Through examination of one recently manufactured term for language learners (Long‐term English Learners) and review of a century of MLJ articles, we examine varying ‘socioinstitutional’ conceptualizations of second/foreign/heritage language learners as shaped by educational institutions and related stakeholders over time, given evolving understandings of the practice of language teaching that are directly related to theoretical, political, and institutional discourses. We focus very specifically on constructions of language learners that reflect different views and definitions of language learning, language acquisition/development, and ultimate attainment, examining the intersections of these definitions with formalized language instruction as a particularly significant force for learner categorizations. We argue that formalized language instruction both creates and requires categorizations/classifications of learners that are not neutral and that often have life‐impacting consequences for individuals. These constructions of learners, moreover, are shaped by a number of interacting and intersecting mechanisms, including theoretical perspectives, educational policies, informing disciplines, instructional materials, pedagogical traditions, and testing and accountability requirements.

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Bevacizumab is a humanized recombinant monoclonal antibody that neutralizes vascular endothelial growth factor, an agent with pro-angiogenic effects in melanoma. Interferon-alpha (IFN-α) has anti-angiogenic properties via its ability to down-regulate basic-fibroblast growth factor levels. We hypothesized that the co-administration of these agents would lead to tumor regression. Patients with metastatic melanoma received bevacizumab 15 mg/kg iv on day 1 of the 2 week cycle. IFN-α was administered thrice weekly at 5 MU/m2 sc during cycle 1 and was increased to 10 MU/m2 during cycle 2. Patients were restaged every 6 cycles. Patients with stable disease or a response continued with therapy. Baseline serum VEGF and FGF were measured. Twenty-five patients were accrued. Mean age was 58.4 years. Eleven patients required IFN-α dose reductions due to toxicity. Common grade 3 toxicities associated with IFN-α included fatigue and myalgia. Bevacizumab administration was associated with grade 2–3 proteinuria in 6 patients. Grade 4 adverse events were pulmonary embolus (1), myocardial infarction (1), and stroke (1). Six patients had a partial response, and five patients exhibited stable disease that lasted greater than 24 weeks (range 30–122 weeks). Median PFS and OS were 4.8 months and 17 months, respectively. Significantly lower FGF levels were observed in patients with a partial response compared to those with stable or progressive disease (p=0.040). Administration of bevacizumab with IFN led to a clinical response in 24% of patients with stage IV melanoma and stabilization of disease in another 20% of patients. This regimen has activity in advanced melanoma.

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New demands of the Common Core State Standards imply instructional transformations for all classrooms in the United States, but teachers of students designated as English language learners (ELLs) are among those most likely to feel the impact in their daily professional lives. Language is an integral part of classroom learning in all subject areas, and this article addresses the new and special demands made by the English language arts Common Core Standards that are particularly relevant for the education of ELLs in mainstream and sheltered language arts and English for speakers of other languages (ESOL) classrooms. The authors propose three key reconceptualizations for teachers of ELLs in English language arts, outlining what is necessary to realize opportunities provided in the standards for these students' linguistic development and academic achievement. They illustrate these reconceptualizations with examples from an instructional unit that has been designed for linguistically diverse middle school Common Core classrooms and exemplifies subject‐specific instructional practices that meet the needs of ELLs.

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