April S Salerno
Biographic Data
| ID | 4621444 |
|---|---|
| NAME | April S Salerno |
| GIVEN NAMES | April S |
| FAMILY NAME | Salerno |
| SIGNATURE | SALERNO A S |
| AFFILIATIONS | University of Virginia |
| ORCID | 0000-0002-0272-5019 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Teachers’ conceptualizations of multilingual learners’ so-called ‘academic’ language in oral-language assessments
We used a Self-Study of Teacher Education Practices (S-STEP) methodology to consider how 16 teachers in an English as a Second Language (ESL) assessment course discussed ‘academic’ versus ‘social’ language while assessing a multilingual student’s oral language. Using a figured-worlds framework to explore teachers’ underlying beliefs about the ‘academic’/‘social’ language dichotomy, we aimed to explore: What figured worlds were present in teacher…
Using short-story narrative analysis to understand tensions in language education practitioner-research
Complicated Conversation as Curriculum in Language Teacher Education Amid Rapid Change
As language teacher educators, we consider how times of flux bring opportunities for re‐envisioning curriculum as conversation. We have found ourselves and our students to be situated at the nexus of tensions between sometimes fast‐moving societal shifts and sometimes slow‐moving changes in educational systems and institutions. One approach we have found for bridging the fast and the slow worlds is to rethink how we define curriculum. We draw fro…
Moving beyond language dichotomies in the education of multilingual students
Several language dichotomies – particularly the pervasive idea that “academic” language distinctly contrasts with “social” language – have dominated teachers’ thinking and discourse about language-related instructional practices in recent decades. Many researchers now question ramifications that binary thinking about language might have for students, particularly multilingual students and students speaking non-dominant English varieties. Teacher …
Developing Teachers’ Advocate Identities Through Exploratory Talk
In educational contexts characterized by persisting inequalities, preparing teachers to advocate for historically marginalized students is a critical element in constructing more equitable educational experiences for all students and their families. However, little is known about how teachers develop and hone their sense of advocacy. Therefore, this study documents how English as a second language (ESL) endorsement candidates (ECs; n = 60) collab…
‘I'll be the hero’
In this study, we examine how adolescents in a dual-language program negotiate intersectional identities through interaction, while engaged in small-group exploratory talk around the task of a collaborative-writing project. We recognize that while dual-language settings can help adolescents build relationships with ethnolinguistically different peers who might be otherwise tracked into separate classrooms, dual-language spaces, nested within a la…
Advocating for and with”
Classroom as Neo‐National Microcosm
Neo‐national ideologies are often associated with despots and political extremists. Yet, we argue that neo‐nationalist discourses also manifest in everyday TESOL classroom interactions. In English‐dominant contexts, teachers send potent messages about who does or does not “belong” in classrooms, largely based on racialized notions of English proficiency. These dynamics create a classroom microcosm where students are apprenticed into linguistic no…
Attending to the Interactional Histories Behind Multilingual Writers’ Texts
Despite research attention to varied and nuanced social processes through which linguistically minoritized multilingual students create texts, writing instruction and assessment in schools continue to be dominated by a focus on students’ written products. Even formative assessment– arguably one of teachers’ most powerful tools in designing responsive instruction – tends to focus on careful analysis of students’ writing rather than the processes t…
The discourse of ESL advocacy in a simulated environment
How pre-service teachers construct Quad Text Sets for use in secondary classrooms
But Before I Go to My Next Step”
This multiple case study examines patterns in the oral second language use of three Spanish‐speaking English language learners in rehearsed presentations produced annually over 4 years (Grades 9–12) in a U.S. high school. Analysis focuses on students' changing use of transitional devices called frame markers (Hyland, 2005) as a lens for understanding language used by school‐aged immigrant students in academic settings, the nature of classroom pre…
Complicated Conversation as Curriculum in Language Teacher Education Amid Rapid Change
As language teacher educators, we consider how times of flux bring opportunities for re‐envisioning curriculum as conversation. We have found ourselves and our students to be situated at the nexus of tensions between sometimes fast‐moving societal shifts and sometimes slow‐moving changes in educational systems and institutions. One approach we have found for bridging the fast and the slow worlds is to rethink how we define curriculum. We draw fro…
Advocating for and with”
Classroom as Neo‐National Microcosm
Neo‐national ideologies are often associated with despots and political extremists. Yet, we argue that neo‐nationalist discourses also manifest in everyday TESOL classroom interactions. In English‐dominant contexts, teachers send potent messages about who does or does not “belong” in classrooms, largely based on racialized notions of English proficiency. These dynamics create a classroom microcosm where students are apprenticed into linguistic no…
But Before I Go to My Next Step”
This multiple case study examines patterns in the oral second language use of three Spanish‐speaking English language learners in rehearsed presentations produced annually over 4 years (Grades 9–12) in a U.S. high school. Analysis focuses on students' changing use of transitional devices called frame markers (Hyland, 2005) as a lens for understanding language used by school‐aged immigrant students in academic settings, the nature of classroom pre…
How pre-service teachers construct Quad Text Sets for use in secondary classrooms
The discourse of ESL advocacy in a simulated environment
Attending to the Interactional Histories Behind Multilingual Writers’ Texts
Despite research attention to varied and nuanced social processes through which linguistically minoritized multilingual students create texts, writing instruction and assessment in schools continue to be dominated by a focus on students’ written products. Even formative assessment– arguably one of teachers’ most powerful tools in designing responsive instruction – tends to focus on careful analysis of students’ writing rather than the processes t…
‘I'll be the hero’
In this study, we examine how adolescents in a dual-language program negotiate intersectional identities through interaction, while engaged in small-group exploratory talk around the task of a collaborative-writing project. We recognize that while dual-language settings can help adolescents build relationships with ethnolinguistically different peers who might be otherwise tracked into separate classrooms, dual-language spaces, nested within a la…
Advocating for and with”
Classroom as Neo‐National Microcosm
Neo‐national ideologies are often associated with despots and political extremists. Yet, we argue that neo‐nationalist discourses also manifest in everyday TESOL classroom interactions. In English‐dominant contexts, teachers send potent messages about who does or does not “belong” in classrooms, largely based on racialized notions of English proficiency. These dynamics create a classroom microcosm where students are apprenticed into linguistic no…
Moving beyond language dichotomies in the education of multilingual students
Several language dichotomies – particularly the pervasive idea that “academic” language distinctly contrasts with “social” language – have dominated teachers’ thinking and discourse about language-related instructional practices in recent decades. Many researchers now question ramifications that binary thinking about language might have for students, particularly multilingual students and students speaking non-dominant English varieties. Teacher …
Developing Teachers’ Advocate Identities Through Exploratory Talk
In educational contexts characterized by persisting inequalities, preparing teachers to advocate for historically marginalized students is a critical element in constructing more equitable educational experiences for all students and their families. However, little is known about how teachers develop and hone their sense of advocacy. Therefore, this study documents how English as a second language (ESL) endorsement candidates (ECs; n = 60) collab…
Teachers’ conceptualizations of multilingual learners’ so-called ‘academic’ language in oral-language assessments
We used a Self-Study of Teacher Education Practices (S-STEP) methodology to consider how 16 teachers in an English as a Second Language (ESL) assessment course discussed ‘academic’ versus ‘social’ language while assessing a multilingual student’s oral language. Using a figured-worlds framework to explore teachers’ underlying beliefs about the ‘academic’/‘social’ language dichotomy, we aimed to explore: What figured worlds were present in teacher…
Using short-story narrative analysis to understand tensions in language education practitioner-research
Complicated Conversation as Curriculum in Language Teacher Education Amid Rapid Change
As language teacher educators, we consider how times of flux bring opportunities for re‐envisioning curriculum as conversation. We have found ourselves and our students to be situated at the nexus of tensions between sometimes fast‐moving societal shifts and sometimes slow‐moving changes in educational systems and institutions. One approach we have found for bridging the fast and the slow worlds is to rethink how we define curriculum. We draw fro…
Pedagogy (11 works) · Psychology (10 works) · Mathematics education (9 works) · EFL/ESL Teaching and Learning (8 works) · Sociology (8 works) · Linguistics (6 works) · Multilingual Education and Policy (6 works) · Teacher education (5 works) · Discourse Analysis in Language Studies (4 works) · Second Language Learning and Teaching (4 works)