Dr. Bryan Meadows (EDST Assistant Professor) recently contributed two book chapters to separate edited volumes on language education. In the first contribution, Dr. Meadows and his colleagues examine the transitional space for EL (English Learner) students between elementary and middle grades. The findings of their case study analysis underscore the important role of teacher-teacher collaboration in the success of EL students between elementary and middle school grades. The title of the book chapter is “Writing Instruction Across the Elementary School/Middle School Divide: A Case Study of an ESL Teacher’s Experiences in the Disconnect” and the co-authors are Dr. Chiu-Yin (Cathy) Wong and Gillian Ober, both of Monmouth University. The title of the edited volume is “Second Language Writing in Transitional Spaces” and is published by the University of Michigan Press. The volume is edited by Dr. Lubie Grujicic-Alatriste and Dr. Cathryn Crosby Grundleger.
In the second contribution for a different edited volume, Dr. Meadows critically examines the intersection of neo-nationalism and language policy in the United States. In this contribution, titled “Neo-Nationalism and Language Policy in the United States”, he utilizes Critical Discourse Analysis as a method for identifying arguments in public discourse for monolingual (i.e., English-Only) language policy. He in turn links those arguments to the ideology of neo-nationalism, an ideology which draws a hyper-focus to national border maintenance and which has coincidentally grown in political legitimacy across Europe and North America over the past two decades. In his analysis, Dr. Meadows found multiple argument types employed by public actors to justify a privileged spot for English in institutional spaces. Dr. Meadows concludes noting that “for those individuals wishing to closely align state political policy with a narrowly-defined national people, language use is a central concern” (p. 43). The title of the edited volume is “Applied Linguistics and Language Teaching in the Neo-Nationalist Era” and is published by Palgrave Macmillan. The volume is edited by Dr. Kyle McIntosh (University of Tampa).
Seton Hall University's TESOL Teacher Certification Program
The TESOL Teacher Certification Program at Seton Hall University provides individuals with the knowledge, skills, and dispositions to serve English Language (EL) students in K-12 academic settings. The program consists of 15 semester credits offered in a remote-learning format for maximum convenience. The program sequence is an ideal pathway for practicing teachers to an additional instructional certificate.
Meadows, B. (2020). Neo-nationalism and language policy in the United States: A critical discourse analysis of public discourse advocating monolingual English use. In K. McIntosh (Ed.), Applied Linguistics and Language Teaching in the Neo-Nationalist Era (pp. 17-49). Palgrave MacMillan.
Wong, C., Ober, G., & Meadows, B. (2020). Writing instruction across the elementary school/middle school divide: One teacher’s experiences in the disconnect. In L. Grujicic-Alatriste & C. Crosby Grundleger (Eds.), Second language writing across PK16 contexts: Intersections of teaching, learning, and development (pp. 21-44) University of Michigan Press.