NNELL JOURNAL
NNELL Journal re-launches after a five year hiatus! – Interview with NNELL President, Edgar Serrano
Edgar Serrano
NNELL President
As we re-launch the NNELL Journal after a five year hiatus, what are you most proud of? What would you most like readers to pay attention to?
I’m proud that we didn’t just bring the Journal back—we reimagined it. In a noisy, fast-moving world, choosing to revive something meaningful is a bold move. Learning Languages is more than a publication—it’s a statement. It says early language learning matters. That educators matter. That multilingual kids deserve to be seen, supported, and celebrated.
What I hope readers feel—beyond the articles themselves—is momentum. A spark. A reminder that we’re not alone in this work and that possibility multiplies when we learn in community.
What do you want readers to understand about the role that the Journal has historically played in the work of NNELL?
The Journal has always been a gathering space. A place where practice meets theory, where seasoned voices meet new ones, and where we remember that our field is built on connection. In many ways, it’s been a quiet force in shaping early language learning. And now, it’s time for that force to speak even louder.
Learning Languages reminds us that knowledge is not just to be consumed—it’s to be shared, questioned, and built upon.
What do you most look forward to for the Journal’s future?
I look forward to a Journal that expands the circle. One that welcomes new contributors, invites more collaboration, and becomes a source of courage as much as content. Open access helps us do that—it removes the gate and opens the door.
This Journal isn’t just a record of where we are. It’s a compass for where we’re going.
NNELL Journal, Learning Languages 2025 – Now available!
In this issue of the NNELL journal, we celebrate the power of language learning to transform classrooms into spaces of wonder and possibility. The authors featured in this edition bring both research and heart, helping us not only teach better—but imagine better.
● Usero-González shares insights into how thoughtful classroom practices can foster deeper belonging.
● Bellot-Donaldson reflects on the importance of representation in dual-language instruction through translanguaging and scaffolded instruction.
● Chelsoi emphasizes the role of collaboration as a path to building global competence starting with classroom design.
● Gao examines the vital role of engagement and equity using the principles of Universal Design for Learning and their capacity to build cross-cultural bridges.
● Beet and Keeney-Horsch highlight the value of representation and inclusion in inviting student voice and joyful participation.
● Mo explores the formation of bilingual identity and how educators can honor the diverse linguistic journeys of their students.
● Jennings and Moore close the issue with a creative look at the joy of language instruction at the middle school level.
These contributions reflect our collective belief: that language is more than a subject. It’s connection. Culture. Confidence. And a gateway to lifelong learning.
