A Word from the Editors…<\/a> ![\"pdf\"](\"http:\/\/www.tesl-ej.org\/wordpress\/wp-content\/themes\/teslej\/images\/p.jpg\")
<\/a> (pdf<\/a>)<\/h3>\n<\/td>\n<\/tr>\n\n\nSpecial Issue on Promoting Diversity and Inclusion in Language Education: Perspectives from Research and Practice in Global Englishes and Translanguaging<\/h2>\n<\/h2>\n<\/h2>\n<\/td>\n<\/tr>\n\n\nIntroduction to the Special Issue<\/a>
\nMeng Huat Chau, Anita Lie, George M Jacobs & Willy A Renandya, Editors<\/em><\/span><\/a> (pdf<\/a>)<\/h3>\nSpecial Issue Articles<\/h2>\n
Kristof Savski & Denchai Prabjandee, CEFR: A Global Framework for Global Englishes?<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nKurt Kohn, Focus on the Speaker-Learner in English as a Global Language: Agency and Satisfaction<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nMarc Jones & Carolyn Blume, Accent Difference Makes no Difference to Phoneme Acquisition<\/a>, <\/a> (pdf<\/a>)<\/span><\/p>\nGrace Jue Yeon Kim & Zhenjie Weng, A Systematic Review on Pedagogical Translanguaging in TESOL<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nSunyung Song, Digital Service-Learning: Creating Translanguaging Spaces for Emergent Bilinguals\u2019 Literacy Learning and Culturally Responsive Family Engagement in Mainstream Preservice Teacher Education<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nJinsil Jang, Translanguaging as an Agentive Action: A Longitudinal Case Study of Uzbek EFL Learners in South Korea<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nDemet Yigitbilek, Translanguaging Life Writing: Autobiography-Driven Writing Instruction<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nErin Mackinney, \u201cIt\u2019s How We Get Along\u201d\u2014Translanguaging in Middle-School Mathematics Class<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nFan Fang and Yidie Xu, Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nOfelia Garc\u00eda, Commentary<\/a>; <\/a> (pdf<\/a>)<\/span><\/td>\n
\nspacer<\/span><\/h3>\nspacer<\/span><\/h3>\nIn Perspective<\/h2>\n
Meng Huat Chau, Anita Lie, Chenghao Zhu & George M. Jacobs, On Global Englishes, Translanguaging, and the Educational Challenge of Celebrating Students\u2019 Capacity for Communication<\/a>; ![\"pdf\"](\"https:\/\/www.tesl-ej.org\/wordpress\/wp-content\/themes\/teslej\/images\/p.jpg\")
<\/a> (pdf<\/a>)<\/span><\/p>\nThomas S.C. Farrell, Reflecting on Translanguaging: \u2018Across\u2019 and \u2018Beyond\u2019 Multilingualism<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nGa\u00ebtanelle Gilquin, Translanguaging and data-driven learning: How corpora can help leverage learners\u2019 multilingual repertoires<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nGuofang Li, Toward Inclusive Translanguaging in Multilingual Classrooms<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nPaul Nation, Translanguaging and Vocabulary Learning<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nWilly A Renandya & Anna C S Chang, Translanguaging: Does It Work in EFL Contexts?<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nBrian Tomlinson, Why Should They?<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nHenry Widdowson, Plural Englishes and English as Language Resource<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nDongping Zheng, Creating a translanguaging space through Languaging: Reflections on design as English Language Specialist in Vietnam<\/a>; <\/a> (pdf<\/a>)<\/span><\/td>\n<\/tr>\n\n\nRegular Feature Articles<\/h2>\n
Editor: Thomas Robb<\/em><\/span><\/p>\nElena Andrei & Laura Northrop, Online Resources and Professional Development for Teachers of English Learners: A US State-by-State Analysis<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nPhuong Thao Duong & Van Le, How Working Memory and Prior Vocabulary Knowledge Influence the Impact of Task Repetition on L2 Oral Performance: Insights into Vietnamese EFL Learners<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nAkiko Nagao, A Genre-based Approach to Teaching Descriptive Report Writing to Japanese EFL University Students<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nJosephine Chan Ie Lyn, Using Padlet as a Learning Space for Simulating Real-Life Business Communication<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nSteven Asquith, An Investigation into the Roles of Guessing and Partial Knowledge in the Vocabulary Size Test<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nLuis Javier Pent\u00f3n Herrera, Brenda Custodio & Judith O\u2019Loughlin, Providing social-emotional and academic supports to SLIFE: What every teacher needs to know<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nAnna Husson Isozaki, What if they are set free? Using Autonomous Reading-Listening and Book Clubs in Reading Fluency Development<\/a>; <\/a> (pdf<\/a>)<\/span><\/td>\n
\nON THE INTERNET<\/h2>\n
Editor: Omran Ali Akasha & Mark Feng Teng<\/em><\/span><\/p>\nPaul Daniels, Auto-scoring of Student Speech: Proprietary vs. Open-source Solutions<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\n
\nREVIEWS<\/h2>\nBooks<\/h2>\n
Editors: J. Dylan Burton , Keith M. Graham & Junjie Gavin Wu<\/em><\/span><\/p>\nTeacher Resources<\/h3>\n
Graham V. Crookes & Arman Abednia (2022), Starting Points In Critical Language Pedagogy<\/a>; Reviewed by George M. Jacobs; <\/a> (pdf<\/a>)<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"In Memorium: Vance Stevens (pdf) A Word from the Editors… (pdf) Special Issue on Promoting Diversity and Inclusion in Language Education: Perspectives from Research and Practice in Global Englishes and Translanguaging Introduction to the Special Issue Meng Huat Chau, Anita Lie, George M Jacobs & Willy A Renandya, Editors (pdf) Special Issue Articles Kristof Savski […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":18496,"menu_order":103,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"class_list":["post-18929","page","type-page","status-publish","entry"],"featured_image_src":null,"featured_image_src_square":null,"_links":{"self":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18929","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/comments?post=18929"}],"version-history":[{"count":5,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18929\/revisions"}],"predecessor-version":[{"id":20221,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18929\/revisions\/20221"}],"up":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18496"}],"wp:attachment":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/media?parent=18929"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Special Issue on Promoting Diversity and Inclusion in Language Education: Perspectives from Research and Practice in Global Englishes and Translanguaging<\/h2>\n<\/h2>\n<\/h2>\n<\/td>\n<\/tr>\n\n\nIntroduction to the Special Issue<\/a>
\nMeng Huat Chau, Anita Lie, George M Jacobs & Willy A Renandya, Editors<\/em><\/span><\/a> (pdf<\/a>)<\/h3>\nSpecial Issue Articles<\/h2>\n
Kristof Savski & Denchai Prabjandee, CEFR: A Global Framework for Global Englishes?<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nKurt Kohn, Focus on the Speaker-Learner in English as a Global Language: Agency and Satisfaction<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nMarc Jones & Carolyn Blume, Accent Difference Makes no Difference to Phoneme Acquisition<\/a>, <\/a> (pdf<\/a>)<\/span><\/p>\nGrace Jue Yeon Kim & Zhenjie Weng, A Systematic Review on Pedagogical Translanguaging in TESOL<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nSunyung Song, Digital Service-Learning: Creating Translanguaging Spaces for Emergent Bilinguals\u2019 Literacy Learning and Culturally Responsive Family Engagement in Mainstream Preservice Teacher Education<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nJinsil Jang, Translanguaging as an Agentive Action: A Longitudinal Case Study of Uzbek EFL Learners in South Korea<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nDemet Yigitbilek, Translanguaging Life Writing: Autobiography-Driven Writing Instruction<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nErin Mackinney, \u201cIt\u2019s How We Get Along\u201d\u2014Translanguaging in Middle-School Mathematics Class<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nFan Fang and Yidie Xu, Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nOfelia Garc\u00eda, Commentary<\/a>; <\/a> (pdf<\/a>)<\/span><\/td>\n
\nspacer<\/span><\/h3>\nspacer<\/span><\/h3>\nIn Perspective<\/h2>\n
Meng Huat Chau, Anita Lie, Chenghao Zhu & George M. Jacobs, On Global Englishes, Translanguaging, and the Educational Challenge of Celebrating Students\u2019 Capacity for Communication<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nThomas S.C. Farrell, Reflecting on Translanguaging: \u2018Across\u2019 and \u2018Beyond\u2019 Multilingualism<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nGa\u00ebtanelle Gilquin, Translanguaging and data-driven learning: How corpora can help leverage learners\u2019 multilingual repertoires<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nGuofang Li, Toward Inclusive Translanguaging in Multilingual Classrooms<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nPaul Nation, Translanguaging and Vocabulary Learning<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nWilly A Renandya & Anna C S Chang, Translanguaging: Does It Work in EFL Contexts?<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nBrian Tomlinson, Why Should They?<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nHenry Widdowson, Plural Englishes and English as Language Resource<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nDongping Zheng, Creating a translanguaging space through Languaging: Reflections on design as English Language Specialist in Vietnam<\/a>; <\/a> (pdf<\/a>)<\/span><\/td>\n<\/tr>\n\n\nRegular Feature Articles<\/h2>\n
Editor: Thomas Robb<\/em><\/span><\/p>\nElena Andrei & Laura Northrop, Online Resources and Professional Development for Teachers of English Learners: A US State-by-State Analysis<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nPhuong Thao Duong & Van Le, How Working Memory and Prior Vocabulary Knowledge Influence the Impact of Task Repetition on L2 Oral Performance: Insights into Vietnamese EFL Learners<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nAkiko Nagao, A Genre-based Approach to Teaching Descriptive Report Writing to Japanese EFL University Students<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nJosephine Chan Ie Lyn, Using Padlet as a Learning Space for Simulating Real-Life Business Communication<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nSteven Asquith, An Investigation into the Roles of Guessing and Partial Knowledge in the Vocabulary Size Test<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nLuis Javier Pent\u00f3n Herrera, Brenda Custodio & Judith O\u2019Loughlin, Providing social-emotional and academic supports to SLIFE: What every teacher needs to know<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nAnna Husson Isozaki, What if they are set free? Using Autonomous Reading-Listening and Book Clubs in Reading Fluency Development<\/a>; <\/a> (pdf<\/a>)<\/span><\/td>\n
\nON THE INTERNET<\/h2>\n
Editor: Omran Ali Akasha & Mark Feng Teng<\/em><\/span><\/p>\nPaul Daniels, Auto-scoring of Student Speech: Proprietary vs. Open-source Solutions<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\n
\nREVIEWS<\/h2>\nBooks<\/h2>\n
Editors: J. Dylan Burton , Keith M. Graham & Junjie Gavin Wu<\/em><\/span><\/p>\nTeacher Resources<\/h3>\n
Graham V. Crookes & Arman Abednia (2022), Starting Points In Critical Language Pedagogy<\/a>; Reviewed by George M. Jacobs; <\/a> (pdf<\/a>)<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"In Memorium: Vance Stevens (pdf) A Word from the Editors… (pdf) Special Issue on Promoting Diversity and Inclusion in Language Education: Perspectives from Research and Practice in Global Englishes and Translanguaging Introduction to the Special Issue Meng Huat Chau, Anita Lie, George M Jacobs & Willy A Renandya, Editors (pdf) Special Issue Articles Kristof Savski […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":18496,"menu_order":103,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"class_list":["post-18929","page","type-page","status-publish","entry"],"featured_image_src":null,"featured_image_src_square":null,"_links":{"self":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18929","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/comments?post=18929"}],"version-history":[{"count":5,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18929\/revisions"}],"predecessor-version":[{"id":20221,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18929\/revisions\/20221"}],"up":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18496"}],"wp:attachment":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/media?parent=18929"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
<\/h2>\n<\/td>\n<\/tr>\n\n\nIntroduction to the Special Issue<\/a>
\nMeng Huat Chau, Anita Lie, George M Jacobs & Willy A Renandya, Editors<\/em><\/span><\/a> (pdf<\/a>)<\/h3>\nSpecial Issue Articles<\/h2>\n
Kristof Savski & Denchai Prabjandee, CEFR: A Global Framework for Global Englishes?<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nKurt Kohn, Focus on the Speaker-Learner in English as a Global Language: Agency and Satisfaction<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nMarc Jones & Carolyn Blume, Accent Difference Makes no Difference to Phoneme Acquisition<\/a>, <\/a> (pdf<\/a>)<\/span><\/p>\nGrace Jue Yeon Kim & Zhenjie Weng, A Systematic Review on Pedagogical Translanguaging in TESOL<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nSunyung Song, Digital Service-Learning: Creating Translanguaging Spaces for Emergent Bilinguals\u2019 Literacy Learning and Culturally Responsive Family Engagement in Mainstream Preservice Teacher Education<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nJinsil Jang, Translanguaging as an Agentive Action: A Longitudinal Case Study of Uzbek EFL Learners in South Korea<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nDemet Yigitbilek, Translanguaging Life Writing: Autobiography-Driven Writing Instruction<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nErin Mackinney, \u201cIt\u2019s How We Get Along\u201d\u2014Translanguaging in Middle-School Mathematics Class<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nFan Fang and Yidie Xu, Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nOfelia Garc\u00eda, Commentary<\/a>; <\/a> (pdf<\/a>)<\/span><\/td>\n
\nspacer<\/span><\/h3>\nspacer<\/span><\/h3>\nIn Perspective<\/h2>\n
Meng Huat Chau, Anita Lie, Chenghao Zhu & George M. Jacobs, On Global Englishes, Translanguaging, and the Educational Challenge of Celebrating Students\u2019 Capacity for Communication<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nThomas S.C. Farrell, Reflecting on Translanguaging: \u2018Across\u2019 and \u2018Beyond\u2019 Multilingualism<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nGa\u00ebtanelle Gilquin, Translanguaging and data-driven learning: How corpora can help leverage learners\u2019 multilingual repertoires<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nGuofang Li, Toward Inclusive Translanguaging in Multilingual Classrooms<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nPaul Nation, Translanguaging and Vocabulary Learning<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nWilly A Renandya & Anna C S Chang, Translanguaging: Does It Work in EFL Contexts?<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nBrian Tomlinson, Why Should They?<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nHenry Widdowson, Plural Englishes and English as Language Resource<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nDongping Zheng, Creating a translanguaging space through Languaging: Reflections on design as English Language Specialist in Vietnam<\/a>; <\/a> (pdf<\/a>)<\/span><\/td>\n<\/tr>\n\n\nRegular Feature Articles<\/h2>\n
Editor: Thomas Robb<\/em><\/span><\/p>\nElena Andrei & Laura Northrop, Online Resources and Professional Development for Teachers of English Learners: A US State-by-State Analysis<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nPhuong Thao Duong & Van Le, How Working Memory and Prior Vocabulary Knowledge Influence the Impact of Task Repetition on L2 Oral Performance: Insights into Vietnamese EFL Learners<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nAkiko Nagao, A Genre-based Approach to Teaching Descriptive Report Writing to Japanese EFL University Students<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nJosephine Chan Ie Lyn, Using Padlet as a Learning Space for Simulating Real-Life Business Communication<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nSteven Asquith, An Investigation into the Roles of Guessing and Partial Knowledge in the Vocabulary Size Test<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nLuis Javier Pent\u00f3n Herrera, Brenda Custodio & Judith O\u2019Loughlin, Providing social-emotional and academic supports to SLIFE: What every teacher needs to know<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nAnna Husson Isozaki, What if they are set free? Using Autonomous Reading-Listening and Book Clubs in Reading Fluency Development<\/a>; <\/a> (pdf<\/a>)<\/span><\/td>\n
\nON THE INTERNET<\/h2>\n
Editor: Omran Ali Akasha & Mark Feng Teng<\/em><\/span><\/p>\nPaul Daniels, Auto-scoring of Student Speech: Proprietary vs. Open-source Solutions<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\n
\nREVIEWS<\/h2>\nBooks<\/h2>\n
Editors: J. Dylan Burton , Keith M. Graham & Junjie Gavin Wu<\/em><\/span><\/p>\nTeacher Resources<\/h3>\n
Graham V. Crookes & Arman Abednia (2022), Starting Points In Critical Language Pedagogy<\/a>; Reviewed by George M. Jacobs; <\/a> (pdf<\/a>)<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"In Memorium: Vance Stevens (pdf) A Word from the Editors… (pdf) Special Issue on Promoting Diversity and Inclusion in Language Education: Perspectives from Research and Practice in Global Englishes and Translanguaging Introduction to the Special Issue Meng Huat Chau, Anita Lie, George M Jacobs & Willy A Renandya, Editors (pdf) Special Issue Articles Kristof Savski […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":18496,"menu_order":103,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"class_list":["post-18929","page","type-page","status-publish","entry"],"featured_image_src":null,"featured_image_src_square":null,"_links":{"self":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18929","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/comments?post=18929"}],"version-history":[{"count":5,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18929\/revisions"}],"predecessor-version":[{"id":20221,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18929\/revisions\/20221"}],"up":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18496"}],"wp:attachment":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/media?parent=18929"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Introduction to the Special Issue<\/a>
\nMeng Huat Chau, Anita Lie, George M Jacobs & Willy A Renandya, Editors<\/em><\/span><\/a> (pdf<\/a>)<\/h3>\nSpecial Issue Articles<\/h2>\n
Kristof Savski & Denchai Prabjandee, CEFR: A Global Framework for Global Englishes?<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nKurt Kohn, Focus on the Speaker-Learner in English as a Global Language: Agency and Satisfaction<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nMarc Jones & Carolyn Blume, Accent Difference Makes no Difference to Phoneme Acquisition<\/a>, <\/a> (pdf<\/a>)<\/span><\/p>\nGrace Jue Yeon Kim & Zhenjie Weng, A Systematic Review on Pedagogical Translanguaging in TESOL<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nSunyung Song, Digital Service-Learning: Creating Translanguaging Spaces for Emergent Bilinguals\u2019 Literacy Learning and Culturally Responsive Family Engagement in Mainstream Preservice Teacher Education<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nJinsil Jang, Translanguaging as an Agentive Action: A Longitudinal Case Study of Uzbek EFL Learners in South Korea<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nDemet Yigitbilek, Translanguaging Life Writing: Autobiography-Driven Writing Instruction<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nErin Mackinney, \u201cIt\u2019s How We Get Along\u201d\u2014Translanguaging in Middle-School Mathematics Class<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nFan Fang and Yidie Xu, Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nOfelia Garc\u00eda, Commentary<\/a>; <\/a> (pdf<\/a>)<\/span><\/td>\n
\nspacer<\/span><\/h3>\nspacer<\/span><\/h3>\nIn Perspective<\/h2>\n
Meng Huat Chau, Anita Lie, Chenghao Zhu & George M. Jacobs, On Global Englishes, Translanguaging, and the Educational Challenge of Celebrating Students\u2019 Capacity for Communication<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nThomas S.C. Farrell, Reflecting on Translanguaging: \u2018Across\u2019 and \u2018Beyond\u2019 Multilingualism<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nGa\u00ebtanelle Gilquin, Translanguaging and data-driven learning: How corpora can help leverage learners\u2019 multilingual repertoires<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nGuofang Li, Toward Inclusive Translanguaging in Multilingual Classrooms<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nPaul Nation, Translanguaging and Vocabulary Learning<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nWilly A Renandya & Anna C S Chang, Translanguaging: Does It Work in EFL Contexts?<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nBrian Tomlinson, Why Should They?<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nHenry Widdowson, Plural Englishes and English as Language Resource<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nDongping Zheng, Creating a translanguaging space through Languaging: Reflections on design as English Language Specialist in Vietnam<\/a>; <\/a> (pdf<\/a>)<\/span><\/td>\n<\/tr>\n\n\nRegular Feature Articles<\/h2>\n
Editor: Thomas Robb<\/em><\/span><\/p>\nElena Andrei & Laura Northrop, Online Resources and Professional Development for Teachers of English Learners: A US State-by-State Analysis<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nPhuong Thao Duong & Van Le, How Working Memory and Prior Vocabulary Knowledge Influence the Impact of Task Repetition on L2 Oral Performance: Insights into Vietnamese EFL Learners<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nAkiko Nagao, A Genre-based Approach to Teaching Descriptive Report Writing to Japanese EFL University Students<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nJosephine Chan Ie Lyn, Using Padlet as a Learning Space for Simulating Real-Life Business Communication<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nSteven Asquith, An Investigation into the Roles of Guessing and Partial Knowledge in the Vocabulary Size Test<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nLuis Javier Pent\u00f3n Herrera, Brenda Custodio & Judith O\u2019Loughlin, Providing social-emotional and academic supports to SLIFE: What every teacher needs to know<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nAnna Husson Isozaki, What if they are set free? Using Autonomous Reading-Listening and Book Clubs in Reading Fluency Development<\/a>; <\/a> (pdf<\/a>)<\/span><\/td>\n
\nON THE INTERNET<\/h2>\n
Editor: Omran Ali Akasha & Mark Feng Teng<\/em><\/span><\/p>\nPaul Daniels, Auto-scoring of Student Speech: Proprietary vs. Open-source Solutions<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\n
\nREVIEWS<\/h2>\nBooks<\/h2>\n
Editors: J. Dylan Burton , Keith M. Graham & Junjie Gavin Wu<\/em><\/span><\/p>\nTeacher Resources<\/h3>\n
Graham V. Crookes & Arman Abednia (2022), Starting Points In Critical Language Pedagogy<\/a>; Reviewed by George M. Jacobs; <\/a> (pdf<\/a>)<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"In Memorium: Vance Stevens (pdf) A Word from the Editors… (pdf) Special Issue on Promoting Diversity and Inclusion in Language Education: Perspectives from Research and Practice in Global Englishes and Translanguaging Introduction to the Special Issue Meng Huat Chau, Anita Lie, George M Jacobs & Willy A Renandya, Editors (pdf) Special Issue Articles Kristof Savski […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":18496,"menu_order":103,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"class_list":["post-18929","page","type-page","status-publish","entry"],"featured_image_src":null,"featured_image_src_square":null,"_links":{"self":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18929","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/comments?post=18929"}],"version-history":[{"count":5,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18929\/revisions"}],"predecessor-version":[{"id":20221,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18929\/revisions\/20221"}],"up":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18496"}],"wp:attachment":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/media?parent=18929"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
<\/a> (pdf<\/a>)<\/span><\/p>\nKurt Kohn, Focus on the Speaker-Learner in English as a Global Language: Agency and Satisfaction<\/a>; Marc Jones & Carolyn Blume, Accent Difference Makes no Difference to Phoneme Acquisition<\/a>, Grace Jue Yeon Kim & Zhenjie Weng, A Systematic Review on Pedagogical Translanguaging in TESOL<\/a>; Sunyung Song, Digital Service-Learning: Creating Translanguaging Spaces for Emergent Bilinguals\u2019 Literacy Learning and Culturally Responsive Family Engagement in Mainstream Preservice Teacher Education<\/a>; Jinsil Jang, Translanguaging as an Agentive Action: A Longitudinal Case Study of Uzbek EFL Learners in South Korea<\/a>; Demet Yigitbilek, Translanguaging Life Writing: Autobiography-Driven Writing Instruction<\/a>; Erin Mackinney, \u201cIt\u2019s How We Get Along\u201d\u2014Translanguaging in Middle-School Mathematics Class<\/a>; Fan Fang and Yidie Xu, Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education<\/a>; Ofelia Garc\u00eda, Commentary<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/td>\n
spacer<\/span><\/h3>\nspacer<\/span><\/h3>\nIn Perspective<\/h2>\n
Meng Huat Chau, Anita Lie, Chenghao Zhu & George M. Jacobs, On Global Englishes, Translanguaging, and the Educational Challenge of Celebrating Students\u2019 Capacity for Communication<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nThomas S.C. Farrell, Reflecting on Translanguaging: \u2018Across\u2019 and \u2018Beyond\u2019 Multilingualism<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nGa\u00ebtanelle Gilquin, Translanguaging and data-driven learning: How corpora can help leverage learners\u2019 multilingual repertoires<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nGuofang Li, Toward Inclusive Translanguaging in Multilingual Classrooms<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nPaul Nation, Translanguaging and Vocabulary Learning<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nWilly A Renandya & Anna C S Chang, Translanguaging: Does It Work in EFL Contexts?<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nBrian Tomlinson, Why Should They?<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nHenry Widdowson, Plural Englishes and English as Language Resource<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nDongping Zheng, Creating a translanguaging space through Languaging: Reflections on design as English Language Specialist in Vietnam<\/a>; <\/a> (pdf<\/a>)<\/span><\/td>\n<\/tr>\n\n\nRegular Feature Articles<\/h2>\n
Editor: Thomas Robb<\/em><\/span><\/p>\nElena Andrei & Laura Northrop, Online Resources and Professional Development for Teachers of English Learners: A US State-by-State Analysis<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nPhuong Thao Duong & Van Le, How Working Memory and Prior Vocabulary Knowledge Influence the Impact of Task Repetition on L2 Oral Performance: Insights into Vietnamese EFL Learners<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nAkiko Nagao, A Genre-based Approach to Teaching Descriptive Report Writing to Japanese EFL University Students<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nJosephine Chan Ie Lyn, Using Padlet as a Learning Space for Simulating Real-Life Business Communication<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nSteven Asquith, An Investigation into the Roles of Guessing and Partial Knowledge in the Vocabulary Size Test<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nLuis Javier Pent\u00f3n Herrera, Brenda Custodio & Judith O\u2019Loughlin, Providing social-emotional and academic supports to SLIFE: What every teacher needs to know<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\nAnna Husson Isozaki, What if they are set free? Using Autonomous Reading-Listening and Book Clubs in Reading Fluency Development<\/a>; <\/a> (pdf<\/a>)<\/span><\/td>\n
\nON THE INTERNET<\/h2>\n
Editor: Omran Ali Akasha & Mark Feng Teng<\/em><\/span><\/p>\nPaul Daniels, Auto-scoring of Student Speech: Proprietary vs. Open-source Solutions<\/a>; <\/a> (pdf<\/a>)<\/span><\/p>\n
\nREVIEWS<\/h2>\nBooks<\/h2>\n
Editors: J. Dylan Burton , Keith M. Graham & Junjie Gavin Wu<\/em><\/span><\/p>\nTeacher Resources<\/h3>\n
Graham V. Crookes & Arman Abednia (2022), Starting Points In Critical Language Pedagogy<\/a>; Reviewed by George M. Jacobs; <\/a> (pdf<\/a>)<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"In Memorium: Vance Stevens (pdf) A Word from the Editors… (pdf) Special Issue on Promoting Diversity and Inclusion in Language Education: Perspectives from Research and Practice in Global Englishes and Translanguaging Introduction to the Special Issue Meng Huat Chau, Anita Lie, George M Jacobs & Willy A Renandya, Editors (pdf) Special Issue Articles Kristof Savski […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":18496,"menu_order":103,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"class_list":["post-18929","page","type-page","status-publish","entry"],"featured_image_src":null,"featured_image_src_square":null,"_links":{"self":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18929","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/comments?post=18929"}],"version-history":[{"count":5,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18929\/revisions"}],"predecessor-version":[{"id":20221,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18929\/revisions\/20221"}],"up":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18496"}],"wp:attachment":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/media?parent=18929"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
In Perspective<\/h2>\n
Meng Huat Chau, Anita Lie, Chenghao Zhu & George M. Jacobs, On Global Englishes, Translanguaging, and the Educational Challenge of Celebrating Students\u2019 Capacity for Communication<\/a>; Thomas S.C. Farrell, Reflecting on Translanguaging: \u2018Across\u2019 and \u2018Beyond\u2019 Multilingualism<\/a>; Ga\u00ebtanelle Gilquin, Translanguaging and data-driven learning: How corpora can help leverage learners\u2019 multilingual repertoires<\/a>; Guofang Li, Toward Inclusive Translanguaging in Multilingual Classrooms<\/a>; Paul Nation, Translanguaging and Vocabulary Learning<\/a>; Willy A Renandya & Anna C S Chang, Translanguaging: Does It Work in EFL Contexts?<\/a>; Brian Tomlinson, Why Should They?<\/a>; Henry Widdowson, Plural Englishes and English as Language Resource<\/a>; Dongping Zheng, Creating a translanguaging space through Languaging: Reflections on design as English Language Specialist in Vietnam<\/a>; Editor: Thomas Robb<\/em><\/span><\/p>\n Elena Andrei & Laura Northrop, Online Resources and Professional Development for Teachers of English Learners: A US State-by-State Analysis<\/a>; Phuong Thao Duong & Van Le, How Working Memory and Prior Vocabulary Knowledge Influence the Impact of Task Repetition on L2 Oral Performance: Insights into Vietnamese EFL Learners<\/a>; Akiko Nagao, A Genre-based Approach to Teaching Descriptive Report Writing to Japanese EFL University Students<\/a>; Josephine Chan Ie Lyn, Using Padlet as a Learning Space for Simulating Real-Life Business Communication<\/a>; Steven Asquith, An Investigation into the Roles of Guessing and Partial Knowledge in the Vocabulary Size Test<\/a>; Luis Javier Pent\u00f3n Herrera, Brenda Custodio & Judith O\u2019Loughlin, Providing social-emotional and academic supports to SLIFE: What every teacher needs to know<\/a>; Anna Husson Isozaki, What if they are set free? Using Autonomous Reading-Listening and Book Clubs in Reading Fluency Development<\/a>; Editor: Omran Ali Akasha & Mark Feng Teng<\/em><\/span><\/p>\n Paul Daniels, Auto-scoring of Student Speech: Proprietary vs. Open-source Solutions<\/a>; Editors: J. Dylan Burton , Keith M. Graham & Junjie Gavin Wu<\/em><\/span><\/p>\n Graham V. Crookes & Arman Abednia (2022), Starting Points In Critical Language Pedagogy<\/a>; Reviewed by George M. Jacobs; In Memorium: Vance Stevens (pdf) A Word from the Editors… (pdf) Special Issue on Promoting Diversity and Inclusion in Language Education: Perspectives from Research and Practice in Global Englishes and Translanguaging Introduction to the Special Issue Meng Huat Chau, Anita Lie, George M Jacobs & Willy A Renandya, Editors (pdf) Special Issue Articles Kristof Savski […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":18496,"menu_order":103,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"class_list":["post-18929","page","type-page","status-publish","entry"],"featured_image_src":null,"featured_image_src_square":null,"_links":{"self":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18929","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/comments?post=18929"}],"version-history":[{"count":5,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18929\/revisions"}],"predecessor-version":[{"id":20221,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18929\/revisions\/20221"}],"up":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/18496"}],"wp:attachment":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/media?parent=18929"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/td>\n<\/tr>\n\n \n Regular Feature Articles<\/h2>\n
<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/p>\n<\/a> (pdf<\/a>)<\/span><\/td>\n\n ON THE INTERNET<\/h2>\n
<\/a> (pdf<\/a>)<\/span><\/p>\n
\nREVIEWS<\/h2>\n
Books<\/h2>\n
Teacher Resources<\/h3>\n
<\/a> (pdf<\/a>)<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"