About the Journal
GATESOL Journal—the academic peer-reviewed journal of GATESOL—is an engaging, relevant, practitioner-oriented journal meant to support the readership of teachers, teacher educators, researchers, program administrators, and graduate students. The journal strives to support and mentor authors and readers who teach, conduct research, administer programs, and/or study in language teaching contexts. The multifaceted journal articles in GATESOL Journal could focus on theory, research, pedagogy, and educational policy related to the teaching of English to speakers of other languages. GATESOL Journal will address the following multilingual students: U.S.-born bilinguals, Generation 1.5 students, immigrants, refugees, and international students.
The summer 2021 issue of GATESOL Journal is replete with research-based insights and strategies for supporting multilingual learners in varied teaching contexts. The five articles in this issue address ways to better equip multilingual learners for success in an increasingly diverse and multicultural society. One common thread throughout the issue is the rethinking of policies, procedures, and practices that surround language learning and learners. As the Delta variant of SARS-CoV-2 is on the rise and the future of K–12 and higher education continues to remain uncertain, we sincerely hope this issue of GATESOL Journal provides our wide conglomerate of readers—from K–12 mainstream and ESOL teachers to researchers and teacher educators in and outside of Georgia institutions of higher learning to state policymakers—ideas they can take back with them to their respective spheres of influence to make a lasting difference in how we do language teaching and learning in Georgia and beyond.
Editors: Dr. David L. Chiesa and Dr. Robert A. Griffin