Yi, Y. 2013

I found this article compelling for a number of reasons.  First, I think there isn't enough work done on stigmatized identities in the field of TESOL.  In my experience, the deficit based philosophies that guide ESL programs are often left unexamined, and definitely reinforced in practice (often unconsciously because these issues are not addressed in ESL teacher training).  For me this work provides more support for translingual approaches in working with multilingual writers.  There are also larger implications for the design and implementation of ESL programs.  In particular, I believe ESL courses (language courses in general) should not be graded and should not affect students GPA.  Assigning grades to language learning is at odds with what we know about language acquisition. The implications for students who do not pass are more than just academic; there are clear negative effects on identity, which when internalized can create anger toward ESL classes and programs, as well as negative self perception and demoralization. 

Something I found interesting in the methods was the researcher's interaction with the participant. The researcher providing 'tutoring' as compensation for the participant's time.  This is something I have thought I could do, but I figured it would be looked at as a conflict of interest and as compromising the work in that the participant might view me as an instructor.
I don't feel it compromised this particular work, but it did bring up that issue for me.