NJ Teachers of English to Speakers of Other Languages/
Welcome to NJTESOL/NJBE’s Annual Voices Journal. This publication is a representation of members’ thoughts on issues important to ESL, Bilingual, and Dual Language educators in New Jersey and the larger language teaching community. This annual journal has a scholarly approach which reveals the deep commitment our writers and readers have for their teaching practice and students. NJTESOL/NJBE hopes you enjoy our fifth issue of NJTESOL/NJBE’s Annual Voices Journal and its continuing companion, NJTESOL/NJBE’s Weekly Voices.
Annual Voices Journal is the official publication of NJTESOL/NJBE, issued annually each winter. Articles in the NJTESOL/NJBE Voices Journal include current issues, classroom explorations, program description/exemplary scheduling, and alternative perspectives as related to the teaching of English to speakers of other languages, Bilingual Education, and Dual language programs including students who are U.S.-born bilinguals, “generation 1.5”, immigrants, and international students. Articles may focus on any educational level, from kindergarten to university, as well as on adult school and workplace literacy settings.
What New Jersey Bilingual Educators need now: WIDA’s Marco DALE, the Spanish language development standards
Maggie Churchill
The 2023 WIDA Marco DALE Standards provide Spanish-language and content standards that align with the existing and approved WIDA English language development standards. Local districts can approve this set of standards to align both ELD and SLD standards for bilingual instruction.
Bridging Languages, Building Confidence: A Three-Year Journey with the Bridge Technique
Veronica Murillo
This article highlights a three-year implementation of the Bridge technique, outlining the year-to-year procedures, adjustments, and outcomes across classrooms. It shares practical insights into how the work evolved and its impact on multilingual learners. It concludes with reflections and feedback to support cross-district collaboration and the sharing of expertise.
Utilizing Home Languages to Support Reading Comprehension
Caitlin Doremus
A common challenge for multilingual learners is the fast-paced classroom environment, which often impacts their reading comprehension and ability to follow along with lessons. This strategy leverages students’ home languages to support reading comprehension in English. It incorporates translanguaging and is supported by Cummins’ research, specifically his Interdependence hypothesis. Ed-tech platforms and classroom texts from the reading program are integrated into read-alouds in the students’ home languages. The purpose of this approach is to provide multilingual learners with the opportunity to hear the text in their first language before the whole-group lesson. After implementing this strategy, there was an increase in student confidence, engagement, and independence in the classroom.
Equity is a How, Not a What: Partnering with a Shared Vision for Multilingual Student Success
Cecilia Vila Chave
Equity Is a How, Not a What: Partnering with a Shared Vision for Multilingual Student Success outlines a shared leadership model for advancing equity in the education of multilingual learners. Based on a workshop presented at the 2025 Women’s Leadership Conference, the article highlights the collaborative work of Cecilia Vila Chave and her colleague in aligning district leadership, instructional practices, and advocacy efforts to better serve multilingual students.
From Chalkboard Lines to AI Maps: Reimagining Sentence Diagramming for Today’s English Learners
Siu Hei (Andy) Szeto
Drawing on the author’s experience as an English learner, the article traces sentence diagramming’s history and limitations, then shows how AI can modernize its strengths. Examples illustrate how AI tools help students visualize grammar, revise sentences, and compare language structures. The piece concludes by urging a balanced approach – using AI to make language visible without replacing meaningful reading and writing.
Say More! With Nina and Ms. Lee
Jenna Maneri
This article outlines practical, classroom-based mini lessons designed to develop oral language skills that align with both the WIDA English Language Development Standards Framework and the New Jersey Student Learning Standards. Strategies include the use of language stems, transition words, restating questions, expanding sentences with conjunctions, and incorporating academic vocabulary. When teachers intentionally embed oral language routines across content areas, MLs develop confidence, clarity, and coherence in their expressive language, ultimately improving both classroom communication and ACCESS Speaking performance.
College Readiness – Bridging Pathways to Higher Education
Leah Carmona
NJTESOL/NJBE Conference held a panel discussion to promote the New Jersey Council of Community Colleges – College Readiness grant. The presentation highlighted best practices and challenges among institutions to better support multilingual learners’ transition from high school to college.