History of the Monograph
In 2005 the Bilingual/ESL Committee of the Federation of North Texas Area
Universities requested funds in support of publishing a monograph concerning
critical issues in the education of English language learners (ELLs). The book
was to be first in a series dedicated to promoting best practice for the effective
and equitable teaching of linguistically and culturally diverse students. The
project was intended to continue the publishing tradition that was begun by
the Committee during the 1980’s and early 1990’s.
The overriding objectives were twofold: To add to the body of knowledge
regarding current trends and issues in bilingual/ESL education and to
encourage and support research and scholarship in the field of bilingual
education, English as a Second Language (ESL) education, and second
language acquisition. By creating a monograph regarding the appropriate and
excellent teaching of culturally and linguistically diverse students, the
Committee hoped to inform preservice and inservice teachers as well as
teacher educators about effective and best practice, current research and
trends, and successful methods and materials. It was anticipated that the text
would build visibility for significant issues in the teaching of ELLs.
The rationale for such a series was clear and remains true today. In the
state of Texas the shortage of well-prepared and certified bilingual and ESL
teachers affects the education of language minority students on a daily basis.
Thousands of linguistically diverse students endure entire school years
without the services of qualified bilingual and ESL teachers.
As the demographic data for public schools in the United States reflects
more cultural and linguistic diversity, so too must teachers and the institutions
of higher education which develop them as educators prepare to equitably and
effectively teach this rapidly increasing segment of the school population.
Thus, the target audience for the book was to be preservice and inservice
teachers as well as teacher educators, counselors, school administrators, and
service providers. The information and strategies that were to be discussed in
the publications were to be authoritative, concrete and applied in nature, with
clear explanations of theory into practice and supported by ample examples.
Because the monographs have always been intended for practical use by
practitioners, the language of the articles is to be scholarly, yet not daunting.
Information that is essential to understanding the ELL as well as the most
reliable path to success for the ELL was to be highlighted whenever possible.
The strategies and ideas that have been addressed are readily useful to
preservice and inservice teachers and university faculty.
The committee aspired to make a difference in the lives of language minority
students. Through supporting research and leadership in bilingual/ESL
education, and by building knowledge about the needs of linguistically diverse
students, it was anticipated that the monograph would contribute to the field
of bilingual and ESL education in a meaningful and research proven manner.
An additional and beneficial outcome has been the opportunity for graduate
students to work with their professors in preparing manuscripts for submission
to the monograph, thus building a record of scholarship for the future scholar.
Since Fall 2006 an edition of the monograph has been published each year for
a total of nine monographs, eight which are already in print and one in the
early stages of development. Between 2006 and 2011, Dr. Phap Dam served
as Series Editor, and Dr. Melinda T. Cowart served as Managing Editor. The
following titles were published during those years:
2006
Cultural and Linguistic Issues for English Language
Learners
2007
Intercultural Understanding
2008
Current Issues and Best Practice in Bilingual and ESL
Education
2009
Understanding the English Language Learner
2010
Teaching the English Language Learner: An International
Perspective
2011
Linguistic and Cultural Considerations for English
Language Learners
When Dr. Dam made the difficult decision to retire, it was decided that the
monograph tradition would continue. Dr. Melinda Cowart, Chair of the
Bilingual/ESL Committee and Program Coordinator for Bilingual/ESL
Teacher Education at TWU, assumed the role of Series Editor while Dr. Gina
Anderson, Chair of Curriculum and Instruction at TWU took on the role of
Managing Editor. A Call for Manuscripts was sent out in late Fall 2011.
Professors and graduate students from universities in the United States and
Canada had made inquiries about the possibility of publishing in subsequent
monographs. With a unique focus on the needs of ELLs in the 21st century,
the seventh and eighth monographs were published:
2012 English Language Learners in 21st Century Classrooms:
Challenges and Expectations
2013
Teaching and Leading in Diverse Schools
The tradition continues with the ninth monograph in the series planned for
2014. Entitled Professional Practice in Diverse Settings: Attitudes and
Dispositions that Facilitate Success, the Call for Manuscripts is posted on
this website. The monograph is expected to be available by Fall 2014. For
additional information please contact Dr. Melinda Cowart, Series Editor, at
mcowart@twu.edu or Dr. Gina Anderson, Managing Editor, at
ganderson@twu.edu.
It is critical to note that this endeavor could not have been accomplished
without the collaboration of the Bilingual/ESL Committee members and the
support of the Federation, Dr. Nan Restine, Dean (Ret) of the TWU College of
Professional Education, and Dr. Jane Pemberton, Chair of the TWU
Department of Teacher Education. The result of the collaboration and support
of the three entities is the successful completion of a series of nine
monographs dedicated to exploring critical issues in the education of English
language learners with the goal of improving the educational achievement of
linguistically and culturally diverse students.