Every so often, Field Notes sheds its theme-based approach and opens up the content to anything practitioners want to write about. An issue like this gives a glimpse into what's on teachers' minds.

This summer, the topics range widely. Sandy Little kicks off the issue with an article exploring the role of Standard English in a minority GED class. I had the pleasure of working with Sandy as part of Writing for Publication class where this article started. Through her revisions of the piece I came to appreciate her commitment to students, her insights, and her willingness to struggle with some difficult social and political issues in her teaching. I felt soothed as I read the submission of Marjorie Jacobs, a teacher at the Cambridge Community Learning Center, who shares her expertise in stress reduction and its role in teaching ABE. Her articulate and practical article, which also draws on her years of experience as a Buddhist practitioner, speaks to all of us in these anxious times. Lynne Anderson describes her positive experience developing a video on parenting issues with her students, all parents of Boston public school kids. Her article illustrates how teachers can use a participatory approach to identify and develop theme-based teaching and then use that content to teach specific language skills and strategies.

Many of us remember the recent janitors' strike in Boston where maintenance workers fought for better working conditions. Linda Werbner makes the connection between the janitors on strike (many of whom represent our ESOL population) and the parallel struggles of ABE teachers and adjunct faculty. Khiet Luong offers haiku developed out of his students’ responses to the war in Iraq. Go to the center spread of this issue to read these graceful and poignant pieces, easily adaptable to teaching material in ESOL or ABE classes. Finally, Lisa Pierce, a training and technology program coordinator at Eastern Massachusetts Literacy Council, encourages teachers and programs to explore service learning as a way for students to practice language in context, learn valuable skills, and contribute to their communities. As always, Field Notes welcomes your submissions and your feedback.