Volume 24.1
VOLUME 24 • NUMBER 1 • 2012/2013
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ABSTRACTS
The CATESOL Journal Editorial Staff
2012-2013 CATESOL Board of Directors
Editors’ Note
Mark Roberge and Margi Wald
2012 GRADUATE STUDENT RESEARCH CONTEST
Closing the Communication Gap Between Undergraduates and International Faculty
Dan Villarreal
THEME SECTION: US-EDUCATED
MULTILINGUAL STUDENTS AND COLLEGE WRITING
Introduction
Kay Losey, Mark Roberge, and Margi Wald, Editors
Biliterate Voices of Hmong Generation 1.5 College Women:
Suspended Between Languages in the US Educational Experience
Kim Huster
A Biliteracy Dialogue Approach to One-on-One Writing Instruction With Bilingual, Mexican, Immigrant Writers
W. Jason Stegemoller
Implementing Task-Oriented, Content-Based Instruction for First- and Second-Generation Immigrant Students
Eliana Santana-Williamson
Sequenced Peer Revision: Creating Competence and Community
Ingrid K. Bowman and John Robertson
Online Forum Discussions and the Development of Opinions in College-Level ESL Writing
Clara Vaz Bauler
GRADUATE STUDENT PERSPECTIVES:
THEORY TO PRACTICE
Introduction
Julia Schulte
Reconfiguring the Theory-to-Practice Narrative
Julia Schulte
Bridging the Gap: TESOL Training in a Linguistics Department
Cory Holland
“There and Back Again” in the Writing Classroom: A Graduate Student’s Recursive Journey
Through Pedagogical Research and Theory Development
Miki Mori
Making Progress: A Case Study of Academic Literacy Development
Naoko Takano
Mainstream English Teachers Working With Nonnative Speakers: How Well Prepared Are They?
Chris Anderson
The Interaction of Theory, Philosophy, and Practice in ESL Writing Conferences
Grant Eckstein
Curriculum Development 101: Lessons Learned From a Curriculum Design Project
Reema Albilehi, Ju Young Han, and Heather DeSmidt
FEATURE ARTICLES
The Meaning of Citizenship: Tests, Policy, and English Proficiency
Ariel Loring
Romanticizing Culture: The Role of Teachers’ Cultural Intelligence in Working With Diversity
Sarina Chugani Molina
Student Perceptions of How TESOL Educators Teach Nonnative English-Speaking Teachers
Scott Phillabaum and Stefan Frazier
Promoting Student Engagement During Integrative Lessons: A Model Classroom
Heather Sturman
CATESOL EXCHANGES
Word Lists for Vocabulary Learning and Teaching
Michael Lessard-Clouston
ESL Student Identity and the Multigenre Research Project
Valerie Sartor and Bart Hill
A Second Look at Mobile Technology in the Classrooms: Don’t Ban It. Use It!
James Brandon Decker
REVIEWS
Please click on the word “Reviews” to download the reviews listed below.
Kristi Ridgway, Editor
English Grammar: Step by Step, Books 1 and 2
Gramática del inglés: Paso a Paso, Books 1 and 2
Elizabeth Weal
Reviewed by Lorraine Ruston
American Accent Training (3rd ed.)
Ann Cook
Reviewed by Venus Tritasavit
Contemporary Topics 2: High Intermediate Academic Listening and Note-Taking Skills (3rd ed.)
Ellen Kisslinger and Michael Kisslinger (Eds.)
Reviewed by Tana Mobley
Reading for Today 1: Themes for Today (3rd ed.)
Loraine C. Smith and Nancy Nici Mare
Reviewed by Anthony Kazanjian
Read This! Intro (1st ed.)
Daphne Mackey
Reviewed by Yinghua Cai
National Geographic Reading Explorer 3 (1st ed.)
Nancy Douglas
Reviewed by Kimberley Murakami
Ready to Write 1: A First Composition Text (3rd ed.)
Karen Blanchard and Christine Root
Reviewed by Peter Chhuor
Engaging Writing 1: Essential Skills for Academic Writing
Mary Fitzpatrick
Reviewed by Emily Montgomery
Preparing Every Teacher to Reach English Learners (1st ed.)
Joyce W. Nutta, Kouider Mokhtari, and Carine Strebel (Eds.)
Reviewed by Donita Grissom
Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism
Gregorio Hernandez-Zamora
Reviewed by Jeff McClelland