model, our experiences have shown three strategies to be beneficial for emergent bilingual students: making language visual and visible, using reader’s workshop, and connecting with families and communities.


id: gatesol-28
author: Caspary, Melissa D.; Boothe, Diane; Wickstrom, Clif
date: 2015
pages: 22
extension: .pdf
mime: application/pdf
words: 4381
sentence: 212
flesch: 43
cache: cache/gatesol-28.pdf
txt: txt/gatesol-28.txt
title:
  A COMPARISON OF ENGLISH FOR ACADEMIC PURPOSES AND ENGLISH FOR BUSINESS PURPOSES FOR ENGLISH LANGUAGE LEARNERS

summary:
  More specifically, academic language differs from everyday language and other ESP language uses in very specific ways. Careful lesson planning is necessary in terms of language learning and content knowledge.


id: gatesol-53
author: Farran, Lama K.; Mindrila, Diana
title: The Connection between Drama, Language, and Cognition in Preschool Dual Language Learners (DLLs)
date: 2017
pages: 27
extension: .pdf
mime: application/pdf
words: 6032
sentence: 286
flesch: 50
cache: cache/gatesol-53.pdf
txt: txt/gatesol-53.txt
summary:
  Results showed that parent home language use and observations of their children’s behaviors following drama exposure were related to children’s cognition. First the study seeks to examine the associations between parent home language use and teacher report of children’s cognition in the context of the classroom.


id: gatesol-105
author: Brittain, Elise
date: 2020
pages: 16
extension: .pdf
mime: application/pdf
words: 8509
sentence: 376
flesch: 39
cache: cache/gatesol-105.pdf
txt: txt/gatesol-105.txt
title:
  Reinforcement of White Native-Speakerism: An Analysis of English Language Teacher Training Materials

summary:
  White native speaker teachers with experience abroad have reflected on their White native speaker privilege through autoethnography (Iams, 2016) and duoethnography (Lowe & Lawrence, 2018). Sung’s (2011) observations in Hong Kong included parents’ preference for White native speaker teachers, exemplified through a parent’s doubt regarding an Asian American teacher, only appeased by the monolingual status of the teacher, indicating a bias equating bilinguals with inferiority as English teachers.


id: gatesol-126
author: Griffin, Robert; Chiesa, David
title: Rethinking Policies, Procedures, and Practices Surrounding Language Learning and Learners
date: 2021
pages: 2
extension: .pdf
mime: application/pdf
words: 967
sentence: 32
flesch: 34
cache: cache/gatesol-126.pdf
txt: txt/gatesol-126.txt
summary:
  Fu elucidates the stereotypes, struggles, and challenges LTELs face, and argues for distinct policy changes: alternative measures of language proficiency beyond standardized English language proficiency (ELP) tests, abandonment of labels to classify multilingual students, and resistance to established hegemonies to promote positive learning experiences and equitable outcomes for multilingual learners. One common thread throughout the issue is the rethinking of policies, procedures, and practices that surround language learning and learners.


id: gatesol-167
author: Vicentini, Cristiane; C. de Oliveira, Luciana ; Gui, Jia
title: Integrating Technology into Genre-based Writing Instruction for Multilingual Learners
date: 2022
pages: 16
extension: .pdf
mime: application/pdf
words: 8008
sentence: 378
flesch: 49
cache: cache/gatesol-167.pdf
txt: txt/gatesol-167.txt
summary:
  As we demonstrated through the classroom-based examples, when students engaged in writing with the teacher, with other students, and independently, the tools supported instruction by (a) highlighting new content through multimodal formats; (b) facilitating formative assessment and feedback; (c) affording additional opportunities for interaction; (d) showcasing and sharing students’ work; and (e) maintaining overall interest and active participation in various writing practices. At the end of the activity, results were shown to students (top scorers) and the teacher went over each of the questions, highlighting specific parts of the story and answering questions students had.


id: gatesol-110
author: Chiesa, David L.; Griffin, Robert A.
title: Supporting Multilingual Learners in the Era of COVID-19
date: 2020
pages: 2
extension: .pdf
mime: application/pdf
words: 1026
sentence: 36
flesch: 35
cache: cache/gatesol-110.pdf
txt: txt/gatesol-110.txt
summary:
  2 GATESOL in Action Journal 30(1) Aberle-Grasse’s article forces readers to take pause and reconceptualize the value and impact of using language learning strategies to support multilingual learners’ well-being. To support learners during this unprecedented time, she addresses the emotional and physical needs of these learners by exemplifying how teaching language learning strategies increases a sense of self-efficacy.


id: gatesol-117
author: Allen, Jennifer K.
date: 2021
pages: 7
extension: .pdf
mime: application/pdf
words: 2791
sentence: 163
flesch: 51
cache: cache/gatesol-117.pdf
txt: txt/gatesol-117.txt
title:
  (Re)Imagining Multilingual Learners: Using Photo Stories to Honor Students’ Strengths, Interests, and Experiences

summary:
  In addition to developing students’ writing skills, these paired discussions also provide safe spaces for students to develop their listening and speaking skills. 47–53 doi:10.52242/gatesol.117 ISSN: 2331-6845 Jennifer K. Allen University of West Georgia Abstract 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.


id: gatesol-87
author: Kaneria, A. Jyoti; Valdez, Christian
title: Testimonio y Teoría: Creating Bridges with Bilingual Communities in DeKalb County
date: 2020
pages: 48
extension: .pdf
mime: application/pdf
words: 11742
sentence: 580
flesch: 56
cache: cache/gatesol-87.pdf
txt: txt/gatesol-87.txt
summary:
  It is our hope that this brief glimpse into our lives growing up in DeKalb and our ideas for drawing on transnational students’ assets will inspire community leaders and educators to dig deep into the communities around them and support us where we are now. On the contrary, these kinds of shallow nods to other cultures feed a pseudo truth to the students involved.


id: gatesol-196
author: Reyes, Alexandra J.; Hirano, Eliana; Hamaidan, Abdulsamad; Trinh, Ethan
title: Clearing a Path for Renewal and Growth
date: 2024
pages: 2
extension: .pdf
mime: application/pdf
words: 701
sentence: 27
flesch: 36
cache: cache/gatesol-196.pdf
txt: txt/gatesol-196.txt
summary:
  In order to understand the current state of language education policy (including assessment), it is crucial to understand historical context. This issue will highlight how language educators can work with and for their students to cultivate language across contexts through interrogating assessment results, reflecting on the trajectory of language policy, envisioning the future, and harnessing technology tools.


id: gatesol-107
author: Gaston, Joshua
title: Teaching Media Literacy to ESL and EFL Students in the Age of COVID-19
date: 2020
pages: 11
extension: .pdf
mime: application/pdf
words: 6274
sentence: 298
flesch: 38
cache: cache/gatesol-107.pdf
txt: txt/gatesol-107.txt
summary:
  Media literacy: A report of the national leadership conference on media literacy. Approach Since many modern conceptions of media literacy so often involve a type of “critical” literacy (Hobbs, 2005), it is no surprise that critical media literacy is the dominant approach to teaching media literacy.


id: gatesol-176
author: Fu, Shuang
title: Tracing the History: Language Education Policy and Emergent Bilingual Learners in the United States
date: 2024
pages: 10
extension: .pdf
mime: application/pdf
words: 5053
sentence: 300
flesch: 50
cache: cache/gatesol-176.pdf
txt: txt/gatesol-176.txt
summary:
  In particular, the article demonstrates the major waves and shifts of language education policies that either support or oppress the linguistic rights of language minoritized students, and captures how the changing social, political, and economic climate has shaped the nation’s response to language diversity. Keywords Emergent bilingual learners; language education policy; policy evolution Introduction On January 2, 1968, President Lyndon B. Johnson signed into law the Bilingual Education Act (BEA), Title VII of the Elementary and Secondary Education Act.


id: gatesol-192
author: Eliza Lizdas
title: Using Self-Visualization and Goal-Setting Activities to Increase Willingness to Communicate
date: 2024
pages: 5
extension: .pdf
mime: application/pdf
words: 2310
sentence: 134
flesch: 59
cache: cache/gatesol-192.pdf
txt: txt/gatesol-192.txt
summary:
  This technique combined aspects of previous studies (e.g., Al-Murtadha, 2018; Magid & Chan, 2012) that looked at the impact of self-visualization and goal-setting activities on WTC to evaluate their effectiveness in the success of ESL students. Some of the many factors that play into WTC are how students view themselves as learners of English, the kind of learners they hope to be, and what goals they set for themselves.


id: gatesol-148
author: Guptill, Stephen Aram
title: Engaging the Neighborhood: Multilingual Community Peace Leaders Curriculum
date: 2022
pages: 12
extension: .pdf
mime: application/pdf
words: 5873
sentence: 333
flesch: 43
cache: cache/gatesol-148.pdf
txt: txt/gatesol-148.txt
summary:
  Translanguaging as a pedagogy for equity of language minoritized students. When coupling service-learning with a framework of critical pedagogy ELL students can take pro-active roles in service-learning programs helping to disrupt a power imbalance.


id: gatesol-99
author: Baxter, Mary
date: 2020
pages: 11
extension: .pdf
mime: application/pdf
words: 6568
sentence: 281
flesch: 49
cache: cache/gatesol-99.pdf
txt: txt/gatesol-99.txt
title:
  Engaging Adult English Language Learners in Distance Education: An ESL Program’s Experience During the COVID-19 Pandemic

summary:
  Many students had family members who let them use their email address if the student did not have one, but there were also scenarios in which staff helped to create new accounts for students. However, due to the global COVID-19 pandemic, distance education became a tool used at GPTC to engage students in learning while school campuses were closed.


id: gatesol-184
author: Emily Patterson; Elke Schneider
date: 2024
pages: 15
extension: .pdf
mime: application/pdf
words: 7005
sentence: 345
flesch: 34
cache: cache/gatesol-184.pdf
txt: txt/gatesol-184.txt
title:
  Are WIDA Test Results Appropriately Reflecting Multilingual Learners’ Language Skills According to ESOL Teachers’ Experiences? : Results of a Pilot Study

summary:
  Legal Support for Appropriate Performance Assessment The legal support for appropriate language proficiency tests in public schools is based on several legal developments starting in the early 1960s. Cummins’ theory of language acquisition remains pertinent to the assessment of language proficiency because, when measuring language development, language proficiency assessments should consider the disparity between social and academic language acquisition.


id: gatesol-170
author: Chiesa, David L.; Griffin, Robert A.
title: Building Inclusive Environments that Support Access and Success for Emergent Multilingual Learners
date: 2022
pages: 3
extension: .pdf
mime: application/pdf
words: 1113
sentence: 45
flesch: 37
cache: cache/gatesol-170.pdf
txt: txt/gatesol-170.txt
summary:
  Ma proposes five instructional strategies, five classroom environment practices, and two 2 GATESOL Journal 32(1) student services that universities in the U.S. can implement which could alleviate challenges that international students face. Inclusive and Engaging Pedagogical Practices for Language Teaching and Learning Spaces The final three articles of this issue address best practices for engaging emergent bilingual students in learning.


id: gatesol-193
author: dos Santos, Allessandra Elisabeth
title: Optimizing AI Text Generators for Multilingual Learners: The Art of Crafting Effective Prompts
date: 2025
pages: 9
extension: .pdf
mime: application/pdf
words: 2357
sentence: 150
flesch: 41
cache: cache/gatesol-193.pdf
txt: txt/gatesol-193.txt
summary:
  GenAI can be a powerful ally, providing tailored support through customized prompts that guide learners in navigating writing challenges (dos Santos et al., 2025). Using ChatGPT for second language writing: Pitfalls and potentials.


id: gatesol-149
author: Liu, Rong
title: Have you TILTed? Promote Student Success by TILTed Assignments
date: 2022
pages: 8
extension: .pdf
mime: application/pdf
words: 3646
sentence: 194
flesch: 51
cache: cache/gatesol-149.pdf
txt: txt/gatesol-149.txt
summary:
  The author shares the steps involved in transforming existing assignments into transparent TILTed assignments and discusses how TILTed assignments in the classrooms have the potential to promote student engagement and help EAP students succeed in college classrooms. The paper intends to provide guidance to create TILTed assignments by discussing one exemplar writing assignment in an EAP writing course in higher education.


id: gatesol-208
author: Chiesa, David; The GATESOL 2025 Board
title: Our Shared Commitment
date: 2025
pages: 1
extension: .pdf
mime: application/pdf
words: 516
sentence: 25
flesch: 48
cache: cache/gatesol-208.pdf
txt: txt/gatesol-208.txt
summary:
  The 2025 GATESOL Board: Dr. David L. Chiesa, Ms. Susan Mann, Dr. Anna Yang, Dr. Benjamin Bradshaw, Dr. Alisa Leckie, Ms. Maria Gillentine, Dr. Nihal Kote, Dr. Jennifer Pendergrass-Bennefield, Dr. Nadine Lucate- Pierre, Mr. Terrence Burger, Ms. Rochelle Ememifar, Dr. Geraki Marie Kossonou, Dr. George Daniels, Dr. Elizabeth Webb, Dr. Eliana Hirano, Dr. Alexandra J. Reyes; Email info@gatesol.org. From the Board Published: November 2025 Our Shared Commitment GATESOL Journal 2025, Vol. 34(1), p. 3 doi:10.52242/gatesol.208 ISSN: 2331-6845 Dear Colleagues, Across the country, educators of multilingual learners are navigating a period of uncertainty and change.


id: gatesol-113
author: Bentahar, Adil; Cranker, Kenneth
title: Enhancing Intensive English Program Reading and Writing Courses through Integrated-Skill Activities
date: 2021
pages: 7
extension: .pdf
mime: application/pdf
words: 3009
sentence: 155
flesch: 42
cache: cache/gatesol-113.pdf
txt: txt/gatesol-113.txt
summary:
  In the context of our university academic transitions program, the aim of which is to enable students to bridge the gap between reading at perhaps a 9th-grade level and being able to read college textbooks, a 200+ page book that may be above student reading levels is used. While ISA has been linked to natural language production by students (Sanchez, 2000), it has also positively influenced student writing performance when reading, listening, and writing are integrated (Heffernan, 2006).


id: gatesol-116
author: Chapman, Lindsey; Morris, Chelsea; Green, Katy
title: Supporting Practitioner Inquiry in Teacher Education: Opportunities and Challenges in ESOL Contexts
date: 2021
pages: 11
extension: .pdf
mime: application/pdf
words: 5299
sentence: 269
flesch: 42
cache: cache/gatesol-116.pdf
txt: txt/gatesol-116.txt
summary:
  Field experiences are a frequently used approach in teacher preparation programs to develop teacher candidates’ pedagogical skills. Practitioner inquiry can be a useful tool in teacher education in that it provides structured opportunities for teacher candidates to reflect on their role in disrupting educational disparities and inequities for EBs (Ching, 2018).


id: gatesol-207
author: Reyes, Alexandra; Hirano, Eliana
title: Staying the Course through Challenging Currents
date: 2025
pages: 2
extension: .pdf
mime: application/pdf
words: 791
sentence: 33
flesch: 35
cache: cache/gatesol-207.pdf
txt: txt/gatesol-207.txt
summary:
  Generative artificial intelligence in writing: ChatGPT and critical questioning for multilingual learners. While the articles featured in this issue vary in focus (i.e., supporting teachers of newcomers in rural schools, utilizing closed-model artificial intelligence to streamline standards alignment, and refining generative AI prompts to scaffold writing), all address the challenge of meeting student and teacher needs, despite changing demographics and evolving technologies.


id: gatesol-195
author: Duncanson, Julia
title: Supporting L2 Writing Using QuillBot
date: 2024
pages: 7
extension: .pdf
mime: application/pdf
words: 1597
sentence: 91
flesch: 50
cache: cache/gatesol-195.pdf
txt: txt/gatesol-195.txt
summary:
  Teachers may integrate AI tools throughout the writing process – planning, drafting, editing, and revising. In the planning stage, AI tools may be used to help learners begin writing (Barrot, 2023) – a commonly challenging aspect for writers of all proficiency levels.


id: gatesol-163
author: Holman, Claire
title: Theatre as a Means for Teaching a Second Language
date: 2022
pages: 13
extension: .pdf
mime: application/pdf
words: 7087
sentence: 339
flesch: 55
cache: cache/gatesol-163.pdf
txt: txt/gatesol-163.txt
summary:
  I hope the discussion presented here will inspire educators to integrate theatre into their classroom contexts because when language is accessible, approachable, and relevant in a fun and meaningful way, language learning and acquisition are achievable. Process-based (i.e., drama-based instruction), draws focus to “the dramatic medium itself, in which the negotiation, rehearsal, and preparation for a more informal, or improvisational, in-class dramatic representation becomes the focus for language learning” (Moody, 2002, p. 135).


id: gatesol-125
author: Fu, Shuang
date: 2021
pages: 19
extension: .pdf
mime: application/pdf
words: 10228
sentence: 575
flesch: 47
cache: cache/gatesol-125.pdf
txt: txt/gatesol-125.txt
title:
  Breaking the Silence: A Critical Review of Language Policy and Planning for Long-Term English Learners

summary:
  As a comprehensive system made up of 40 U.S. states, territories, and federal agencies, WIDA (formerly World-Class Instructional Design & Assessment) is a consortium that aims at developing, designing, and implementing a high-quality culturally and linguistically responsive system to support English language learners in K–12 contexts. Classroom assessment and English language learners: Teachers’ accommodations implementation on routine math and science tests.


id: gatesol-56
author: Pettitt, Nicole; Ekers, Ashley; Campbell, Chanelle; Gure, Marwok
title: Critical service-learning in adult ESOL teacher preparation: Reflections from the field
date: 2017
pages: 20
extension: .pdf
mime: application/pdf
words: 5375
sentence: 215
flesch: 53
cache: cache/gatesol-56.pdf
txt: txt/gatesol-56.txt
summary:
  This is perhaps unsurprising, since pre- and in-service training requirements for adult ESOL teachers vary greatly from state to state and program to program. Their dedication is one of the reasons I responded to those requests by conducting on-site professional development for adult ESOL teachers at various community based organizations during my few first years in Atlanta.


id: gatesol-202
author: Leckie, Alisa; Wall, Amanda
title: What if There are Only a Few? Supporting English Learners in Rural Contexts
date: 2025
pages: 13
extension: .pdf
mime: application/pdf
words: 6770
sentence: 403
flesch: 52
cache: cache/gatesol-202.pdf
txt: txt/gatesol-202.txt
summary:
  Burton et al. (2013) noted that many studies draw on a “one-dimensional characterization” of rural teachers (p. 8). Storylines about rural teachers in the United States: A narrative analysis of the literature.


id: gatesol-199
author: Shafer Willner, Lynn
date: 2025
pages: 18
extension: .pdf
mime: application/pdf
words: 7067
sentence: 399
flesch: 38
cache: cache/gatesol-199.pdf
txt: txt/gatesol-199.txt
title:
  AI-Powered Instructional Planning for Integrated Content, Literacy, and English Language Development for K-12 Multilingual Learners

summary:
  State panels of expert educators match content and language standards via the WIDA Key Language Uses. WIDA English language development standards framework, 2020 edition: Kindergarten–grade 12.


id: gatesol-168
author: Day, Emily Jarrells; Prado, Josephine; Edmonds, Lori
title: Initiating the Third Wave for English Learners: Teaching Self-Advocacy
date: 2022
pages: 11
extension: .pdf
mime: application/pdf
words: 5986
sentence: 309
flesch: 50
cache: cache/gatesol-168.pdf
txt: txt/gatesol-168.txt
summary:
  Advocacy activities afford students opportunities to practice verbal and written language skills as they learn self-advocacy skills. Experiencing advocacy stories.


id: gatesol-122
author: Ma, Ji
date: 2022
pages: 21
extension: .pdf
mime: application/pdf
words: 10006
sentence: 515
flesch: 36
cache: cache/gatesol-122.pdf
txt: txt/gatesol-122.txt
title:
  Challenges and Strategies Facing International Students and Faculty in U.S. Higher Education: A Comprehensive Literature Review

summary:
  Benefits = Benefits/value of embracing international students; Challenges = International students’ challenges; Faculty Views = Faculty’s views on international students and CRT/CLR/LRI practices; Suggested Practices = Suggested CLR/CLR/LRI practices GATESOL Journal2022, Vol. 32(1), pp. Determinants of international students’ academic performance: A comparison between Chinese and other international students.


id: gatesol-127
author: Doğan Faitour, Tuğba Nur
date: 2022
pages: 14
extension: .pdf
mime: application/pdf
words: 7750
sentence: 409
flesch: 55
cache: cache/gatesol-127.pdf
txt: txt/gatesol-127.txt
title:
  Learning How to Use Mitigation Devices: A Peer-Supervisory Context Between a Non-Native Peer-Supervisor and a Non-Native English Teacher

summary:
  Keywords language teacher supervision, mitigation devices, non-native language teacher supervisor, peer-supervision Introduction In the field of language teacher supervision, one of the most significant elements is the post- observation conference where the supervisor delivers critical feedback gained from classroom observation to the teacher. The importance of language teacher supervision lies in the fact that much of what is going on in a teacher’s classroom may be unknown to them as teaching is dynamic and being aware of everything in a lesson might be a challenge for the teachers.


# url

id: gatesol-130
domain: www.learningforjustice.org
url:
  https://www.learningforjustice.org/classroom-resources/teaching-strategies/responding-to-the-readaloud-text/readers-theater


id: gatesol-130
domain: www.colorincolorado.org
url:
  https://www.colorincolorado.org/article/language-objectiveskey-effective-content-area-instruction-english-learners


id: gatesol-130
domain: www.colorincolorado.org
url:
  https://www.colorincolorado.org/article/language-objectives-key-effective-content-area-instruction-english-learners


id: gatesol-130
domain: gbpi.org
url:
  https://gbpi.org/english-learners-deserve-more-an-analysis-of-georgias-education-for-speakers-of-other-languages


id: gatesol-21
domain: www.readwritethink.org
url:
  http://www.readwritethink.org/professional-development/strategyguides/using-glogster-support-multimodal-30789.html


id: gatesol-21
domain: www.readwritethink.org
url:
  http://www.readwritethink.org/professional-development/strategy-guides/using-glogster-support-multimodal-30789.html


id: gatesol-21
domain: www.georgiapolicy.org
url:
  http://www.georgiapolicy.org/background-and-analysis-of-thecommon-core-state-standards-as-they-relate-to-georgia/#ff_s=tcpzz


id: gatesol-21
domain: www.georgiapolicy.org
url:
  http://www.georgiapolicy.org/background-and-analysis-of-the-common-core-state-standards-as-they-relate-to-georgia/%23ff_s=tcpzz


id: gatesol-21
domain: chronicle.augusta.com
url:
  http://chronicle.augusta.com/news/government/2014-01-20/georgiaschools-breaking-point-after-years-cuts


id: gatesol-21
domain: chronicle.augusta.com
url:
  http://chronicle.augusta.com/news/government/2014-01-20/georgia-schools-breaking-point-after-years-cuts


id: gatesol-21
domain: www.northfulton.com
url:
  http://www.northfulton.com/articles-columnists-c-2014-03-19203038.114126-sub-common-core-survives-legislative-attempts-atrevisions.html


id: gatesol-21
domain: www.northfulton.com
url:
  http://www.northfulton.com/articles-columnists-c-2014-03-19-203038.114126-sub-common-core-survives-legislative-attempts-at-revisions.html


id: gatesol-31
domain: www.gadoe.org
url:
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id: gatesol-54
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id: gatesol-54
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id: gatesol-54
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id: gatesol-54
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id: gatesol-54
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id: gatesol-54
domain: www.migrationpolicy.org
url:
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domain: www.migrationpolicy.org
url:
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domain: www.migrationpolicy.org
url:
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id: gatesol-100
domain: georgiatesoljournal.org
url:
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id: gatesol-100
domain: www.cathydavidson.com
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id: gatesol-100
domain: www.cathydavidson.com
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id: gatesol-120
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id: gatesol-120
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url:
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id: gatesol-120
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id: gatesol-120
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id: gatesol-120
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id: gatesol-120
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url:
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id: gatesol-28
domain: www.ggu.edu
url:
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id: gatesol-28
domain: www.ggu.edu
url:
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id: gatesol-105
domain: americanenglish.state.gov
url:
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id: gatesol-107
domain: www.commonsensemedia.org
url:
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id: gatesol-107
domain: www.commonsensemedia.org
url:
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id: gatesol-107
domain: www.forbes.com
url:
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id: gatesol-107
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id: gatesol-107
domain: www.medialit.org
url:
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id: gatesol-107
domain: blogs.worldbank.org
url:
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id: gatesol-107
domain: www.forbes.com
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id: gatesol-107
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id: gatesol-148
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id: gatesol-184
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url:
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id: gatesol-113
domain: www.marketplace.org
url:
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id: gatesol-113
domain: www.marketplace.org
url:
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id: gatesol-113
domain: www.asian-efl-journal.com
url:
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id: gatesol-113
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id: gatesol-199
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id: gatesol-199
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id: gatesol-199
domain: www.cgcs.org
url:
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id: gatesol-199
domain: www.thereadingleague.org
url:
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id: gatesol-199
domain: wida.wisc.edu
url:
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id: gatesol-199
domain: www.thereadingleague.org
url:
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id: gatesol-199
domain: wida.wisc.edu
url:
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id: gatesol-199
domain: wida.wisc.edu
url:
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id: gatesol-122
domain: www.migrationpolicy.org
url:
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id: gatesol-122
domain: www.iie.org
url:
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id: gatesol-122
domain: www.migrationpolicy.org
url:
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id: gatesol-122
domain: www.nafsa.org
url:
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id: gatesol-122
domain: www.nafsa.org
url:
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# ent

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  https://cis.org/report/673-million-united-states-spoke-foreign-language-home-2018 https://cis.org/report/673-million-united-states-spoke-foreign-language-home-2018


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