Patrick T. Randolph and Joseph Ruppert are writing a book for the News Ways Series for TESOL. The tentative title is "New Ways in Teaching Creative Writing for the ELL Community."  It will be the first collection of its kind with ideas for a number of creative writing activities.
 

Erin O’Reilly is the Director of the Intensive English Institute for the University of Illinois at Urbana-Champaign. Previously, she held the positions of Associate Professor and Associate Dean of Faculty Development at the Defense Language Institute Foreign Language Center in Monterey, California. This experience offered her a firsthand view of the intricacies involved in the language learning process from both the teacher and student perspectives.

Jesus Villegas teaches in Purdue University Northwest’s intensive English Language Program. He has been an ELF/ESL instructor for 20 years, which include serving in the Peace Corps as and English Language Specialist and working in the Middle East as an English Language Fellow with the State Department.

Vocabulary acquisition will forever remain a central aspect of language learning. Compared to other content areas, however, its depth and scope sets it apart as an aspect of language learning that demands a considerable amount of time, focus and attention. 

Professor Dennis Baron wrote “The English Only Question: an official language for Americans?” in 1990 in order to address the history of concern towards minority languages and the effect they would have on mainstream America. Baron addresses how, in the past, many American institutions addressed the difficulty in promoting a single understandable language within a country built upon immigrants. 

Title: One, Child, Two Languages: A Guide for Early Childhood Educators of Children Learning English  as a Second Language
Author: Patton O. Tabors, Ed.D
ISBN: 9781557669216

Title: The Architecture of Language
Edited by: Nirmalangshu Mukherji, Bibudhendra Narayan Patnaik, & Rama Kant Agnihotri
ISBN: 019564834X. $37.50.

English language learners (ELLs) often struggle with writing university-level research papers due to a lack of analytical tools and techniques to probe into the inner complexities of a topic. This article offers a practical solution to this issue by introducing the benefits of the One-Point Multi-Skills Analysis (OMA).

In the spring semester of 2016, I taught an integrated reading and writing course for advanced students at the English Language Institute in a large public Midwestern university. Among my students, I had a group of Non- Native English Teachers (NNESTs hereof) who stayed for eight weeks, during which time I was able to collect data about multilingual writing[1] and writing pedagogies via written questionnaires and students’ class work.  One of the research questions addressed in my study was: what writing-related knowledge would student teachers take away and how would they employ it in their own teaching?

There have been three inventions that changed writing: word writing in all its various forms, the printing press, and the computer. Without the start of word writing (including hieroglyphics, character writing and various alphabets), we would not have a written language today. Writing systems allow humans to communicate and store information over large areas and periods of time (Fromkin, Rodman, & Hyams, 2011).