The purpose of this article is to share the examination of inclusivity as a paradigm for fostering authenticity and agency (Moore, 2017) among teacher candidates. This framing challenges the notion of inclusion as a tool of meritocracy used to manage learners through expectations that uphold monolingualism, decenter racial histories, and rely on…

Multilingual education and acculturation research share a parallel history of problematic research paradigms that center the majority viewpoint and view minorities through a lens of deficit. This continual pathology of cultural difference has led to the pathologization of minority individuals, and has hampered our efforts to effectively understand…

This article explores the experiences of a Chinese language teacher in the United States and how she constructed and negotiated her professional identities during and after her teacher preparation in a U.S.-based English as a second language (ESL) teacher preparation program. Using narrative inquiry to understand the participant's experience and…

The concept of transnationalism in many disciplines has deepened appreciation for stories of immigrant adaptation in today's globalizing world--stories that reveal shifting conceptualizations of "home," the everyday practices (e.g., cooking) that help families establish meaningful connections to home, as well as the struggles to maintain those…

Interrupted formal education is a barrier that makes learning English as an adult an extremely challenging commitment. Besides the many work and family responsibilities that most adult English as a second language (ESL) learners face, students with interrupted formal education (SIFE) often lack familiarity with school-based skills and typical…

Provides an overview of the English Language Fellows program at the University of Rhode island, which was created in response to increasing enrollments of English-as-a-Second-Language (ESL) students, a shortage of ESL resources to meet their individual needs, and a tendency toward segregation between ethnic groups on campus. (Author/VWL)