Volume 5 Issues 1&2 (2016-06-30)

Volume 4 Issues 3&4 (2015-12-31)

Volume 4 Issue 2 (2015-06-30)

Volume 4 Issue 1 (2015-03-31)

Volume 3 Issue 4 (2014-12-31)

Volume 3 Issue 3 (2014-09-30)

Volume 3 Issue 2 (2014-06-30)

Volume 3 Issue 1 (2014-03-31)

Volume 2 Issue 4 (2013-12-31)

Volume 2 Issue 3 (2013-09-30)

Volume 2 Issue 2 (2013-06-30)

Volume 2 Issue 1 (2013-03-31)

Volume 1 Issue 1 (2012-12-31)

Journal: International Journal of TESOL and Learning

Volume 2 Issue 2 (2013-06)


Article 1:
Addressing Professional Dispositions for Teaching P-12 English Language Learners: Why, When, and How
University of North Florida, United States
Concordia University Chicago, United States
Ohio Dominican University, United States

Professional dispositions are an essential part of all teacher preparation, yet many teacher educators grapple with why, when, and how to assess professional dispositions for teachers of English Language Learners (ELLs). As more states require training in teaching of English to speakers of other languages (TESOL) for all teachers, we predict more dispositional issues for teachers who demonstrate resistance toward teaching the culturally and linguistically diverse (CLD) students because of the additional responsibilities of differentiating instruction. A teacher must teach every student in the classroom, and teacher educators are charged with fostering the disposition in their candidates that all students can learn. Because dispositions are intrinsically guided by the beliefs and attitudes held by the teacher, assessing it is complex. This paper explains why, when, and how to address professional dispositions for teaching ELLs in P-12 education. The authors offer suggestions and instructional strategies to incorporate disposition assessments, and raise compelling arguments for their use in teacher.


Article 2:
Cultural Bridges: Generation 1.5 Learners of English as a Second Language
Georgia Gwinnett College, United States

Learners of English who were born outside of an English-speaking environment but who received much of their formal education in English-speaking schools after immigrating to countries such as the United States, Canada, or the United Kingdom may be identified as Generation 1.5 learners of English (Blumenthal, 2002; Crandall & Sheppard, 2004), a term first used by Rumbaut and Ima (1988) in a report on the adaptation of Southeast Asian refugee youth. Such learners share characteristics with international students who have learned English in academic settings, but also demonstrate important differences. For educators and others concerned with the successful adaptation of these Generation 1.5 learners, understanding their acculturation process is of great importance. The present study investigates this complex process through the lens of Berry’s (1980, 1997, 2006) acculturation model by examining students’ reflective writing to better understand particular cases from a Cultural-ecological perspective on cultural adaptation (Ogbu, 1981, 1993).


Article 3:
Non-native English Speaking ESOL Teachers’ Identities in Diverse Contexts
Texas A&M University – San Antonio, United States

This study examines non-native English-speaking teachers’ identity formations, struggles, and strengths through a qualitative interview approach. The researcher interviewed four non-native English-speaking teachers in diverse contexts. The overall findings of this study show that non-native English speaking teachers are deeply influenced by the concept of native-speaker fallacy; thus, they have to increase their qualifications in TESOL education. Firstly, this study describes the multitude of obstacles non-native English teachers overcome in developing the power of their minds. Second, non-native TESOL teachers’ identities change overtime. Particularly, this study emphasizes the meaning of their experiences as language learners in relation to their identity construction and reconstructions. However, this study confirms those non-native English-speaking teachers’ contributions in TESOL. Implications from this study suggest that it is important to create a nondiscriminatory professional environment for all TESOL teachers in different contexts.


Article 4:
Professional Development in Science for Teachers of English Language Learners
Butler University, United States
University of Nevada-Las Vegas, United States
Texas A&M University, United States
Texas A&M University, United States
Texas A&M University, United States

The improvement of K-12 science and mathematics education is key in efforts to prepare our nation’s students to enter science, technology, engineering, and mathematics (STEM) professions. Science instruction, however, often receives scant attention from educators because it is a subject commonly excluded from state wide standardized tests. The issue is exacerbated for K-12 students learning English as a new language at school (English language learners; ELLs), who are regularly pulled out of the core classroom for English language support services during instructional times devoted to subjects deemed nonessential, such as science. The problems students experience due to frequent interruption in science instruction are often compounded by their struggles to understand the dense academic language used in science, placing ELLs at a disadvantage in developing scientific proficiency. In light of the challenges ELLs experience in accessing and mastering science content, the present article explores effective science instruction, development of scientific literacy for all students, and professional development that supports teachers in becoming effective science educators.


Article 5:
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