TESOL in Context最新文献_第8页

Written Corrective Feedback: The need for collaboration and multidirectional interaction 书面纠正反馈:协作和多向互动的需要

TESOL in Context Pub Date : 2018-08-30 DOI: 10.21153/TESOL2018VOL27NO1ART770770

Nicholas Carr, Michiko Weinmann

{"title":"Written Corrective Feedback: The need for collaboration and multidirectional interaction","authors":"Nicholas Carr, Michiko Weinmann","doi":"10.21153/TESOL2018VOL27NO1ART770770","DOIUrl":"https://doi.org/10.21153/TESOL2018VOL27NO1ART770770","url":null,"abstract":"Over the last two decades, there has been significant debate surrounding the potential benefits, or potential harm, generated from the provision of written corrective feedback (WCF) on the writing of language learners. The majority of research in the field has been conducted within a positivist paradigm, which often adopted experimental research designs that measured language development in the form of correct output of targeted linguistic items, with the output sometimes being limited to a single writing task. Through the use of an interpretive paradigm and a socio-culturally informed theoretical framework, this case study examines language development reflected by progression within the language learners’ zone of proximal development (ZPD), generated via the provision of direct WCF. Retrospective interviews provide rich qualitative data that highlight the experiences of participants as they process three different types of WCF. This case study found that WCF was not able to generate any significant shifts towards self regulation within the participants’ ZPD, and thus learning generated via WCF was, at best, minimal. The need for learners to collaborate in order to co-construct their ZPDs during both the processing of WCF and construction stage of writing tasks was identified. Pedagogical implications for language teachers are discussed.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116498575","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: 2

Notes For Contributors and Advertising Rates 投稿人和广告费率说明

TESOL in Context Pub Date : 2018-08-30 DOI: 10.21153/tesol2018vol27no1art775775

Carly Minett

引用次数: 0

Listening to learners' voices 倾听学习者的声音

TESOL in Context Pub Date : 2018-08-30 DOI: 10.21153/TESOL2018VOL27NO1ART772772

R. Neilsen, R. Arber

{"title":"Listening to learners' voices","authors":"R. Neilsen, R. Arber","doi":"10.21153/TESOL2018VOL27NO1ART772772","DOIUrl":"https://doi.org/10.21153/TESOL2018VOL27NO1ART772772","url":null,"abstract":"This 2018 issue was initially intended as unthemed, but in fact a theme does emerge from the three papers – that of language learners’ voices, reminding us as educators of how much we need to listen – and the kinds of things we need to listen to more reflexively. Anna Filipi’s paper points to the frequent absence of the voices of international students in investigations, giving an account of their identities through a critical examination of English language learner categorisation. Suma Sumithran then asks how EAL/D teachers speak about their adult students’ language learning experiences, indicating that sometimes students’ voices are not heard in crucial ways, resulting in a perpetuation of cultural stereotyping, even if their teachers engage with them with the best of intentions. In an Australia characterised by cultural and linguistic diversity, an examination of the hybrid and fluid identities of its peoples reveal that ‘othering’ based on geographical nation-state boundaries is highly problematic. Finally, Nicholas Carr and Michiko Weinmann look at written corrective feedback from a sociocultural angle to give an account of how the voices of adult English language learners in Japan reveal their experiences of processing teacher feedback through collaboration, both with peers and with the language teacher.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116519231","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

What happens in your country? Teacher constructions of adult EAL students’ cultural identities 你们国家发生了什么?成人英语学习者文化认同的教师建构

TESOL in Context Pub Date : 2018-08-30 DOI: 10.21153/TESOL2018VOL27NO1ART771771

Suma Sumithran

{"title":"What happens in your country? Teacher constructions of adult EAL students’ cultural identities","authors":"Suma Sumithran","doi":"10.21153/TESOL2018VOL27NO1ART771771","DOIUrl":"https://doi.org/10.21153/TESOL2018VOL27NO1ART771771","url":null,"abstract":"In a multicultural and settler society such as Australia, perceptions of the cultures and identities of students in the adult EAL classroom may have a significant impact on their language learning experiences. This paper reports on a study investigating how teachers of adult English as an Additional Language (EAL) students in Victoria, Australia, understand their students’ cultural identities, how they speak about their students’ language learning and how they perceive the challenges and opportunities that their students face in the learning process. Recent literature highlights the complexity of culture and identity in the adult EAL classroom, and has identified normalisation of stereotyped characteristics of language learners. Semi-structured interviews with three experienced EAL teachers were conducted, and a phenomenological framework was applied for the qualitative data analysis. The themes that emerged suggest that the teachers had a limited and even superficial understanding of their students’ cultural identities. Cultural stereotyping was evident when describing their students’ language learning experiences, and also when describing the challenges and opportunities that students have in their learning. The implications of these for the students’ additional language development are discussed.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131098651","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: 1

Category building of international students as language learners in two secondary schools 两所中学国际学生作为语言学习者的类别建构

TESOL in Context Pub Date : 2018-08-30 DOI: 10.21153/TESOL2018VOL27NO1ART778778

A. Filipi

{"title":"Category building of international students as language learners in two secondary schools","authors":"A. Filipi","doi":"10.21153/TESOL2018VOL27NO1ART778778","DOIUrl":"https://doi.org/10.21153/TESOL2018VOL27NO1ART778778","url":null,"abstract":"This paper reports on a small scale study of category building in the context of English language learning. The data for the current study is derived from the interviews with two students, one from China and the other from Mongolia, in two schools in Melbourne. The study uses Membership Categorization Analysis to give an account of identity by examining how categories of English language learner emerge and shift during the course of the interviews. The categories established by the participants in the two interviews were constructed around different attributes belonging to the category of international student. These emerged as a series of categorical binaries including international student and local student, language competence and language deficit, mainstream English and English as an Additional Language (EAL), and home country and Australia. As the participants took part in the interview, they moved towards accounts that integrated multiple viewpoints resulting in dynamically shifting categorisations. Through these categories, it was also possible to show how students were invited to display their learning and knowledge of English, and to give accounts of their English language development.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"157 1-3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133513631","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: 4

Australian TESOL contexts; a state of flux 澳大利亚TESOL语境;不断变化的状态

TESOL in Context Pub Date : 2017-11-13 DOI: 10.21153/TESOL2017VOL26NO1ART697697

R. Neilsen, Michiko Weinmann, R. Arber

引用次数: 0

ENGLISH FOR UNI 大学英语

TESOL in Context Pub Date : 2017-07-01 DOI: 10.21153/TESOL2017VOL26NO1ART706706

Nicholas Carr

引用次数: 0

Internationalising a school: teachers’ perspectives on pedagogy, curriculum and inclusion 国际化学校:教师对教学法、课程和包容的看法

TESOL in Context Pub Date : 2017-07-01 DOI: 10.21153/TESOL2017VOL26NO1ART704704

Sherry J Hattingh, Margaret Kettle, J. Brownlee

引用次数: 3

THE PLURILINGUAL TESOL TEACHER: THE HIDDEN LANGUAGE LIVES OF TESOL TEACHERS AND WHY THEY MATTER. 多语tesol教师:tesol教师的隐性语言生活及其重要性。

TESOL in Context Pub Date : 2017-07-01 DOI: 10.21153/TESOL2017VOL26NO1ART707707

R. Neilson

引用次数: 3

'Language shades everything': Considerations and implications for assessing young children from culturally and linguistically diverse backgrounds “语言遮蔽一切”:评估来自不同文化和语言背景的幼儿的考虑和影响

TESOL in Context Pub Date : 2017-07-01 DOI: 10.21153/TESOL2017VOL26NO1ART705705

A. Keary, J. Kirkby

{"title":"'Language shades everything': Considerations and implications for assessing young children from culturally and linguistically diverse backgrounds","authors":"A. Keary, J. Kirkby","doi":"10.21153/TESOL2017VOL26NO1ART705705","DOIUrl":"https://doi.org/10.21153/TESOL2017VOL26NO1ART705705","url":null,"abstract":"Assessment of young children from culturally and linguistically diverse backgrounds holds the potential to provide important insights into learning. Two researchers investigated an Allied Health screening program that was conducted in three kindergartens in a disadvantaged area of outer Melbourne, Australia. Drawing on narrative inquiry methodology the researchers explored the understandings given to the screening program by Allied Health professionals and Early Childhood teachers and administrators in relation to CALD children. From analysis of interview and focus group data, insights were gained into the way the screening program employed culturally and linguistically responsive practices. Flexible assessment practices, acknowledgement of children’s linguistic abilities and family- centred practice emerged as key strategies to enhance Early Childhood assessment programs that cater to the strengths and needs of young children from CALD backgrounds. However, the investigation demonstrated that issues of equity and compromise are heightened as policy and practice diverge on how to implement these strategies. In conclusion, it is argued, that targeted professional learning could assist Early Childhood teachers to negotiate this divergent space.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122346005","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