Shondel Nero

TL;DR: The authors argue that new paradigms are needed in second-language acquisition (SLA) theory, linguistic categorisation of students, and teacher preparation for ESL pedagogy, and propose a pedagogical framework based on language identity, awareness, and development.

TL;DR: Menken as mentioned in this paper, The English of Latinos From a Plurilingual Transcultural Angle: Implications for Assessment and Schools, and Menken, The English Language Education of Latinos.

TL;DR: The authors discusses the extent to which such students, who publicly identify themselves as native speakers of English but whose variety of English is often misunderstood by North American teachers, challenge the latter to examine their tacit assumptions about the English language, ownership of English, and linguistic identity.

TL;DR: The authors discusses the globalization of English and the extent to which speakers of varieties of the language such as Caribbean Creole English (CCE) complicate the native speaker/nonnative speaker dichotomy, challenging English language teachers to respond to the specific needs of CCE speakers and other bidialectal students.

TL;DR: A study-abroad seminar in the Dominican Republic (DR) for pre-and in-service teachers of English language learners from the New York metropolitan area as discussed by the authors was designed to have teachers experience first-hand the phases and challenges of second language learning, and enhance understanding of their immigrant students' culture with a view to transform such an experience into culturally responsive pedagogy.