Spring 2020 ushered a new set of educational challenges for English language program administrators (ELPAs) ranging from the COVID-19 pandemic to social and racial injustices experienced by staff, faculty, and learners. Recognizing the lack of materials to support ELPA professional development, this article introduces the theoretical and methodological approach of Nexus Analysis as a possible approach for administrators when navigating complex educational ecosystems. Along with a review of literature that describes the role of ELPAs and their associated duties, this article positions the actions of language program administration, which range from policy creation to ordering supplies, as mediated by outside factors on the societal, community, and individual scale. Following this, the Nexus Analysis methodological approach of engagement, navigation, and change is reviewed and generalized to educational settings. To conclude, past research studies that have used Nexus Analysis are reviewed with the aim to connect with familiar ELPA management scenarios and practical considerations unique to our current time in history. Keywords: English language program management, English language program administrators, Nexus Analysis
{"title":"Nexus Analysis as an Approach to Navigate Change","authors":"M. Bristow","doi":"10.52242/GIAJ.V30I1.104","DOIUrl":"https://doi.org/10.52242/GIAJ.V30I1.104","url":null,"abstract":"Spring 2020 ushered a new set of educational challenges for English language program administrators (ELPAs) ranging from the COVID-19 pandemic to social and racial injustices experienced by staff, faculty, and learners. Recognizing the lack of materials to support ELPA professional development, this article introduces the theoretical and methodological approach of Nexus Analysis as a possible approach for administrators when navigating complex educational ecosystems. Along with a review of literature that describes the role of ELPAs and their associated duties, this article positions the actions of language program administration, which range from policy creation to ordering supplies, as mediated by outside factors on the societal, community, and individual scale. Following this, the Nexus Analysis methodological approach of engagement, navigation, and change is reviewed and generalized to educational settings. To conclude, past research studies that have used Nexus Analysis are reviewed with the aim to connect with familiar ELPA management scenarios and practical considerations unique to our current time in history.\u0000Keywords: English language program management, English language program administrators, Nexus Analysis","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129018156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Online education, even when planned, has a number of challenges including availability and affordability of technology (Palvia et al., 2018), students’ learning differences (Jacobs, 2013; Kebritchi et al., 2017), and tech-literacy of instructors and learners (Jacobs, 2013). In emergency situations witnessed in spring 2020, one of the keys to successful online education might be collaboration among instructors as recommended by Fish and Wickersham (2010). The present paper is a move in that direction and shares techniques that can help address two of the challenges mentioned above: (1) the availability and affordability of technology, and (2) students’ learning differences. The latter point is particularly relevant to those teaching multilingual learners in that it relates to one of the solutions suggested by Zamel and Pack (2006) in addressing multilingual students’ academic challenges; that is, providing handouts to facilitate comprehension of the content being presented. Keywords: teaching, PowerPoint, YouTube, Inclusion, ESOL, technology, media
{"title":"Online Teaching: The Affordances of PowerPoint and YouTube for a More Inclusive Approach","authors":"Ndeye Bineta Mbodj","doi":"10.52242/GIAJ.V30I1.103","DOIUrl":"https://doi.org/10.52242/GIAJ.V30I1.103","url":null,"abstract":"Online education, even when planned, has a number of challenges including availability and affordability of technology (Palvia et al., 2018), students’ learning differences (Jacobs, 2013; Kebritchi et al., 2017), and tech-literacy of instructors and learners (Jacobs, 2013). In emergency situations witnessed in spring 2020, one of the keys to successful online education might be collaboration among instructors as recommended by Fish and Wickersham (2010). The present paper is a move in that direction and shares techniques that can help address two of the challenges mentioned above: (1) the availability and affordability of technology, and (2) students’ learning differences. The latter point is particularly relevant to those teaching multilingual learners in that it relates to one of the solutions suggested by Zamel and Pack (2006) in addressing multilingual students’ academic challenges; that is, providing handouts to facilitate comprehension of the content being presented. Keywords: teaching, PowerPoint, YouTube, Inclusion, ESOL, technology, media","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125420055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article draws awareness to Whiteness as a centered phenomenon in ELT which contributes to discriminatory practices through reliance on and privileging of White norms on a global scale. This study sought to address this issue through a critical discourse analysis of 14 English as a foreign language (EFL) open-source teacher training modules with the following guiding question: How are ideologies that reinforce White native-speakerism demonstrated in open-source English teaching methodology training materials designed for global ELT audiences? Critical Whiteness Studies (CWS; Nayak, 2007), the concept of native-speakerism (Holliday, 2006), and the ‘native speaker’ frame (Lowe, 2020) informed the theoretical assumptions of the study. Critical Discourse Studies (CDS; Wodak & Meyer, 2015) provided an analytical lens to examine discourses of power and framing of ideology in the texts. The main thread that emerged from the analysis was an avoidance of stance, demonstrated through contradictory, simultaneous representations of resistance to and reinforcement of ideologies of White native-speakerism. This avoidance of stance is exemplified through representation of language varieties, the emergence of a monolingual view of teaching, representations of culture, and the framing of authenticity. Keywords: White native-speakerism, Whiteness, English teacher training, training materials, English as a foreign language (EFL), English language teaching (ELT), reinforcement, resistance
{"title":"Reinforcement of White Native-Speakerism: An Analysis of English Language Teacher Training Materials","authors":"E. Brittain","doi":"10.52242/GIAJ.V30I1.105","DOIUrl":"https://doi.org/10.52242/GIAJ.V30I1.105","url":null,"abstract":"This article draws awareness to Whiteness as a centered phenomenon in ELT which contributes to discriminatory practices through reliance on and privileging of White norms on a global scale. This study sought to address this issue through a critical discourse analysis of 14 English as a foreign language (EFL) open-source teacher training modules with the following guiding question: How are ideologies that reinforce White native-speakerism demonstrated in open-source English teaching methodology training materials designed for global ELT audiences? Critical Whiteness Studies (CWS; Nayak, 2007), the concept of native-speakerism (Holliday, 2006), and the ‘native speaker’ frame (Lowe, 2020) informed the theoretical assumptions of the study. Critical Discourse Studies (CDS; Wodak & Meyer, 2015) provided an analytical lens to examine discourses of power and framing of ideology in the texts. The main thread that emerged from the analysis was an avoidance of stance, demonstrated through contradictory, simultaneous representations of resistance to and reinforcement of ideologies of White native-speakerism. This avoidance of stance is exemplified through representation of language varieties, the emergence of a monolingual view of teaching, representations of culture, and the framing of authenticity.\u0000Keywords: White native-speakerism, Whiteness, English teacher training, training materials, English as a foreign language (EFL), English language teaching (ELT), reinforcement, resistance","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130655396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Traditionally, adult English as a Second Language (ESL) programs, also known as English as an Additional Language (EAL), deliver instruction through in-person classes rather than distance education, as was the case at Georgia Piedmont Technical College (GPTC). 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. This paper gives details about how administrators, instructors, and staff at GPTC quickly built a distance education program for adult English language learners in response to the pandemic, including resulting challenges, insights, and successes. Research on the topic of distance education and its possible benefits for adult English language learners is explored in order to inform the efforts of building this type of program. The information provided can help guide other adult EAL programs seeking to incorporate distance education for adult English language learners. Keywords: adult ESL/EAL programs, language program administration, English language learners, distance education
{"title":"Engaging Adult English Language Learners in Distance Education: An ESL Program’s Experience During the COVID-19 Pandemic","authors":"M. Baxter","doi":"10.52242/GIAJ.V30I1.99","DOIUrl":"https://doi.org/10.52242/GIAJ.V30I1.99","url":null,"abstract":"Traditionally, adult English as a Second Language (ESL) programs, also known as English as an Additional Language (EAL), deliver instruction through in-person classes rather than distance education, as was the case at Georgia Piedmont Technical College (GPTC). 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. This paper gives details about how administrators, instructors, and staff at GPTC quickly built a distance education program for adult English language learners in response to the pandemic, including resulting challenges, insights, and successes. Research on the topic of distance education and its possible benefits for adult English language learners is explored in order to inform the efforts of building this type of program. The information provided can help guide other adult EAL programs seeking to incorporate distance education for adult English language learners.\u0000Keywords: adult ESL/EAL programs, language program administration, English language learners, distance education","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130530444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This year, 2020, has been an exceptionally tough year. There have been multiple incursions on our social, political, and economic lives—COVID-19, the murder of George Floyd and Ahmaud Arbery, and presidential proclamations barring foreigners from entering the U.S. These situations have directly impacted the psychology of students, teachers, parents, and administrators throughout Georgia and beyond and have forced educators to rethink, reshape, and redesign the teaching/learning space. This special issue is a response to the current climate in the U.S. and includes articles that focus on the changes, challenges, innovation, and instructional strategies that have affected the way we think about language, multilingual identities, second language instruction, and language program administration.
{"title":"Supporting Multilingual Learners in the Era of COVID-19","authors":"D. Chiesa, R. A. Griffin","doi":"10.52242/GIAJ.V30I1.110","DOIUrl":"https://doi.org/10.52242/GIAJ.V30I1.110","url":null,"abstract":"This year, 2020, has been an exceptionally tough year. There have been multiple incursions on our social, political, and economic lives—COVID-19, the murder of George Floyd and Ahmaud Arbery, and presidential proclamations barring foreigners from entering the U.S. These situations have directly impacted the psychology of students, teachers, parents, and administrators throughout Georgia and beyond and have forced educators to rethink, reshape, and redesign the teaching/learning space. This special issue is a response to the current climate in the U.S. and includes articles that focus on the changes, challenges, innovation, and instructional strategies that have affected the way we think about language, multilingual identities, second language instruction, and language program administration.","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122451730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
English language educators faced challenges unique to their discipline as well as difficulties shared with all teachers as they suddenly adjusted to 100% online learning environments in 2020. 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. The article opens with a brief review of several acute current needs of online learners that critical pedagogy and learning strategies may address. Next, the author provides concise definitions for language learning strategies and summarizes the historical and theoretical basis for LLS. A classroom-based case study of language learning strategy instruction (LLSI) then follows. Finally, online tools and methods for two key strategies, goal-setting and peer review, are provided with recommendations for applying these strategies in a variety of settings. Keywords: language learning strategies, critical pedagogy, self-regulation, peer review, goal-setting
2020年，英语教育工作者面临着本学科特有的挑战，也面临着所有教师共同面临的困难，因为他们突然适应了100%的在线学习环境。语言学习策略(LLS)，被证明是提高语言学习以及建立自我效能感和同伴支持的策略(MacArthur et al.， 2015;Rose等人，2018)，作为应对这一新挑战的工具。文章开篇简要回顾了批判教学法和学习策略可能解决的在线学习者当前的几个迫切需求。其次，作者对语言学习策略进行了简明的定义，并对语言学习策略的历史和理论基础进行了总结。接下来是语言学习策略教学(LLSI)的课堂案例研究。最后，为目标设定和同行评议这两个关键策略提供了在线工具和方法，并提供了在各种环境中应用这些策略的建议。关键词:语言学习策略、批判教学法、自我调节、同伴评议、目标设定
{"title":"Empowering Language Learning Strategies Online","authors":"Melissa Aberle-Grasse","doi":"10.52242/GIAJ.V30I1.100","DOIUrl":"https://doi.org/10.52242/GIAJ.V30I1.100","url":null,"abstract":"English language educators faced challenges unique to their discipline as well as difficulties shared with all teachers as they suddenly adjusted to 100% online learning environments in 2020. 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. The article opens with a brief review of several acute current needs of online learners that critical pedagogy and learning strategies may address. Next, the author provides concise definitions for language learning strategies and summarizes the historical and theoretical basis for LLS. A classroom-based case study of language learning strategy instruction (LLSI) then follows. Finally, online tools and methods for two key strategies, goal-setting and peer review, are provided with recommendations for applying these strategies in a variety of settings.\u0000Keywords: language learning strategies, critical pedagogy, self-regulation, peer review, goal-setting","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114729494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This case study explores how Meili (pseudonym), a pre-service teacher in a TESOL and World Language Education program, negotiated and reconstructed her identity as a multilingual graduate student in her emergent bilingual poems through two poetry classes offered in spring 2018 and summer 2019. Her reflections and stories in the interviews are analyzed under the framework of arts-based research. The findings point out that this non-English native multilingual teacher negotiated and reconstructed her emerging teacher-poet identity through bilingual poetry in three main ways: (a) she challenged the long-existing norms and judgments set by her English monolingual peers by bringing her multilingual voice in her English poems, (b) she combined her personal experiences as a multilingual international student in the U.S. to reconstruct an ideal identity that she aspires to as a pre-service teacher, and (c) she used translingual creative writing to exhibit and expand her linguistic and cultural repertoires which contribute to the ongoing construction of her teacher-poet identity. This analysis has implications for poetry and other arts-based approaches to be included in TESOL teacher education to help pre-service and in-service teachers from diverse backgrounds disrupt problematic norms in the field during and after the pandemic. The affordance of poetry also enables multilingual teachers to mediate and reshape their desired teacher identity through their poem writing combined with their life experiences. Keywords: TESOL, teacher education, multilingual teachers, pre-service teachers, poetry
{"title":"Poetry in TESOL Teacher Education: A Chinese Teacher’s Identity Negotiation and Reconstruction Before and During the Pandemic","authors":"Yixuan Wang","doi":"10.52242/GIAJ.V30I1.102","DOIUrl":"https://doi.org/10.52242/GIAJ.V30I1.102","url":null,"abstract":"This case study explores how Meili (pseudonym), a pre-service teacher in a TESOL and World Language Education program, negotiated and reconstructed her identity as a multilingual graduate student in her emergent bilingual poems through two poetry classes offered in spring 2018 and summer 2019. Her reflections and stories in the interviews are analyzed under the framework of arts-based research. The findings point out that this non-English native multilingual teacher negotiated and reconstructed her emerging teacher-poet identity through bilingual poetry in three main ways: (a) she challenged the long-existing norms and judgments set by her English monolingual peers by bringing her multilingual voice in her English poems, (b) she combined her personal experiences as a multilingual international student in the U.S. to reconstruct an ideal identity that she aspires to as a pre-service teacher, and (c) she used translingual creative writing to exhibit and expand her linguistic and cultural repertoires which contribute to the ongoing construction of her teacher-poet identity. This analysis has implications for poetry and other arts-based approaches to be included in TESOL teacher education to help pre-service and in-service teachers from diverse backgrounds disrupt problematic norms in the field during and after the pandemic. The affordance of poetry also enables multilingual teachers to mediate and reshape their desired teacher identity through their poem writing combined with their life experiences.\u0000Keywords: TESOL, teacher education, multilingual teachers, pre-service teachers, poetry","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128565521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As COVID-19 continues to spread across the country, Asian Americans and Asian immigrants have experienced an increase in racist attacks. This paper presents a lesson plan that is intended to help English as a Second Language (ESL) learners of East Asian origin communicate in the face of racial discrimination. In addition to outlining this teaching technique, the article provides a linguistic analysis of the lesson plan’s grammatical focus: the distinction between infinitive and gerund verbal complements. The author argues that the Bolinger Principle, a theory that articulates the reasoning behind this distinction, provides an effective and meaning-informed teaching strategy for teaching infinitives and gerunds. The purpose of the article is to offer guidance for teachers who may wish to use this form-focused technique in their own classrooms. Keywords: ESL, racism, Asian immigrants, infinitive complements, gerund complements, Bolinger Principle
{"title":"Communicating in the Face of Racism: Infinitive v. Gerund Verbal Complements in English","authors":"Melody Pao","doi":"10.52242/GIAJ.V30I1.101","DOIUrl":"https://doi.org/10.52242/GIAJ.V30I1.101","url":null,"abstract":"As COVID-19 continues to spread across the country, Asian Americans and Asian immigrants have experienced an increase in racist attacks. This paper presents a lesson plan that is intended to help English as a Second Language (ESL) learners of East Asian origin communicate in the face of racial discrimination. In addition to outlining this teaching technique, the article provides a linguistic analysis of the lesson plan’s grammatical focus: the distinction between infinitive and gerund verbal complements. The author argues that the Bolinger Principle, a theory that articulates the reasoning behind this distinction, provides an effective and meaning-informed teaching strategy for teaching infinitives and gerunds. The purpose of the article is to offer guidance for teachers who may wish to use this form-focused technique in their own classrooms. Keywords: ESL, racism, Asian immigrants, infinitive complements, gerund complements, Bolinger Principle","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129115148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Media literacy education is a field that is fraught with disagreement over definitions, approaches, principles, and purposes, but teaching media literacy is arguably needed now more than ever before, especially for ESL and EFL students. From the research available, it appears as though many ESL and EFL students are not taught media literacy in their home countries. Additionally, much of the research that does exist in regards to teaching media literacy to ESL and EFL students focuses on forms of media that are no longer relevant to most learners. Since ESL and EFL teachers support the development of their students’ English-language skills, it is justifiable that at least some of the responsibility of media literacy education should fall on their shoulders. The widespread transition to virtual learning as a result of COVID-19 presents a unique opportunity for ESL and EFL teachers to teach media literacy to their students. However, because this period also presents numerous challenges to the public’s collective media literacy skills, it is imperative that teachers integrate media literacy education into their pedagogy. Keywords: media literacy, ESL, EFL, COVID-19
{"title":"Teaching Media Literacy to ESL and EFL Students in the Age of COVID-19","authors":"Joshua Gaston","doi":"10.52242/GIAJ.V30I1.107","DOIUrl":"https://doi.org/10.52242/GIAJ.V30I1.107","url":null,"abstract":"Media literacy education is a field that is fraught with disagreement over definitions, approaches, principles, and purposes, but teaching media literacy is arguably needed now more than ever before, especially for ESL and EFL students. From the research available, it appears as though many ESL and EFL students are not taught media literacy in their home countries. Additionally, much of the research that does exist in regards to teaching media literacy to ESL and EFL students focuses on forms of media that are no longer relevant to most learners. Since ESL and EFL teachers support the development of their students’ English-language skills, it is justifiable that at least some of the responsibility of media literacy education should fall on their shoulders. The widespread transition to virtual learning as a result of COVID-19 presents a unique opportunity for ESL and EFL teachers to teach media literacy to their students. However, because this period also presents numerous challenges to the public’s collective media literacy skills, it is imperative that teachers integrate media literacy education into their pedagogy.\u0000Keywords: media literacy, ESL, EFL, COVID-19","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116212288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this editorial, the senior editor discusses linguistic neo-imperialism and indigenous languages and how this concept relates to an interview she conducted with author Nury Castillo Crawford and the feature article for the 2019 issue of GATESOL in Action titled "Testimonio y Teoría: Creating Bridges with Bilingual Communities in DeKalb County."
{"title":"The Quietening of Languages: How Can We Celebrate and Welcome Them?","authors":"G. Sachs","doi":"10.52242/GIAJ.V29I1.92","DOIUrl":"https://doi.org/10.52242/GIAJ.V29I1.92","url":null,"abstract":"In this editorial, the senior editor discusses linguistic neo-imperialism and indigenous languages and how this concept relates to an interview she conducted with author Nury Castillo Crawford and the feature article for the 2019 issue of GATESOL in Action titled \"Testimonio y Teoría: Creating Bridges with Bilingual Communities in DeKalb County.\"","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127056550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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