In this TESOL Quarterly article, Jasone Cenoz and Durk Gorter present a critique of the policy of language isolation in TESOL and propose an innovative plurilingual approach to the teaching of English that softens the boundaries between languages. (This article is free to non-members)

Towards a Plurilingual Approach in English Language Teaching: Softening the Boundaries Between Languages
TESOL Quarterly, September 2013: Volume 47, Issue 3 

A new report analyses the economic benefit brought by our region's foreign students, with an estimated $1.8 billion spent on tuition and $933 million spent on cost of living over the past four years. Boston has the third largest number of foreign students in the country, with largest numbers at Northeastern, Boston University, and Harvard University. 

This economic benefit is another good reason support fair wages and working conditions for the teachers who are in the classroom educating these students!

Using data from the 2012 American Community Survey (ACS), this report examines English use at home and English-speaking ability among the foreign born, focusing on the relationships between English-speaking ability and place of birth, level of education, and years spent living in the United States. While previous American Community Survey reports include both the native and foreign born, this report will focus on English language use and English-speaking ability among only the foreign-born population. (U.S. Census, May 2014)  View Report