INTESOL Journal <p>The <em>INTESOL Journal</em>, a professional, refereed journal, encourages submission of previously unpublished articles on topics of significance to individuals concerned with language teaching and learning. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the <em>INTESOL Journal </em>invites manuscripts on a wide range of topics.</p> en-US <p><em>In every case, copyright of work appearing in INTESOL Journal is retained by the author. Individual articles may be reprinted for educational purposes, provided that no fees (other than copying costs) are charged. For information regarding more extensive copying or reproduction for other purposes, contact the </em><em>Managing Editor, INTESOL Journal at<em>h<a href="/index.php/intesol/index">ttps://</a> </em> </em></p><p> </p> (Trish Morita-Mullaney, Ph.D.) (Ted Polley) Tue, 14 Nov 2017 19:00:00 -0500 OJS 60 Masthead Trish Morita-Mullaney ##submission.copyrightStatement## Wed, 15 Nov 2017 11:18:45 -0500 In this Issue Trish Morita-Mullaney ##submission.copyrightStatement## Wed, 15 Nov 2017 11:18:45 -0500 Emerging Roles of English in Afghanistan <p>This research paper examines the spread of English in Afghanistan. Specifically, it discusses the users and uses of English language in different settings such as educational, social, economic, and political. It explains the prevailing English teaching methods and the Afghan people’s attitudes toward English and English speakers. To characterize the social and cultural contexts, I used autobiographical data such as personal experiences, studies, observations, oral stories, documents, and sources. The sources also include personal diaries, memorials, epistles, videos, photos and encounters to provide accounts of the role of English and its functional allocation in Afghanistan. The result of the research shows that the roles of English are increasing rapidly in some domains and becoming as important as Pashtu, which is the second official and widely used language in the country. However, the consequences of the spread of English suggest that there is a need for proper language planning and educational policy-making to teach English and to give learners in different parts of the country equal access to it. Additionally, to implement a policy requiring English as the medium of instruction in higher education and to extend the use of English in different settings, users of English starting need security, more language training, equipment, and English materials.</p> Mariam NA Alamyar ##submission.copyrightStatement## Wed, 15 Nov 2017 11:18:45 -0500 Translingual Practices in the First-year International Students’ English Academic Writing <p>The translingual orientation in literacy suggests that multilingual students bring with them the awareness of intercultural communication and the competence of translanguaging between different discourse communities, which prepares them to learn the new forms of writing in their second language. Nevertheless, multilingual students’ pursuit of the “nativeness” in English writing seems counter to the ideology of translingualism. This research explores how writing teachers address those students’ needs to adapt to standardized academic English writing while simultaneously developing their ability to negotiate language differences and to write across contexts with all the linguistic resources available. The findings demonstrated that multilingual students intuitively adopted translingual strategies in English writing but became more critical about their language repertoires if they are appropriately introduced to the concept of translingualism. Accordingly, pedagogical implications for ways university writing teachers can help multilingual students improve academic literacy through a translingual approach are essential.</p> Xin Chen ##submission.copyrightStatement## Wed, 15 Nov 2017 11:18:45 -0500 ELLS in the Midwest: Effects of assessments on writing discourse in a rural classroom <p>This case study investigates the effects of assessments on writing discourse in a mixed classroom of English language learner (ELLs) and English only (EOs) students in rural classrooms in Indiana.  The number of ELLs has increased significantly in many parts of rural Indiana over the past two decades. This same population is held accountable by high-stakes tests which are used to show student academic growth and maintain school rankings. Teachers of ELLs strive to find a balance between meeting the needs of their ELL students and high-stakes tests simultaneously.  This article explores the effects of assessments on how teachers approach teaching their ELLs, what considerations are made, and how classroom approaches change in light of assessments.  Excerpts from interviews with teachers highlight the struggles of classroom teachers, problematizing current trends in teaching ELLs and suggest possible action steps to be taken at the local level.</p> Marshall Drolet Klassen ##submission.copyrightStatement## Wed, 15 Nov 2017 11:18:45 -0500 Social Emotional Learning and English Language Learners: A Review of the Literature <p>Social emotional learning (SEL) is a process of obtaining and effectually applying the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions in life for both children and adults. Early studies examining the impact of teaching SEL in the elementary classroom suggest that integrating SEL into the classroom curriculum and culture can support elementary students to better manage personal and collective behavior, to improve attendance rates, and to raise student achievement rates. This review of literature includes a focus on the existing literature and on the promising implications of incorporating SEL in mainstream classrooms which include English language learners (ELLs). </p> Susan R. Adams, Camille Richie ##submission.copyrightStatement## Wed, 15 Nov 2017 11:18:45 -0500 The Every Student Succeeds Act and Level 5 English Learners: Reflections from an Indiana High School Teacher <p>English Learners (ELs) who move from being Limited English Proficient (LEP) to Fluent English Proficient (FEP) are regarded as Reclassified Fluent English Proficient students (RFEPs).  Once they become RFEP, state and federal funding ceases and formal EL programming usually ends.  RFEPs become a part of the general education population, yet their academic performance is often subpar relative to their English-only peers.  As we move into the newly authorized Every Student Succeeds Act period (ESSA, 2015), their performance on academic achievement will be included in district and school accountability for the EL subgroup four years following their reclassification.  This expanded inclusion of RFEPs within the EL subgroup assumes they will perform at a commensurate level with their English-only peers, but no Indiana studies have confirmed this assertion. This study intends to fill this gap by examining an Indiana high school.</p> Annie Garcia ##submission.copyrightStatement## Wed, 15 Nov 2017 11:18:45 -0500 Book Review Wayne E. Wright (2015) Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice, second Edition. Philadelphia: Caslon Publishing Book Review Kyongson Park ##submission.copyrightStatement## Wed, 15 Nov 2017 11:18:45 -0500 Information for Contributors Trish Morita-Mullaney ##submission.copyrightStatement## Wed, 15 Nov 2017 11:18:45 -0500 Mission Statement Trish Morita-Mullaney ##submission.copyrightStatement## Wed, 15 Nov 2017 11:18:45 -0500