English Journal - Volume 111, Issue 5, 2022

Two teacher educators present the power of translanguaging pedagogy to engage bilingual/multilingual students in learning for justice and equity.

A poet-professor shares the intricacies and layers of experience, family, language, and migration to make meaning across diasporas and generations.

Black Language in students’ lives can inform teacher practices for linguistic justice and affirmation while amplifying academic rigor.

A poet and former professor revisits a poem he wrote in 1959 and how bilingualism informs his life, teaching, and writing.

A Korean pop music group opens entry points for students to confront dominant social and identity constructs.

Antiracism becomes the focal point of literacy intervention as students engage with music-based texts and visual projects.

Through critical selfreflection, students examine how independent reading influences their worldviews and senses of self.