<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042025000301208</article-id>
<article-id pub-id-type="doi">10.18861/cied.2025.16.especial.4226</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Sustainable Strategies in ESOL Teacher Development: Connecting Theory, Practice, and Community]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrategias sostenibles en el desarrollo profesional de docentes de ESOL: conectando teoría, práctica y comunidad]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratégias sustentáveis no desenvolvimento de professores de ESOL: conectando teoria, prática e comunidade]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardozo Gaibisso]]></surname>
<given-names><![CDATA[Lourdes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Mississippi State University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>16</volume>
<numero>spe</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042025000301208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042025000301208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042025000301208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper discusses sustainable approaches to ESOL (English to Speakers of Other Languages) teacher professional learning that effectively integrate theory, practice, and community engagement for long-term growth and positive impact. As classrooms become increasingly multilingual and diverse due to globalization and rapid technological advancements, it is essential that professional development for teachers is comprehensive, adaptable to various contexts, and deeply embedded within community ecosystems. Such an approach ensures that teachers are equipped with relevant skills and knowledge to meet evolving student needs while fostering a supportive learning environment. The paper highlights several effective strategies, including the creation of professional learning communities, mentorship programs, action research initiatives, and place-based practices. These methods help bridge the gap between research and practice by encouraging authentic, real-world classroom experiences. Additionally, the paper discusses common challenges faced when implementing sustainable teacher development, such as ideological resistance, resource limitations, and systemic barriers within educational institutions. To address these issues, the paper offers recommendations for shaping educational policies, fostering leadership development, and promoting community-driven initiatives. Overall, it emphasizes that sustainable ESOL professional learning requires ongoing collaboration and commitment from all stakeholders to create a resilient and inclusive educational ecosystem that benefits both teachers and learners in the long term.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo examina enfoques sostenibles para la formación profesional de docentes de ESOL (Inglés para Hablantes de Otros Idiomas), que combinan de manera efectiva la teoría, la práctica y la participación comunitaria para promover un crecimiento a largo plazo y un impacto positivo. A medida que las aulas se vuelven más multilingües y diversas debido a la globalización y los avances tecnológicos rápidos, es esencial que el desarrollo profesional sea integral, adaptable a distintos contextos y esté profundamente enraizado en los ecosistemas comunitarios. Este enfoque asegura que los docentes dispongan de las habilidades y conocimientos necesarios para responder a las necesidades cambiantes de los estudiantes, fomentando además un ambiente de aprendizaje inclusivo y solidario. El artículo propone varias estrategias efectivas, como la creación de comunidades de aprendizaje, programas de mentoría, investigaciones-acción y prácticas situadas en el entorno local. Estas metodologías ayudan a reducir la brecha entre investigación y práctica, promoviendo experiencias reales en el aula. También se abordan los desafíos comunes, como la resistencia ideológica, la limitación de recursos y las barreras estructurales en las instituciones educativas. Para enfrentar estos obstáculos, el documento ofrece recomendaciones para la formulación de políticas, el fortalecimiento del liderazgo y la promoción de iniciativas comunitarias. En definitiva, el artículo sostiene que el aprendizaje profesional sostenible en ESOL requiere colaboración constante y compromiso de todos los actores para construir un ecosistema educativo resiliente e inclusivo, en beneficio de docentes y estudiantes a largo plazo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo examina abordagens sustentáveis para a formação profissional de professores de ESOL (Inglês para Falantes de Outras Línguas), que integram, de forma eficaz, teoria, prática e envolvimento comunitário para promover um crescimento de longo prazo e um impacto positivo. À medida que as salas de aula se tornam cada vez mais multilíngues e diversificadas devido à globalização e aos avanços tecnológicos rápidos, é fundamental que o desenvolvimento profissional dos professores seja abrangente, adaptável a diferentes contextos e profundamente enraizado nos ecossistemas comunitários. Essa abordagem garante que os professores estejam equipados com as habilidades e os conhecimentos exigidos para atender às necessidades cambiantes dos estudantes, fomentando um ambiente de aprendizagem inclusivo e solidário. O artigo apresenta várias estratégias eficazes, incluindo a formação de comunidades de aprendizagem, programas de mentoria, iniciativas de pesquisa-ação e práticas baseadas no ambiente local. Essas metodologias ajudam a reduzir a distância entre pesquisa e prática, promovendo experiências autênticas em sala de aula. Além disso, aborda os desafios comuns, como resistência ideológica, limitações de recursos e barreiras sistemáticas nas instituições de ensino. Para enfrentar esses problemas, o documento oferece recomendações para formular políticas, desenvolver lideranças e promover iniciativas comunitárias. Em suma, reforça que a aprendizagem profissional sustentável em ESOL exige colaboração contínua e compromisso de todos os envolvidos para criar um ecossistema educacional resiliente e inclusivo, beneficiando professores e alunos no longo prazo.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[sustainable teacher professional development]]></kwd>
<kwd lng="en"><![CDATA[TESOL]]></kwd>
<kwd lng="en"><![CDATA[community engagement]]></kwd>
<kwd lng="en"><![CDATA[multilingual classrooms]]></kwd>
<kwd lng="en"><![CDATA[education policy]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional sostenible de docentes]]></kwd>
<kwd lng="es"><![CDATA[TESOL]]></kwd>
<kwd lng="es"><![CDATA[participación comunitaria]]></kwd>
<kwd lng="es"><![CDATA[aulas multilingües]]></kwd>
<kwd lng="es"><![CDATA[política educativa]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento profissional sustentável de professores]]></kwd>
<kwd lng="pt"><![CDATA[TESOL]]></kwd>
<kwd lng="pt"><![CDATA[engajamento comunitário]]></kwd>
<kwd lng="pt"><![CDATA[salas de aula multilíngues]]></kwd>
<kwd lng="pt"><![CDATA[política educacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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