All of this should have happened a long time ago, so it’s important we not give up now in our fight to disrupt and dismantle systems of oppression that operate in so many of our institutions, which very much include schools. He is currently a high school language-development coach in Framingham, Mass., and can be found on Twitter are in a moment of potential where many are finally confronting the realities of white supremacy and systemic racism. He has a master’s in applied linguistics from UMass Boston where he learned the importance of critical, anti-racist praxis. Joe Santiago-Silvestri has been teaching ESL in various contexts since 2007. Today, Joe Santiago-Silvestri, Michelle Shory, Irina McGrath, Glenda Cohen, Berta Rosa Berriz, Amanda Claudia Wager, Ph.D., and Vivian Maria Poey offer their reflections. In Part Four, Lindsey Moses, Luiza Mureseanu, Melissa Jackson, and Douglas Reeves contributed their thoughts. Sandra Calderon, Kevin Jepson, Carrie Cobb, Melissa Wilhemi, Ricardo Robles, Teresa Amodeo, and Donna DeTommaso-Kleinert, Ed.D., answered the question. In Part Two, Silvina Jover, Cindy Garcia, Luisa Palacio, and Laura Landau shared their commentaries.

You can also find a list of, and links to, previous shows here. All Part One’s contributors also were guests on my 10-minute BAM! Radio Show. Part One featured responses from Marina Rodriguez, Altagracia (Grace) H. What are some of the most common mistakes teachers make when working with ELLs, and what should they do, instead? You can see Part One here, Part Two here, Part Three here, and Part Four here. (This the fifth post in a six-part series.

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