Archives
-
Spring 2024
Vol. 33 No. 1 (2024)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 -
Fall 2022
Vol. 32 No. 2The fall 2022 issue of GATESOL Journal provides its readers with insights into how language educators could create meaningful learning experiences for their students. The papers are connected with the core idea that language educators are vested in intentionally using pedagogical approaches that could have an impact on how and what students are learning. The papers position language educators as both transformative intellectuals and reflective practitioners. This issue will showcase teachers’ intentions through their roles as transformative intellectuals and reflective practitioners.
Senior Editors: Dr. David L. Chiesa and Dr. Robert A. Griffin
Associate Editors: Abdulsamad Y. Humaidan and Ethan T. Trịnh -
Spring 2022
Vol. 32 No. 1The spring 2022 issue of GATESOL Journal provides language teachers, administrators, community developers, curriculum designers, and advocates of the emergent multilingual population in Georgia, the U.S., and around the world with insights on developing inclusive practices. Inclusion is “the act of creating environments in which any individual or group can feel welcomed, respected, supported, and valued to fully participate. An inclusive and welcoming climate embraces differences and offers respect in words and actions for all people'' (YW Boston Blog, 2019, para. 8). This issue will showcase how inclusive practices can be supported in language, culturally and linguistically responsive teaching practices, and peace-oriented education.
Editors: Dr. David L. Chiesa and Dr. Robert A. Griffin
-
Summer 2021
Vol. 31 No. 1The 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
-
Fall 2020
Vol. 30 No. 1This special issue, the first issue under the editorship of Drs. David L. Chiesa and Robert A. Griffin, is a response to the current climate in the U.S. and includes submissions that focus on the changes, innovation, and instructional strategies that have affected the way we think about language, language learning, and second language instruction from a diversity, equity, and inclusion perspective under the umbrella of educating the multilingual population during a pandemic.
Editors: Dr. David L. Chiesa and Dr. Robert A. Griffin
-
Spring 2020
Vol. 29 No. 1GATESOL in Action Journal (GIAJ) is a peer-reviewed, open-access academic e-journal published by Georgia Teachers of English to Speakers of Other Languages (GATESOL). Our mission and vision are to disseminate knowledge that will strengthen the teaching and learning of English as an additional language in the state of Georgia and to increase the professionalism of educators who teach bilingual learners and the development and improvement of life chances for all bilingual speakers in the state of Georgia.
Editor: Dr. Gertrude Tinker Sachs, Georgia State University
Editorial Assistant: Dr. Robert A. Griffin, University of West Georgia
This is the last issue under Dr. Gertrude Tinker Sachs's editorship. The GATESOL Board as well as the GIA Editorial Board extend our sincerest thanks to Dr. Tinker Sachs for her years of service to GATESOL in Action Journal. -
Fall 2018
Vol. 28 No. 1GATESOL in Action Journal (GIAJ) is a peer-reviewed, open-access academic e-journal published by Georgia Teachers of English to Speakers of Other Languages (GATESOL). Our mission and vision are to disseminate knowledge that will strengthen the teaching and learning of English as an additional language in the state of Georgia and to increase the professionalism of educators who teach bilingual learners and the development and improvement of life chances for all bilingual speakers in the state of Georgia.
Editor: Dr. Gertrude Tinker Sachs, Georgia State University
-
Spring 2017
Vol. 27 No. 1GATESOL in Action Journal (GIAJ) is a peer-reviewed, open-access academic e-journal published by Georgia Teachers of English to Speakers of Other Languages (GATESOL). Our mission and vision are to disseminate knowledge that will strengthen the teaching and learning of English as an additional language in the state of Georgia and to increase the professionalism of educators who teach bilingual learners and the development and improvement of life chances for all bilingual speakers in the state of Georgia.
Editor: Dr. Gertrude Tinker Sachs, Georgia State University
*Note: This issue contains articles that were also accepted in fall 2017. -
Fall 2016
Vol. 26 No. 1GATESOL in Action Journal (GIAJ) is a peer-reviewed, open-access academic e-journal published by Georgia Teachers of English to Speakers of Other Languages (GATESOL). Our mission and vision are to disseminate knowledge that will strengthen the teaching and learning of English as an additional language in the state of Georgia and to increase the professionalism of educators who teach bilingual learners and the development and improvement of life chances for all bilingual speakers in the state of Georgia.
Editor: Dr. Gertrude Tinker Sachs, Georgia State University
-
Fall 2015
Vol. 25 No. 1GATESOL in Action Journal (GIAJ) is a peer-reviewed, open-access academic e-journal published by Georgia Teachers of English to Speakers of Other Languages (GATESOL). Our mission and vision are to disseminate knowledge that will strengthen the teaching and learning of English as an additional language in the state of Georgia and to increase the professionalism of educators who teach bilingual learners and the development and improvement of life chances for all bilingual speakers in the state of Georgia.
Editor: Dr. Gertrude Tinker Sachs, Georgia State University
-
Fall 2014
Vol. 24 No. 2GATESOL in Action Journal (GIAJ) is a peer-reviewed, open-access academic e-journal published by Georgia Teachers of English to Speakers of Other Languages (GATESOL). Our mission and vision are to disseminate knowledge that will strengthen the teaching and learning of English as an additional language in the state of Georgia and to increase the professionalism of educators who teach bilingual learners and the development and improvement of life chances for all bilingual speakers in the state of Georgia.
Editor: Dr. Gertrude Tinker Sachs, Georgia State University
-
Spring 2014
Vol. 24 No. 1GATESOL in Action Journal (GIAJ) is a peer-reviewed, open-access academic e-journal published by Georgia Teachers of English to Speakers of Other Languages (GATESOL). Our mission and vision are to disseminate knowledge that will strengthen the teaching and learning of English as an additional language in the state of Georgia and to increase the professionalism of educators who teach bilingual learners and the development and improvement of life chances for all bilingual speakers in the state of Georgia.
Editor: Dr. Gertrude Tinker Sachs, Georgia State University
This is the inaugural issue of our new electronic version of GATESOL in Action under the editorship of Dr. Gertrude Tinker Sachs. We are very happy to share this with you and look forward to publishing our bi-annual issues. -
Winter 2011
Vol. 23 No. 1This is a back issue from our print collection of GATESOL in Action Journal (GIAJ) under the editorship of Dr. Hema Ramanathan before the journal transitioned online.
Editor: Dr. Hema Ramanathan, University of West Georgia
-
Summer 2009
Vol. 22 No. 2This is a back issue from our print collection of GATESOL in Action Journal (GIAJ) under the editorship of Dr. Hema Ramanathan and Ms. Barbara Beaverson before the journal transitioned online.
Editors: Dr. Hema Ramanathan and Ms. Barbara Beaverson