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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).

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.

The National Council of Teachers of English has adopted a framework that outlines six skills essential for being literate in the twenty-first century. While interrelated, these competencies constitute a guide to help educators and researchers conceptualize the \"multiple, dynamic, and malleable\" literacies that constitute twenty-first- century literacies (NCTE). Consequently, considering varied types of digital writing (Hicks) and understanding the importance of digital story-telling (Kajder, Adolescents, \"Enter\") have become common segues for English teachers who want to use technology to support their students' twenty-first-century literacies. While these recommendations have been useful for demonstrating practical methods, for the most part, the literature represents school-based approaches that don't explicitly consider students' diverse English language abilities and their varying levels of language proficiency. Currently, English language learners (ELLs) comprise more than 10 percent of the US student demographic (Payan and Nettles). As a result, English teachers are expected to modify lessons so as to accommodate the growing number of ELLs whose English proficiency levels vary.