English Academic Writers: Don’t Miss this Amazing Free Downloadable Book!!!


Writing for Publication

Transitions and Tools that Support Scholars’ Success

  1. Professional Roles and Publishable Writing

    1. Front Matter

      Pages 1-1
    2. Mary Renck Jalongo, Olivia N. Saracho
      Pages 3-26
    3. Mary Renck Jalongo, Olivia N. Saracho
      Pages 27-46
    4. Mary Renck Jalongo, Olivia N. Saracho
      Pages 47-67
  2. Conference Proposals and Article Types

    1. Front Matter

      Pages 69-69
    2. Mary Renck Jalongo, Olivia N. Saracho
      Pages 71-90
    3. Mary Renck Jalongo, Olivia N. Saracho
      Pages 91-111
    4. Mary Renck Jalongo, Olivia N. Saracho
      Pages 113-132
    5. Mary Renck Jalongo, Olivia N. Saracho
      Pages 133-155
    6. Mary Renck Jalongo, Olivia N. Saracho
      Pages 157-174
    7. Mary Renck Jalongo, Olivia N. Saracho
      Pages 175-197
  3. Writing as Professional Development

    1. Front Matter

      Pages 199-199
    2. Mary Renck Jalongo, Olivia N. Saracho
      Pages 201-223
    3. Mary Renck Jalongo, Olivia N. Saracho
      Pages 225-247
    4. Mary Renck Jalongo, Olivia N. Saracho
      Pages 249-272
    5. Mary Renck Jalongo, Olivia N. Saracho
      Pages 273-293
  4. Back Matter

    Pages 295-315

An Interesting Discussion for ESL Education: Is our focus on academic language promoting a colonial mindset?


I have to admit that I never looked at academic language foci in this light. It was with great interest that I read the piece posted at http://exclusive.multibriefs.com/content/is-our-focus-on-academic-language-promoting-a-colonial-mindset/education

ESL Teacher Collaborating With Mainstream Teachers For Academic Language Development of ALL Students


Focussing on what all teachers have in common when teaching academic language and harnessing the skills of the ESL teachers to be more effective not just for ELs but for all students.

Excellent Video of ESL Teacher Collaboration


This is a great video for teachers who would like to collaborate effectively with one another to assist ELs to achieve academically by building background knowledge, be mindful of language issues, and consider different strategies.

What the Research Says on Instruction for English Learners Across Subject Areas


A good reminder and good to share with your content area teacher colleagues found at https://educationnorthwest.org/resources/what-research-says-instruction-english-learners-across-subject-areas?mkt_tok=eyJpIjoiTURVeU9ESTBNR1F6T0RGaSIsInQiOiJBR0M0REs3R093NWdHUWFIQ1pwemRZRjZyTUwxNGtiMDBZa0JYdTZESldYTnZvclwvTHRHSExLMldhd01oK3huZEk2alRlZlByVXZNa0lLUFM1K0dqNXpQVVVyQWRONjIzRVdTczl2TjNMN1c5V3RiWGhWRWlOZUEwUlFPUU1WWXAifQ%3D%3D

4 steps to fluency and mastery in education for ELLs. How educators can meet the needs of this diverse and growing student population


Excellent practical strategies at https://www.districtadministration.com/article/4-steps-fluency-and-mastery-education-ells

Teaching English Writing in Science


No curriculum area can be taught without paying attention to teaching the English language at the same time. Here is an example of language in science at http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2018/04/response_how_to_weave_writing_throughout_science_lessons.html

Lesson Planning Corner: A useful tool for developing vocabulary and generating glossaries.


Nik Peachey’s insight at https://www.er-central.com/text-helper/
A great tool to assist your students in building academic content language!!! Share with your colleagues.

ESL Content Teaching: Math


Read about a district’s success in How 5 Districts Unlock ELLs’ Math Potential at http://blogs.edweek.org/edweek/learning-the-language/2018/03/unlock_math_potential_ell_students.html



When reading this publication, I remembered my first years in the USA and how I struggled in lectures during my graduate program. Find information about the research here at http://newsmanager.commpartners.com/tesolheis/issues/2018-03-06/1.html


A study by Mulligan & Kirkpatrick (2000), for example, found that a much larger than expected group of ELLs had trouble understanding lectures. In courses that included Architecture and Construction, and Economics and Finance, it was found that fewer than 1 out of 10 ELLs understood the lectures well and perhaps 1 out of 4 ELLs had not understood anything at all (Mulligan & Kirkpatrick, 2000).

This suggests that instructors need to construct their lectures and design their courses with ELLs in mind, being more thoughtful to this group.

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