The CATESOL Journal is the official, refereed journal of the CATESOL organization. CATESOL represents teachers of English language learners throughout California, promoting excellence in education and providing high-quality professional development.

The CATESOL Journal has two main goals:

1. To present engaging, relevant, practitioner-oriented articles to a readership of teachers, teachers trainers, researchers, program administrators, and graduate students in California contexts.
2. To support and mentor authors who teach, conduct research, administer programs, and/or study in California contexts.

Articles in The CATESOL Journal focus on theory, research, pedagogy, and educational policy related to the teaching of English to speakers of other languages, including US-born bilinguals, Generation 1.5 students, immigrants, and international students. The CATESOL Journal aims for inclusivity—focusing on all educational levels, from kindergarten to university, as well as on adult school and workplace literacy settings.

CATESOL, P.O. Box 9200-338, Fountain Valley, CA 92708-9200

ISSN 1535-0517

• The CATESOL Journal is published twice a year. Electronic versions are available at www.catesoljournal.org.
• The CATESOL Journal is listed in Linguistics and Language Behavior Abstracts, and the full text is available through ERIC and the EBSCO’s Education Source database.
• Communication regarding permissions to reprint should be addressed to Mark Roberge, Editor, The CATESOL Journal, Department of English, San Francisco State University, 1600 Holloway Avenue, San Francisco, CA 94132. Email catesoljournal@gmail.com.
• Membership inquiries should be directed to Membership at http://catesol.org/contact. Telephone: (714) 369-5094.