TESL Canada Journal最新文献

{"title":"Challenging Deficit Constructions of the International Student Category in Canadian Higher Education","authors":"Victoria Surtees","doi":"10.18806/tesl.v36i1.1302","DOIUrl":"https://doi.org/10.18806/tesl.v36i1.1302","url":null,"abstract":"The trend toward internationalization on Canadian campuses has been simultaneously lauded as an opportunity for promoting campus diversity and criticized for creating a campus environment that is segregated along linguistic and ethnic lines. As a result of these tensions, students labelled as “international” have become the focus of increasing amounts of media attention. In this article, drawing on interviews with undergraduate students (n = 13) from one postsecondary Canadian institution, I examine how the seemingly neutral labels applied to diverse students, such as the category “international,” operate in talk to reproduce deficit understandings of these students, particularly in regard to their English language abilities. I then provide evidence that students also construct more positive representations of international students through references to their experiences of migration and their expertise interacting with speakers of different Englishes. I offer the notion of “language brokers” as a helpful conceptual lens for interpreting this categorization and for reflecting on the contributions that international students make to Canadian higher education. \u0000La tendance de l’internationalisation dans les universités canadiennes a simultanément été louée comme une occasion de promouvoir la diversité sur le campus et critiquée pour la ségrégation qu’elle opère dans l’environnement universitaire en fonction de l’appartenance linguistique et ethnique. Ces tensions ont pour effet d’attirer progressivement l’attention des médias sur les étudiants dits « internationaux ».  Dans le présent article, je m’appuie sur des entrevues avec des étudiantes et étudiants de premier cycle (n = 13) inscrits dans un établissement postsecondaire canadien pour examiner la façon dont des étiquettes apparemment neutres accolées à des étudiants diversifiés, comme par exemple la catégorie des étudiants « internationaux », crée un langage qui reflète certains déficits de compréhension de tels étudiants, particulièrement en ce qui concerne leurs compétences linguistiques en anglais. J’apporte ensuite la preuve que les étudiants construisent également des représentations plus positives des étudiants internationaux à la lumière de leur expérience migratoire et de la compétence avec laquelle ils interagissent avec des interlocuteurs qui s’expriment dans les multiples variations de l’anglais. J’offre la notion de « courtier en langues » comme lentille conceptuelle utile pour l’interprétation de cette catégorisation et pour une réflexion sur les apports des étudiants internationaux à l’enseignement supérieur au Canada.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76463513","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}

{"title":"Plurilingual Students' Practices in a Canadian University: Chinese Language, Academic English, and Discursive Ambivalence","authors":"Steve Marshall, D. Moore, C. James, Xiaojie Ning, P. Santos","doi":"10.18806/tesl.v36i1.1300","DOIUrl":"https://doi.org/10.18806/tesl.v36i1.1300","url":null,"abstract":"We present findings from a 1-year study of students’ plurilingualism across the disciplines in Canadian higher education. We analyze how students exercise their plurilingual competence, focusing on the use of Chinese languages as tools for learning at a university in Metro Vancouver, Canada. The following data are presented: field notes taken during classroom observations, transcripts of recordings of students using Chinese languages while working collaboratively, and semistructured interviews with students in which they discuss how they use languages for learning. We weigh the creative and instrumental use of Chinese languages as tools for learning against the dominance of academic English. We suggest that the tension between the use of Chinese languages during the process of learning and academic English for assessment underlies the ambivalence around which student participants perceive and practice plurilingualism in higher education. \u0000Nous présentons les conclusions d’une étude d’une durée d’un an sur le plurilinguisme estudiantin à travers les disciplines de l’enseignement supérieur canadien. Nous analysons la façon dont les étudiantes et étudiants exercent leur compétence plurilingue en nous concentrant sur l’utilisation de langues chinoises comme instruments d’apprentissage dans une université du district régional du Grand Vancouver au Canada. Les données suivantes sont présentées : notes prises lors d’observations en classe, transcriptions d’enregistrements d’étudiantes et étudiants communiquant en langues chinoises dans le cadre de travaux en collaboration, et entrevues semi-structurées au cours desquelles ils discutent de la façon dont ils utilisent les langues pour apprendre. Nous établissons une pondération entre l’utilisation créative et instrumentale des langues chinoises comme outils d’apprentissage et la domination de l’anglais académique. Nous suggérons que la tension qui existe entre l’utilisation des langues chinoises en cours d’apprentissage et l’utilisation de l’anglais académique pour l’évaluation souligne l’ambivalence dans laquelle baignent les perceptions et les pratiques plurilingues des étudiantes et étudiants de langues chinoises au niveau de l’enseignement supérieur.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"200 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72567507","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}

{"title":"Word from the Guest Editors","authors":"Saskia Van Viegen, Meike Wernicke, Sandra Zappa-Hollman","doi":"10.18806/tesl.v36i1.1299","DOIUrl":"https://doi.org/10.18806/tesl.v36i1.1299","url":null,"abstract":"We write this editorial to map how we have come to see the sociolinguistic landscape of Canadian postsecondary institutions, noting the ways in which our views have been shaped by our experiences learning, teaching, and conducting research with faculty and students in several Canadian universities. From our standpoint, Canadian postsecondary institutions are experiencing greater participation of international, immigrant, and generation 1.5 students, as well as students who are fi rst in the family to pursue higher education. We are also encountering Indigenous students who are reclaiming Indigenous languages and ways of knowing, recovering learning spaces within Canadian higher education in connection with their communities. Building on Canada’s long-standing multi-ethnic society, these changes have enhanced Canadian postsecondary institutions, enriching the resources that can be drawn upon and used for teaching and learning. What were historically constructed as English or French universities entrenched in a linguistic duality of offi cial bilingualism are now faced with rethinking the monolingual, monoglossic orientations to educational spaces situated in Englishor French-dominant communities and the impact of assimilationist institutional policies (Haque, 2012; Haque & Patrick, 2015) that have contributed to the marginalization of minoritized speakers and the systematic devastation of Indigenous peoples’ languages (Ball & McIvor, 2013; Hare, 2016; Smith, Tuck, & Yang, 2018). At the same time, a multilingual, heteroglossic orientation to language and learning in higher education continues to come up against traditional second/additional language pedagogies and forms of assessment. Such approaches, originating in the monolingual habitus of the fi eld of second language acquisition (SLA), tend to measure linguistic competence according to native speaker-like norms and view the use of other languages in terms of interference or defi cit. Alongside these prevailing mindsets, the political economy and hegemonic status of English in the Western academy contributes to reifying English as the most valued language of education while at the same time fuelling innovative and critical research in language education. Nonetheless, despite the wider perspectives off ered in and through teaching and research in other languages and bi/multilingual education contexts, and the potential for reciprocal productive dialogue across these contexts, this work often remains in silos. That is, much of the current work reconceptualizing traditional theories and approaches to language teaching in Canada has","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73551487","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}

{"title":"Literacy Engagement in Multilingual and Multicultural Learning Spaces","authors":"Theodora Kapoyannis","doi":"10.18806/TESL.V36I2.1298","DOIUrl":"https://doi.org/10.18806/TESL.V36I2.1298","url":null,"abstract":"This article presents qualitative findings from a larger design-based research doctoral study in which I examined the impact of a curricular innovation to challenge the monolingual and monocultural norms of literacy practices and to be responsive to the linguistic and cultural landscape of 21st century classrooms. I collaborated with 11 university preservice teachers and 28 English language learners (ELLs) in Grades 2 and 3 to design and implement a literacy intervention, called the Name Jar Project, focused on cultivating literacy engagement. I used constant comparison analysis to analyze data sources, which included field notes, student artifacts, and preservice teachers’ reflections. This article documents the positive impact of the intervention in supporting the students’ linguistic and cultural needs, affirming their identities, and bolstering their vocabulary development. \u0000Cet article présente les constatations qualitatives d’une étude de recherche de doctorat plus importante conforme au modèle méthodologique de recherche-design (design-based research, ou DBR) dans laquelle j’ai examiné l’impact d’une innovation pédagogique conçue pour remettre en cause les normes unilingues et uniculturelles des pratiques de littératie et pour permettre à l’enseignement de s’adapter au paysage linguistique et culturel des salles de classe du 21e siècle. J’ai collaboré avec 11 enseignantes et enseignants universitaires en formation et 28 apprenantes et apprenants de la langue anglaise (English language learners,ou ELLs) de 2e et 3e année afin de concevoir et de mettre en œuvre une intervention en matière de litératie, baptisée Name Jar Project, centrée sur une émarche favorable à la culture de la littératie. J’ai constamment eu recours à des techniques d’analyse comparative pour analyser les sources de données, lesquelles  comprenaient des notes, des artefacts associés au prénom de chaque élève et des réflexions d’enseignantes et enseignants en formation. Cet article documente l’impact positif de l’intervention sur la réponse aux besoins linguistiques et culturels des élèves, l’affirmation de leur identité et la stimulation du développement de leur vocabulaire.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84649842","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}

{"title":"Precarious Work of English Language Teaching in Canada","authors":"Sherry Breshears","doi":"10.18806/tesl.v36i2.1312","DOIUrl":"https://doi.org/10.18806/tesl.v36i2.1312","url":null,"abstract":"This article draws from the concept of precarious employment to be er understand the working conditions of teachers of adult English as an additional language (EAL) learners in Canada. I examine previously published research on the employment situations of this group of educators, drawing from data that have been gathered using interviews and surveys with teachers of adult English language and literacy learners over the past two decades. The fi ndings of the review suggest that precarious employment in the form of part-time and temporary work, low wages, unpaid work hours, and multiple job holding is pervasive in this sector and that such conditions have persisted for decades. I propose that approaches developed in labour studies can assist in generating a be er understanding of the ways that work insecurity aff ects these teachers’ lives and pedagogical practices and suggest directions for further research into the intersections of working conditions and quality of education in this fi eld. In particular, I suggest that precarious employment is produced by language and immigration policy frameworks and funding models and is linked to teacher and student identities. The article concludes by considering ways in which stakeholders can challenge employment insecurity and its associated precarity.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"28 1","pages":"26-47"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88025362","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}

{"title":"The Knowledge Base of L2 Pronunciation Teaching: The Case of a Nonnative-Speaking Teacher","authors":"Joshua Gordon","doi":"10.18806/tesl.v36i2.1315","DOIUrl":"https://doi.org/10.18806/tesl.v36i2.1315","url":null,"abstract":"Recent studies have explored how pronunciation teachers’ knowledge, beliefs, and opinions about teaching influence their classroom practices. In addition, recent research has demonstrated the effectiveness of nonnative-speaking (NNS) teachers in pronunciation instruction. However, very little is known about the knowledge base that allows NNS teachers to implement pronunciation instruction. This is an area that requires further inquiry because of the central role of pronunciation in oral communication, the number of NNS teachers of English worldwide, and because of the communication needs among speakers of different varieties of English. This case study investigated the knowledge base of an experienced in-service NNS pronunciation teacher in an English-as-a-foreign-language context. Using qualitative data-gathering methods (e.g., classroom observation, semistructured interviews, and stimulated-recall interviews), and Shulman’s Knowledge Base Framework, the study demonstrates that the knowledge base that allows an NNS teacher to implement pronunciation teaching is composed of categories of knowledge interrelated in complex ways. Building upon these findings, the study also uncovers how factors such as previous learning and teaching experiences shape the beliefs and pedagogical actions of such teacher in implementing pronunciation instruction. De recentes etudes ont explore la facon dont les connaissances, croyances et opinions pedagogiques des professeurs d’exercices de prononciation influent sur leurs pratiques en classe. Par ailleurs, de recentes recherches ont demontre l’efficacite des locutrices et locuteurs non natifs (NNS) dans l’enseignement de la prononciation. On sait toutefois tres peu de chose sur la base de connaissances qui leur permet de mettre en œuvre un apprentissage de la prononciation. C’est la un domaine ou une enquete plus poussee s’impose compte tenu du role central que joue la prononciation dans la communication orale, du nombre de locutrices et locuteurs non natifs qui enseignent l’anglais a travers le monde et des besoins de communication qui existent entre les locuteurs de plusieurs varietes d’anglais. La presente etude de cas examine la base de connaissances d’une professeure non native experimentee qui enseigne la prononciation dans un contexte d’enseignement de l’anglais comme langue etrangere. A l’aide de methodes de collecte de donnees qualitatives (par ex., l’observation en classe et des entrevues semi-structurees ou fondees sur la methode du rappel stimule) et du Knowledge Base Framework de Shulman, l’etude demontre que la base de connaissances qui permet a une enseignante non native de mettre en œuvre un cours de prononciation se compose de categories de connaissances dont les interdependances sont complexe. En se fondant sur ces conclusions, l’etude revele egalement la facon dont des facteurs comme les experiences anterieures d’apprentissage et d’enseignement faconnent les croyances et les actions pedagogiques d’","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"24 1","pages":"91-117"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80110121","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}

{"title":"Collaboration to Support ESL Education: Complexities of the Integrated Model","authors":"A. Vintan, T. Gallagher","doi":"10.18806/tesl.v36i2.1314","DOIUrl":"https://doi.org/10.18806/tesl.v36i2.1314","url":null,"abstract":"The purpose of this study was to explore current practices of collaboration between English as a second language (ESL) and elementary classroom teachers and provide evidence-based recommendations on how to enhance collaborative professional relationships that support the instruction of English Language Learners (ELLs). A qualitative research methodology was employed to explore current practices as well as educational resources used by four ESL teachers as they worked to foster collaborative relationships with classroom teachers. Data collection methods included (a) interviews with ESL teachers reflecting on their beliefs and practices, (b) structured observations of ESL and elementary teachers in classrooms, and (c) analysis of professional planning artifacts (e.g., daybook plans, lesson plans, professional readings, and instructional resources) to document participants’ practices in ESL education. Findings revealed that ESL teachers negotiated collaboration based on a desire to work together and a belief that a cohesive educator team is important in ESL education, however, these ESL teachers encountered barriers such as a lack of training, technology, and tools to facilitate collaboration and limited time to do so. This resulted in limited and informal, surface-level collaboration. Implications of the findings relating to best collaborative practices are discussed. Le but de cette étude était d’explorer les pratiques de collaboration actuelles entre les professeurs d’anglais langue seconde (ESL) et les enseignantes et enseignants au primaire et de fournir des recommandations concernant la façon d’améliorer les relations de collaboration professionnelle en soutien de l’enseignement aux apprenantes et apprenants de la langue anglaise (ELLs). Une méthodologie de recherche qualitative a été employée pour explorer les pratiques actuelles et les ressources didactiques utilisées par quatre professeurs d’anglais langue seconde (ESL) dans un effort pour encourager les relations de collaboration avec des professeurs de classe. Les méthodes de collecte de données ont notamment été (a) des entrevues avec des professeurs d’anglais langue seconde exprimant leurs croyances et décrivant leurs pratiques, (b) des observations structurées de professeurs d’anglais langue seconde et d’enseignantes en enseignants au primaire en classe et (c) l’analyse d’objets de planification professionnelle (par ex. journaux, plans de cours, ouvrages professionnels et matériel didactique) afin de documenter les pratiques des participants en matière d’enseignement de l’anglais langue seconde. Les conclusions ont révélé que les professeurs d’anglais langue seconde négociaient la collaboration en fonction d’une volonté de travailler ensemble et d’une croyance voulant qu’une équipe pédagogique unie soit importante pour l’enseignement de l’anglais langue seconde, mais en se heurtant toutefois à des obstacles tels que le manque de formation, de technologie et d’outils pour faciliter la ","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81312926","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}

{"title":"A Word from the Guest Editor","authors":"Li-Shih Huang","doi":"10.18806/tesl.v35i2.1287","DOIUrl":"https://doi.org/10.18806/tesl.v35i2.1287","url":null,"abstract":"Since the time of JoAnn Crandall’s keynote address at the TESL Canada Conference in 1996 outlining the diff erent possible types of professional development activities, and of the appearance of Joanne Pe is’s fi rst refl ective piece in TESL Canada Journal in 1997, in which she called for exploring the development of teaching competence as part of the personal commitment and professional responsibility of teachers, the landscape of professional development has shifted notably. With the advent of new technologies, an abundance of online resources and opportunities and the increasing accessibility and prevalence of social networking sites have enabled teachers to more readily forge connections with other professionals. Yet, at the same time, practitioners continue to face diffi cult challenges in the age of the information revolution with regard to individual, resource, and contextual constraints, even as sustaining one’s intellectual and emotional involvement in development activities throughout one’s career can be challenging as well. Multifaceted studies across several fi elds have illuminated the benefi ts of teachers’ engaging in professional development activities; such studies have encompassed areas such as teacher job satisfaction and commitment, retention, professional connections, collegial support, self-effi cacy and identities, a itudes toward English-language learners, and improvements in pedagogical practices and student learning (e.g., Cabaroglu, 2014; DeAngelis, Wall, & Che, 2013; Farrell, 2011; Ortaçtepe & Akyel, 2015; Song, 2016; Valeo & Faez, 2013). An emerging body of research on practitioners’ professional self-development exists more broadly in teacher education as well (e.g., Avalos, 2011). Over the past decade, the ways in which English-language teaching (ELT) professionals can pursue such self-development have been transformed across space and time and now occur in multiple forms, whether formally structured or informally maintained; these include various traditional approaches (e.g., keeping abreast with research, a ending courses and workshops, joining professional associations, a ending conferences, conducting action research) as well as newer technological modalities (e.g., Facebook, LinkedIn, Twi er, and weblogs, to name a few; see, for instance, Borg, 2013; Davis, 2015; Edwards & Burns, 2016; Huang, 2012; Krutka, Carpenter, & Trust, 2016; Rodesiler & Pace, 2015; Ulvik & Riese, 2016). Such activities also make it possible to provide diff erent types of professional support (e.g., emotional, in the form of listening; appraisal, in the form of feedback; informational, in the form of suggestions and information; and instrumental, in the form of resources; Kelly & Antonio, 2016). In recent years, the insatiable appetite for professional self-development has been manifest in the fact that not a day goes by without mention on","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88104862","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}

{"title":"TESL Teacher Educators' Professional Self-Development, Identity, and Agency","authors":"B. Yazan","doi":"10.18806/TESL.V35I2.1294","DOIUrl":"https://doi.org/10.18806/TESL.V35I2.1294","url":null,"abstract":"Using the concepts of identity and agency, this Perspectives article discusses my recent efforts of self-development when designing an identity-oriented Teaching English as a second language (TESL) teacher education course around teacher candidates’ semester-long autoethnography writing assignment called “critical autoethnographic narrative” (CAN). It specifically unpacks the ways I negotiated and enacted my identities of teacher educator and researcher of teacher education while I was incorporating identity as the main goal in teacher candidates’ learning. In closing, this article offers recommendations for TESL teacher educators who consider designing identity-oriented courses and suggests some future research directions. \u0000À l’aide des concepts de l’identité et de l’agentivité (ou capacité d’agir), cet article de Perspectives illustre mes récents efforts d’autoperfectionnement alors que je concevais un cours de formation d’enseignantes et enseignants d’anglais langue seconde axé sur l’identité, et ce, autour de l’imposition d’un projet d’écriture autoethnographique d’un semestre appelé « exposé autoethnographique critique » à des candidates et candidats à l’enseignement. L’article révèle spécifiquement la façon dont je suis parvenu à négocier et faire valoir mes identités de formateur d’enseignants et de chercheur en éducation d’enseignants alors que je faisais de l’identité le principal objectif de l’apprentissage des candidats et candidates à l’ enseignement. En terminant, cet article offre des recommandations à l’intention des formateurs d’enseignantes et enseignants d’anglais langue seconde qui songent à concevoir des cours axés sur l’identité, et ce, en plus de proposer des orientations futures en matière de recherche.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81516645","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}

{"title":"Locating Continuing Professional Development within a Proposed Complex Dynamic Systems Model for Today's English Language Teaching Profession","authors":"D. Tyers, J. Sillito","doi":"10.18806/TESL.V35I2.1297","DOIUrl":"https://doi.org/10.18806/TESL.V35I2.1297","url":null,"abstract":"For novice and expert English language teaching professionals alike, it is important to understand the dynamic complexity of the context in which we workto intentionally and strategically forge a relevant and personally meaningful, continuing professional development path. English language teaching has longoutgrown a “one-size-fi ts-all” continuing professional development model. Rather, the context in which we teach influences the knowledge and skills weneed to develop and maintain as we move through our careers. This, in turn, drives the strategic choices we make for our continuing professional development.However, what does context in English language teaching actually mean, and how do we unpack its elements to locate ourselves within it? Using a proposedmodel of nested complex dynamic systems, we can first locate ourselves within a broad socioeconomic, complex dynamic system created by the ongoing interaction of a society’s economy, politics, history, geography, technology, culture, language, and education. We can then locate ourselves within multiple complex dynamic systems in the professional, program, and classroom contexts that give shape to and, at times, constrain our agency. Finally, we can consider ourselves, English language teachers, as complex dynamic systems. Each of us is the unique creation of our interacting education and training, professional experience, and self. This complex dynamic systems model can be used to guide teachers, administrators, and funders to intentionally and strategically select, design, or support continuing professional development, leading to teachers’ building knowledge and practice for ongoing success in a rapidly evolving profession. \u0000Qu’il s’agisse de débutants ou de professeurs expérimentés, il est important que les professionnels de l’enseignement de l’anglais comprennent la complexité dynamique du contexte dans lequel nous travaillons afin de pouvoir ouvrir intentionnellement et stratégiquement la voie à un mode de perfectionnement professionnel continu qui soit à la fois pertinent et significatif sur le plan personnel. Il y a longtemps que l’enseignement de l’anglais ne tient plus dans un modèle unique de perfectionnement professionnel continu. Il faut plutôt reconnaître que le contexte dans lequel nous enseignons influe sur les connaissances et les compétences que nous devons développer et entretenir au fil de notre carrière, ce qui a pour effet d’orienter les choix stratégiques que nous effectuons pour notre perfectionnement professionnel continu. Mais que signifie réellement le contexte de l’enseignement de l’anglais, et comment en dégageons-nous les éléments afin de nous y inscrire personnellement? À l’aide d’un modèle suggéré de systèmes dynamiques complexes imbriqués, nous pouvons commencer par nous situer dans un vaste système socioéconomique complexe créé par l’interaction continue de l’économie, de la politique, de l’histoire, de la géographie, de la technologie, de la culture, de la lan","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87426674","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}