Holly Fait, Silverbrook Intermediate School, West Bend, hfait @ wbsd-schools.org
Abstract. Fait reviews research on what it means to have a bilingual identity and how factors such as family, the community, and individual motivation shape how students come to value their bilingualism. She also includes several practical ways to build a positive attitude toward bilingualism into classroom instruction by addressing individual motivation, family, and community values. By involving students, families, and members of the school community, the bilingual students have become excited to share their talents as bilingual learners.
Heather Carroll, Senior Lecturer of English and the Writing Center Director at the University of Wisconsin-Waukesha, draws attention to different types of ESL learners and options for instructing them. Continue reading
Yasmin Marie Rioux, who is completing her PhD in English Composition & TESOL at Indiana University of Pennsylvania and has recently accepted a faculty position at Southwest Technical College, argues for the significance of teaching place-based ecocomposition in the collegiate L2 classroom. [PDF full version: Combining Places]
Jennifer Hewerdine, Professor of English at Arizona Western College and blogger at Writing Kairos, discusses methods of tutoring English language learners in their own language, which may lead to an understanding of how valuing learners’ discourse communities and language experiences can increase student learning or, at the very least, engage learners in the process. [PDF full version: ¿Comprende?]