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What is the journey of acquiring language? What is the journey of sharing it? These are the questions that compelled the hermeneutic phenomenological investigation (Gadamer, 1960/2004; van Manen, 1997) that led to this paper. Guided by the voice of Heidegger (1954/2008), I discovered the necessity of \"un-learning to learn\" in order to hear the voices of the elementary English learners who were at the heart of my study. Phenomenology, with its emphasis on lived experience, led me to a re-examination of my own language learning experiences as a point of connection to my participants. Through conversations and visits with elementary English learners, I sought to discover their experiences of learning English in a United States public school and to uncover insights with pedagogical and methodological implications. Through my phenomenological journey, I came to question my previously held conceptions of English learning and teaching. I have been transformed by this study through an un-learning of what I thought I knew and I am now working to re-learn what it means to teach.

This article examines the ways in which explicit morphological instruction can increase morphological awareness, which, in turn, can lead to greater success in reading and writing for English language learners (ELL). The authors will share research supporting morphological instruction, its specific benefits for ELLs, and a variety of ways for you to integrate morphological awareness activities into your teaching. There is a well-established research base on the critical role that morphological knowledge plays in vocabulary growth and reading comprehension (Carlisle, \"Aware-ness\"; Nagy, Berninger, and Abbott). A growing body of research highlights the particular importance of explicit morphological instruction for English language learners (Kieffer and Lesaux, \"Effects,\" \"Morphing\": Lesaux, Kieffer, Faller, and Kelley). Furthermore, given that ELLs tend to have lower morphological awareness than English Only students (Carlo et al.), morphological instruction may be particularly effective for ELLs (Goodwin and Ahn).

IntroductionEach year, the National Ambulance Service (NAS) attends many patients who receive a working diagnosis of trauma but do not meet the full inclusion criteria for the Major Trauma Audit (MTA), hereafter referred to as non-major trauma. This study aims to profile the key characteristics of patients who experience non-major trauma.MethodsWe analysed data from the HRB-funded TRAUMA project, which uses combined data from the MTA and NAS electronic Patient Care Reports (ePCR) for 2020 and 2021. We analysed patients with a working diagnosis of trauma who do not subsequently appear in the MTA using descriptive statistics.ResultsBased on NAS ePCR data, approximately 42,000 patients in 2020 and 46,000 in 2021 received a working diagnosis of non-major trauma. Of these patients, 48.5% are female with an average age of 61.2 years (SD 26.0), and 51.5% are male, with an average age of 49.2 years (SD 25.5). The most common mechanism of injury was a fall, accounting for 36% of patients, followed by motor vehicle incidents, which accounted for 8% of patients. In total 87.7% of patients were transported to hospital by NAS following a non-major trauma incident, with the most common destinations being: Cork University Hospital (10.0%), University Hospital Limerick (9.5%) and Our Lady of Lourdes Hospital Drogheda (8.1%).ConclusionOur findings reveal a significant number of trauma cases nationally that require a pre-hospital response but do not meet the inclusion criteria for the MTA. Further analysis will demonstrate the profile of individuals that require a pre-hospital response for non-major trauma. Results are limited by the absence of data from the Dublin Fire Brigade, which handles a significant portion of trauma incidents in Dublin.

When I reflect on the students who have taught me the most, I think of those whose experiences extended beyond what we generally consider to be that of young adulthood, into lands that no person, let alone a child, should travel. These former students came to my classroom as refugees, bringing with them their histories of trouble and displacement, but also their resilience and optimism for the world and its rich possibilities. Teachers can play an important role in refugee students' development of resilience. Ann S. Masten defines resilience as \"the capacity of a dynamic system to adapt successfully to disturbances that threaten system function, viability, or development. It describes a person's ability to bounce back in the context of immense stressors. In short, we can best contribute to the well-being and success of our refugee students by helping them move past their traumas and thrive.

“Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.

Bollinger et al examine writing instruction to disrupt whiteness, center student agency, and foster equitable, justice-oriented, and culturally sustaining pedagogy. As teacher educators, they focused their first discussion on writing conferences because they are a common practice in literacy classrooms, and thus also a focus of instruction in their teacher preparation courses. Writing conferences are a typical part of process writing instruction, in which students develop a piece of writing through multiple stages, from brainstorming ideas to final editing. Usually a one-to-one interaction between a student and a teacher, a writing conference is an opportunity for a teacher to provide feedback on a student's written draft, invite a student to take an authorial stance in discussing their writing, and offer suggestions for revising the draft that will also support the student's development as a writer. A writing conference is an opportunity for teachers to scaffold students in planning the revisions they will make to their draft to make it more effective for readers, such as adding dialogue to a personal narrative or organizing an informational piece by subtopics.

Seven teacher educators critically examined writing instruction to disrupt whiteness, center student agency, and foster equitable, justice-oriented, and culturally sustaining pedagogy.

The website includes additional supporting documents. www.pbs.org/speak/ We also find the website of Center for Applied Linguistics helpful, particularly the section on Language and Culture in Society, www.cal .org/areas-of-impact/languageculture-in-society/dialects For information on the relationship between language and acculturation/assimilation, see Lingua Anglia, English Journal, Volume 104, Issue 5 (May 2015). For an even more comprehensive look at African American English, we highly recommend the NCTE book A Teacher's Introduction to African American English: What a Writing Teacher Should Know by Teresa M. Redd and Karen Schuster Webb. Tarie Lewis is a lecturer in Literacy Education at the State University of New York at New Paltz and a doctoral student at the State University of New York at Albany. Pilot Project: Reconceptualising English Language Learners' Language and Literacy Skills, Practices and Experiences.