From our journals: Preparing teachers of English learners, educational issues affecting American Indians and more


Meghan Ensell

Decentralization, teacher quality and the education of English learners: Do state education agencies effectively prepare teachers of ELs?

By: Christine Montecillo Leider, Boston University; Michaela W. Colombo, University of Massachusetts, Lowell; Erin Nerlino, Boston University 

Published in: Education Policy Analysis Archives, July 26, 2021

The Every Student Succeeds Act includes provisions to ensure success for all students, including English learners. But the federal government does not prescribe specifically how states should meet these provisions; instead, it’s each state’s responsibility to develop plans of action. This also means that states play a primary role in setting policy for teacher credentialing. Leider, Colombo and Nerlino address the question: Do state education agencies effectively prepare teachers of ELs? 

Making it official: The institutionalization of the hegemony of English

By: David G. Nieto, Northern Illinois University 

Published in: Education Policy Analysis Archives, July 12, 2021

Drawing upon critical discourse analysis as a theoretical framework and methodological tool, Nieto critically examines the legislation that has established English as an official language in 30 states. Nieto captures the motivation and rationale of the policies, their stated outcomes and educational implications. The analysis situates the discourse embedded in official language policies within its sociohistorical context and the conceptualization of race and language in the U.S. 


On Indian Ground: The Northwest

Reviewed by: Rae L. Tewa, Arizona State University  

Published in: Education Review, July 14, 2021

This book — like others in the series — Tewa says, provides a more nuanced lens on how to work with American Indians within the Northwest. The chapters of this book are filled with examples on how to approach challenges that are relevant across any educational setting. Tewa recommends this book for all educators, regardless of location. Tewa notes, “Jacob and RunningHawk edited a collection of chapters from Indigenous scholars and community members who uphold their people’s values and offer important insights into the U.S. education system.”

Note: Rae L. Tewa (Navajo) is a first-year PhD student at Arizona State University and part of Project INCLUDE – Inclusive Consortium of Leaders in Urban Disabilities. As a former special education teacher and facilitator, her doctoral research focuses specifically on issues of equity affecting Indigenous communities and students with disabilities.