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 second 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.
Read with Me
Tina Kern
The benefits and challenges of reading aloud in the ESL/Bilingual classroom and strategies for a successful read aloud program.
Translanguaging Fosters a Framework of Sustainable Cultural Practices in Communities of Color
Pedro Trivella
Considerations on the pivotal role translanguaging has on inclusivity and equity in language while creating cross-cultural connections among English Language learners.
A Place for Everyone – Inclusion for Multilingual Learners
Dr. Denise Furlong
Inclusion for Multilingual learners in mainstream classrooms is essential for students to learn grade level content and achieve academic success; suggested guidelines and implementation practices.
Alternatives to Editing Exercises
Marilyn Pongracz
Implications of using traditional editing exercises in English as a Second Language college classrooms and recommendations for more productive practice supporting English language acquisition.
ELs Require Tier 2 Vocabulary Instruction to Unlock Content Area Learning
Mary K Mansfield
Focusing on the key to content learning, tier 2 vocabulary is the responsibility of all educators, not just ESL/Bilingual teachers. Practices to share with mainstream and content teachers to achieve the shared educational construct of the WIDA English Language Development Standards Framework, 2020 Edition.
Reflections Learned Through Trauma to Better Support Emergent Learners
Scot Burkholder
An educator’s personal experience with hearing loss creates a space for reflection on educational practices with students and their families.