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.


Current Issue

Vol. 33 No. 1 (2024): Spring 2024
GATESOL Journal logo over a raised garden bed featuring flowers and vegetables

The spring 2024 issue of GATESOL Journal invites readers to consider how they traverse the path of multilingual learner education. The articles in the issue trace the historical policies that have led to the current state of education for multilingual learners, provide a checkpoint for evaluating assessment, create a plan for visualizing the destination, and explore artificial intelligence tools to help navigate the road ahead. This issue will highlight how language educators can work with and for their students to cultivate language across contexts through interrogating assessment results, reflecting on the trajectory of language policy, envisioning the future, and harnessing technology tools.

Editors: Alexandra J. Reyes and Eliana Hirano
Associate Editors: Abdulsamad Humaidan and Ethan Trinh

Published: 05/20/2024
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