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 fall 2025 (Vol. 34 No. 1) issue of the GATESOL Journal is now available! This issue addresses the currents that impact the work and lives of ESOL professionals and multilingual communities.
Read more about The new issue of the GATESOL Journal is now available!
Amid the volatile waves of rapidly shifting expectations, unpredictable policy updates, and ever-changing circumstances, many educators are struggling to stay afloat. It is from within this context that we publish the fall 2025 issue of GATESOL Journal. While the articles featured in this issue vary in focus (i.e., supporting teachers of newcomers in rural schools, utilizing closed-model artificial intelligence to streamline standards alignment, and refining generative AI prompts to scaffold writing ), all address the challenge of meeting student and teacher needs, despite changing demographics and evolving technologies. Taken as a whole, this journal issue envisions the educational horizon as one in which technological tools and human expertise are thoughtfully harnessed in service of educational growth and English language development.
