GATESOL in Action Journal最新文献

Nexus Analysis as an Approach to Navigate Change 联系分析作为一种导航变化的方法

GATESOL in Action Journal Pub Date : 2020-10-29 DOI: 10.52242/GIAJ.V30I1.104

M. Bristow

{"title":"Nexus Analysis as an Approach to Navigate Change","authors":"M. Bristow","doi":"10.52242/GIAJ.V30I1.104","DOIUrl":"https://doi.org/10.52242/GIAJ.V30I1.104","url":null,"abstract":"Spring 2020 ushered a new set of educational challenges for English language program administrators (ELPAs) ranging from the COVID-19 pandemic to social and racial injustices experienced by staff, faculty, and learners. Recognizing the lack of materials to support ELPA professional development, this article introduces the theoretical and methodological approach of Nexus Analysis as a possible approach for administrators when navigating complex educational ecosystems. Along with a review of literature that describes the role of ELPAs and their associated duties, this article positions the actions of language program administration, which range from policy creation to ordering supplies, as mediated by outside factors on the societal, community, and individual scale. Following this, the Nexus Analysis methodological approach of engagement, navigation, and change is reviewed and generalized to educational settings. To conclude, past research studies that have used Nexus Analysis are reviewed with the aim to connect with familiar ELPA management scenarios and practical considerations unique to our current time in history.\u0000Keywords: English language program management, English language program administrators, Nexus Analysis","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129018156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Online Teaching: The Affordances of PowerPoint and YouTube for a More Inclusive Approach 在线教学:PowerPoint和YouTube对更具包容性方法的支持

GATESOL in Action Journal Pub Date : 2020-10-29 DOI: 10.52242/GIAJ.V30I1.103

Ndeye Bineta Mbodj

引用次数: 3

Reinforcement of White Native-Speakerism: An Analysis of English Language Teacher Training Materials 白人母语主义的强化:英语教师培训教材分析

GATESOL in Action Journal Pub Date : 2020-10-29 DOI: 10.52242/GIAJ.V30I1.105

E. Brittain

{"title":"Reinforcement of White Native-Speakerism: An Analysis of English Language Teacher Training Materials","authors":"E. Brittain","doi":"10.52242/GIAJ.V30I1.105","DOIUrl":"https://doi.org/10.52242/GIAJ.V30I1.105","url":null,"abstract":"This article draws awareness to Whiteness as a centered phenomenon in ELT which contributes to discriminatory practices through reliance on and privileging of White norms on a global scale. This study sought to address this issue through a critical discourse analysis of 14 English as a foreign language (EFL) open-source teacher training modules with the following guiding question: How are ideologies that reinforce White native-speakerism demonstrated in open-source English teaching methodology training materials designed for global ELT audiences? Critical Whiteness Studies (CWS; Nayak, 2007), the concept of native-speakerism (Holliday, 2006), and the ‘native speaker’ frame (Lowe, 2020) informed the theoretical assumptions of the study. Critical Discourse Studies (CDS; Wodak & Meyer, 2015) provided an analytical lens to examine discourses of power and framing of ideology in the texts. The main thread that emerged from the analysis was an avoidance of stance, demonstrated through contradictory, simultaneous representations of resistance to and reinforcement of ideologies of White native-speakerism. This avoidance of stance is exemplified through representation of language varieties, the emergence of a monolingual view of teaching, representations of culture, and the framing of authenticity.\u0000Keywords: White native-speakerism, Whiteness, English teacher training, training materials, English as a foreign language (EFL), English language teaching (ELT), reinforcement, resistance","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130655396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Engaging Adult English Language Learners in Distance Education: An ESL Program’s Experience During the COVID-19 Pandemic 成人英语学习者参与远程教育:新冠肺炎大流行期间ESL课程的经验

GATESOL in Action Journal Pub Date : 2020-10-29 DOI: 10.52242/GIAJ.V30I1.99

M. Baxter

引用次数: 2

Supporting Multilingual Learners in the Era of COVID-19 在COVID-19时代支持多语种学习者

GATESOL in Action Journal Pub Date : 2020-10-29 DOI: 10.52242/GIAJ.V30I1.110

D. Chiesa, R. A. Griffin

引用次数: 0

Empowering Language Learning Strategies Online 授权语言学习策略在线

GATESOL in Action Journal Pub Date : 2020-10-29 DOI: 10.52242/GIAJ.V30I1.100

Melissa Aberle-Grasse

引用次数: 1

Poetry in TESOL Teacher Education: A Chinese Teacher’s Identity Negotiation and Reconstruction Before and During the Pandemic 英语教师教育中的诗歌:大流行前后中国教师身份的协商与重构

GATESOL in Action Journal Pub Date : 2020-10-29 DOI: 10.52242/GIAJ.V30I1.102

Yixuan Wang

{"title":"Poetry in TESOL Teacher Education: A Chinese Teacher’s Identity Negotiation and Reconstruction Before and During the Pandemic","authors":"Yixuan Wang","doi":"10.52242/GIAJ.V30I1.102","DOIUrl":"https://doi.org/10.52242/GIAJ.V30I1.102","url":null,"abstract":"This case study explores how Meili (pseudonym), a pre-service teacher in a TESOL and World Language Education program, negotiated and reconstructed her identity as a multilingual graduate student in her emergent bilingual poems through two poetry classes offered in spring 2018 and summer 2019. Her reflections and stories in the interviews are analyzed under the framework of arts-based research. The findings point out that this non-English native multilingual teacher negotiated and reconstructed her emerging teacher-poet identity through bilingual poetry in three main ways: (a) she challenged the long-existing norms and judgments set by her English monolingual peers by bringing her multilingual voice in her English poems, (b) she combined her personal experiences as a multilingual international student in the U.S. to reconstruct an ideal identity that she aspires to as a pre-service teacher, and (c) she used translingual creative writing to exhibit and expand her linguistic and cultural repertoires which contribute to the ongoing construction of her teacher-poet identity. This analysis has implications for poetry and other arts-based approaches to be included in TESOL teacher education to help pre-service and in-service teachers from diverse backgrounds disrupt problematic norms in the field during and after the pandemic. The affordance of poetry also enables multilingual teachers to mediate and reshape their desired teacher identity through their poem writing combined with their life experiences.\u0000Keywords: TESOL, teacher education, multilingual teachers, pre-service teachers, poetry","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128565521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Communicating in the Face of Racism: Infinitive v. Gerund Verbal Complements in English 面对种族主义的交流:英语不定式与动名词的言语补语

GATESOL in Action Journal Pub Date : 2020-10-29 DOI: 10.52242/GIAJ.V30I1.101

Melody Pao

引用次数: 0

Teaching Media Literacy to ESL and EFL Students in the Age of COVID-19 新冠肺炎时代ESL和EFL学生的媒介素养教学

GATESOL in Action Journal Pub Date : 2020-10-29 DOI: 10.52242/GIAJ.V30I1.107

Joshua Gaston

引用次数: 2

The Quietening of Languages: How Can We Celebrate and Welcome Them? 语言的沉寂:我们如何庆祝和欢迎它们?

GATESOL in Action Journal Pub Date : 2020-04-30 DOI: 10.52242/GIAJ.V29I1.92

G. Sachs

引用次数: 0