The Wisconsin English Journal

Call for Papers, Vol 63, No 2: ELL Outreach and Teaching Strategies

January 20, 2021

Students have diverse educational, cultural, and linguistic backgrounds, so to create an inclusive learning environment, faculty should adopt English Language Learner (ELL) outreach and teaching strategies. In general, one’s English literacy skills depend on one’s level of acculturation—those who are well integrated with American society will be less anxious and better able to function in the English language classroom. ELL student success also depends on regular practice speaking and writing English and if that student has studied English formally. Developing strong writing skills, especially, will require strong study skills and instruction. With your outreach and intervention, ELL students can get the support they need to be successful.

To that end, the WEJ would like to welcome submissions on a variety of related topics:

Related topics include (but are not limited to):

  • Identifying an ELL Student (online vs. face-to-face environments)
  • Conducting outreach
  • Methods for contacting students
  • ELLs learning language and culture simultaneously
  • Instructional tips for working with ELLs
  • Providing feedback on ELL writing
  • Should instructors focus on higher-order or lower-order concerns and why?
  • Innovative ways to model correct usage
  • Video/Audio feedback usage in the classroom (impact on ELLs)
  • Photography and artwork showcasing ELL student innovation
  • Ethics and the ethical treatment of minority students in educational settings

While this theme is encouraged, we also remain interested in a variety of projects on a range of topics related to the improvement of instruction in all the English language arts at all grade levels—elementary through college—and welcome the submission of projects that are of interest to literacy educators. We are also accepting book reviews, artwork, poetry, flash fiction, and other modalities at this time. View our submission guidelines by clicking here.

About WEJ

The Wisconsin English Journal is a bi-annual publication. Started in 1959 by the Wisconsin Council of Teachers of English, WEJ has published a variety of topics surrounding the English language arts. For more information, visit our about page.

Read The Latest

Volume 61, no. 1 features an editor’s introduction on Zona Gale, the first woman to win the Pulitzer Prize for Drama in 1921, a piece on writing and communications challenges from our current editor, Adam Sprague, and much more surrounding the improvement of instruction. View the full issue here.

Write For Us

WEJ is currently open for submissions and critical book reviews. We have recently opened up our submission guidelines to accept creative work, such as poetry, flash fiction, and creative nonfiction, along with the scope of topics surrounding teaching practices. For more information on submitting, take a look at our guidelines and style guide here.


Vol 62, No 1 (2020)

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Teaching the Holocaust in the English Classroom: Connecting Students to Develop Their Empathy

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Writing Our Course: Changing the First-Year Composition Course at Northeast Wisconsin Technical College

Jonathan O’Brien, Northeast Wisconsin Technical College,jonathan.obrien @ nwtc.edu College writing instruction in a public, two-year college has its share of challenges: open enrollment, transfer agreements, credit for prior learning, basic writing instruction, and the wide variety of programs, certificate, and transfer paths that writing classes serve. Meeting these diverse needs becomes especially poignant in theContinue reading “Writing Our Course: Changing the First-Year Composition Course at Northeast Wisconsin Technical College”

Incorporating Game-Based Learning with Shirley Jackson’s “The Lottery” to Maximize Students’ Achievement and Engagement

Sarah Wolf, Grand Island Central Catholic, Grand Island, NE, ms.wolfgicc @ gmail.com Phu Vu, Associate Professor of Teacher Education, University of Nebraska at Kearney, vuph @ unk.edu According to Anderson and Jiang of the Pew Research Center (2018), 88% of U. S. teens have access to home computers and 95% to smartphones. This ease ofContinue reading “Incorporating Game-Based Learning with Shirley Jackson’s “The Lottery” to Maximize Students’ Achievement and Engagement”

Supporting Struggling Readers’ Comprehension Across the Curriculum

Yuko Iwai, Department of Educational Studies, University of Wisconsin-La Crosse, yiwai @ uwlax.edu As we know, literacy is considered an essential tool leading students toward academic success, and without a solid foundation with strong teacher support, they struggle with understanding content in all subjects. According to McFarland et al. (2019), in 2017: 32% of theContinue reading “Supporting Struggling Readers’ Comprehension Across the Curriculum”