Constructing ICD: #10 Let’s talk about feelings in the newcomer ESOL classroom!

Constructing ICDThe next issue of Constructing intercultural Dialogues is now available, “Let’s talk about feelings in the newcomer ESOL classroom!” by Luis Javier Pentón Herrera.

He’s done research on his own class of English for Students of Other Languages, and reports findings that should be helpful to anyone else teaching a similar course. As a reminder, the goal of this series is to provide concrete examples of how actual people have managed to organize and hold intercultural dialogues, so that others may be inspired to do the same. As with other CID series, these may be downloaded for free. Click on the thumbnail to download the PDF.

CICD #10Pentón Herrera, L. J. (2018).Let’s talk about feelings in the newcomer ESOL classroom! Constructing Intercultural Dialogues, 10. Retrieved from:

If you have a case study you would like to share, send an email to the series editor, Wendy Leeds-Hurwitz.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Luis Javier Pentón Herrera Profile

ProfilesLuis Javier Pentón Herrera, Ph.D., serves as a Dissertation Core Faculty in the Department of Educational Leadership and Administration at the American College of Education and as adjunct professor of TESOL at The George Washington University and of Spanish at the University of Maryland Global Campus.

Luis Penton

He served as the 38th President of Maryland TESOL in 2018-2019.  In addition, he serves as the Social Responsibility Interest Section (SRIS) Co-Chair elect and as a member of the Affiliate Network Professional Council at TESOL International Association. Dr. Pentón Herrera’s current research projects focus on the language and literacy experiences of adolescent and adult Indigenous students from Latin America in the U.S., on adolescent and adult students with limited or interrupted formal education (SLIFE), and on infusing social and emotional learning (SEL) in language and literacy classrooms.

To learn more about Dr. Pentón Herrera, please visit his website. ORCID ID:

Selected Publications:

Pentón Herrera, L. J., & Trinh, E. T. (Eds.) (2021). Critical storytelling: Multilingual immigrants in the United States. Brill /Sense.

Pentón Herrera, L. J. (2021). Caring as a form of advocacy for literacy-emergent newcomers with special education needs: The community-building pedagogical approach in the U.S. In P. Vinogradova & J. K. Shin (Eds.), Contemporary foundations for teaching English as an additional language: Pedagogical approaches and classroom applications (pp. 265-269). Routledge.

Pentón Herrera, L. J. (2020). Un retrato de Carmen: Orgullosamente kichwa de SaraguroRevista Andina de Educación2(3), 41-49.

Pentón Herrera, L. J. (2020). Social-emotional learning in TESOL: What, why, and howJournal of English Learner Education, 10(1), 1-16.

Pentón Herrera, L. J. & McNair, R. L. (2020). Restorative and community-building practices as social justice for English learnersTESOL Journal. Advance online publication.

Pentón Herrera, L. J. (2019). An Ixil portrait: Exercising resilience amidst inequity, (dis)interest, and self-discoveryDiaspora, Indigenous, and Minority Education. Advance online publication.

Pentón Herrera, L. J. (2019). How to behave and why: Exploring moral values and behavior in the ESOL newcomer classroomTESOL Quarterly53(4), 1033-1059.

Pentón Herrera, L. J. (2018). Estudiantes indígenas de América Latina en los Estados Unidos. Informes Del Observatorio/Observatorio Reports. Cervantes Institute at the Faculty of Arts and Sciences of Harvard University.

Work for CID:

Luis Javier Pentón Herrera wrote Constructing Intercultural Dialogues #10: Let’s talk about feelings in the newcomer ESOL classroom!, and KC86: Educación Intercultural Bilingüe (EIB). He also serves as a reviewer for Spanish translations.

Free E-Seminar: Translanguaging, Superdiversity & ESOL

2017 e-seminar: ‘Translanguaging, superdiversity and ESOL’
ESOL-Research email forum
in collaboration with The AHRC-funded ‘Translation and Translanguaging: Investigating Linguistic and Cultural and Transformation in Superdiverse Wards in Four UK Cities’

Monday 23 January 2017 – Friday 10 February 2017

The e-seminar will take as a point of departure materials that will be circulated on the ESOL-Research email forum on Monday 23 January.

Dermot Bryers, English for Action, London
Melanie Cooke, King’s College London
Becky Winstanley, Tower Hamlets College, London

ESOL-Research members are invited to join the seminar discussion on the ESOL-Research forum.

The ESOL-Research email forum is an online site for discussion of matters relating to the teaching and learning of English for Speakers of Other Languages who are migrants to the UK. Membership stands at 950, and comprises ESOL professionals, academics and others interested in language learning in migration contexts. It is easy to subscribe, and also to unsubscribe, to the ESOL-Research email forum. Please visit and follow the instructions at ‘subscribe/unsubscribe’. If you have any difficulty, please contact the list manager, James Simpson, j.e.b.simpson AT

The timetable for the seminar is as follows:
23 January: materials for seminar distributed to ESOL-Research members
30 January: Discussant response distributed to ESOL-Research members
31 January: seminar opens to ESOL-Research members for contributions to discussion by email
10 February: seminar closes

Any queries please contact James Simpson, TLang co-investigator, University of Leeds  j.e.b.simpson AT or Sarah Martin, TLang project administrator, University of Birmingham s.l.martin AT

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