Tesol Quarterly最新文献

“English Is Not Really a Subject”: Language Ideologies and Language Learning in an Introduction Program "英语不是一门真正的学科语言意识形态与入门课程中的语言学习

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-09-10 DOI: 10.1002/tesq.3355

Jenny Bergström, Carla Jonsson, Annika Norlund Shaswar

{"title":"“English Is Not Really a Subject”: Language Ideologies and Language Learning in an Introduction Program","authors":"Jenny Bergström, Carla Jonsson, Annika Norlund Shaswar","doi":"10.1002/tesq.3355","DOIUrl":"https://doi.org/10.1002/tesq.3355","url":null,"abstract":"This paper explores the construction of language ideologies and language learning within English‐language education in a Language Introduction Program (LIP) in Sweden. LIP is an individual transitional program for newly arrived migrant students that seeks to quickly transition adolescents into further education or the job market. High proficiency in English is important in Swedish society and insufficient knowledge of English might lead to consequences for individuals, but also long‐term consequences for society regarding inequality and inequity. The methodology is based on linguistic ethnography, with observations and interviews at two schools. Data from interviews with English teachers and principals at LIP are analyzed using Foucauldian perspectives to discuss power and individualization. Our results show that LIP is organized in a manner that reduces teachers' possibilities to cooperate and assist each other in planning, assessing, and in developing teaching practices. To a certain extent, principals withdraw from their responsibility and place a significant amount of organizational responsibility on individual English teachers. Furthermore, monolingual ideologies are prominent in educational practices, and LIP is often positioned as different from the rest of the school which increases isolation.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142184831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘It's like English is given more emphasis than the topic’: Designing materials in English language teacher education 好像英语比主题更受重视"：英语师范教育中的教材设计

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-09-05 DOI: 10.1002/tesq.3353

Luis Carabantes

{"title":"‘It's like English is given more emphasis than the topic’: Designing materials in English language teacher education","authors":"Luis Carabantes","doi":"10.1002/tesq.3353","DOIUrl":"https://doi.org/10.1002/tesq.3353","url":null,"abstract":"Despite decades of curricular change and the introduction of language pedagogies emphasising meaning and communication, teachers of English in Chilean schools still tend to favour traditional methods and focus largely on discrete language. Using data from stimulated recalls, interviews and observations with preservice teachers, interviews with teacher educators and schoolteachers and analysis of official documents and materials, the article explores the design of materials by a group of Chilean preservice teachers and identifies why one of the main rationales mediating their materials design is subordinating topics, the content‐related themes guiding lessons, such as culture, historical characters and lifestyles, to discrete language. The preservice teachers' beliefs, their mentoring teachers and contradictions within the national curriculum emerged as pivotal factors reinforcing this phenomenon. Data also suggests that the ways in which teacher education standards are adopted by their teacher education programme could reinforce this subordination of topics, notwithstanding the standards' communicative orientation. The article stresses the need to provide more materials development instruction in teacher education, it highlights the need to re‐evaluate how the standardisation of teacher education is adopted by teacher education institutions and shows that researching materials design can illuminate persisting issues in language education.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142184829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Individual Networks of Practice and Socialization into Academic Writing Outside the Classroom: A Case Study of an English Learner in Japan 课外学术写作的个人实践网络和社会化：日本英语学习者案例研究

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-09-03 DOI: 10.1002/tesq.3350

John Bankier

{"title":"Individual Networks of Practice and Socialization into Academic Writing Outside the Classroom: A Case Study of an English Learner in Japan","authors":"John Bankier","doi":"10.1002/tesq.3350","DOIUrl":"https://doi.org/10.1002/tesq.3350","url":null,"abstract":"The theory of language socialization and its subfield academic discourse socialization consider how newcomers are socialized into the practices and identities of communities through interaction with various communicative partners. Drawing on the framework of individual networks of practice, this case study considers the academic writing practices of an English as a foreign language (EFL) learner (Tomomi) at a university in Japan through the lens of her outside‐classroom social network. Data were drawn from a study of seven first‐year Japanese university students and included interviews, writing assignments with written feedback, and class materials. Through inductive qualitative analysis, shared English academic discourse practices were identified across all participants. For this case study, Tomomi's interview accounts and out‐of‐class social network were considered in light of these practices to determine her socialization trajectory. Analysis showed Tomomi leveraged many informal social ties to access writing‐related support outside the classroom, building knowledge of (and sense of competence in) writing practices. Her interpretations of teacher‐written feedback shaped how she evaluated peers as sources of writing support, leading Tomomi to refine her network to individuals who could best support her socialization. The study demonstrates how socialization into academic practices in EFL contexts can also transform out‐of‐class networks.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142184828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the Grammatical Complexity of International Teaching Assistants: A Comparative Corpus Study 探索国际助教的语法复杂性：语料库比较研究

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-08-28 DOI: 10.1002/tesq.3349

Heesun Chang, Amin Raeisi‐Vanani

{"title":"Exploring the Grammatical Complexity of International Teaching Assistants: A Comparative Corpus Study","authors":"Heesun Chang, Amin Raeisi‐Vanani","doi":"10.1002/tesq.3349","DOIUrl":"https://doi.org/10.1002/tesq.3349","url":null,"abstract":"The purpose of this study is to analyze the grammatical complexity features of international teaching assistants' (ITAs) mock‐teaching presentations and to compare the distributions of these features to those found in the Oral English Proficiency Test (a local ITA assessment), university classroom teaching, conversation, and academic writing. The data consisted of 186 prospective ITAs' mock‐teaching presentations collected from two ITA training courses at a large U.S. university: one higher‐level course and one lower‐level course. All presentations were transcribed, proofread, and built into a corpus consisting of 247,043 words. Based on the previous corpus studies, a total of 22 grammatical complexity features were selected for the analysis. Overall, the discourse of ITA mock‐teaching involved a substantial number of both the grammatical complexity features commonly found in spoken conversation (e.g., finite adverbial clauses and modals) and those commonly used in academic writing (e.g., noun premodifiers and prepositional phrases). The frequency distributions of the features differed in complex ways between ITA mock‐teaching and the other registers, as well as between the higher‐level and lower‐level ITAs. Pedagogical implications for ITA training and assessment, and future research directions are discussed at the end.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142184827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Role of English and Its Myths in the Emergence of First Language Dissociation among Some Japanese‐English Late Plurilinguals 英语及其神话在一些日英晚期多语者第一语言分离中的作用

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-08-23 DOI: 10.1002/tesq.3348

Ashley R. Moore

{"title":"The Role of English and Its Myths in the Emergence of First Language Dissociation among Some Japanese‐English Late Plurilinguals","authors":"Ashley R. Moore","doi":"10.1002/tesq.3348","DOIUrl":"https://doi.org/10.1002/tesq.3348","url":null,"abstract":"Linguistic distancing behaviours indicative of linguistic dissociation (Moore, 2023) have been documented in social scientific and literary accounts focusing on the lives of Japanese‐English late plurilinguals (LPs; e.g. Harrison, 2011; Kelsky, 2001; McMahill, 2001; Mori, 1997; Takahashi, 2013). Across these cases, diverse Japanese‐English LPs report distancing themselves from their first language (L1), Japanese, often linking it to negative affective states. However, the causes of these distancing behaviours remain underexplained. I share the results of a critical realist grounded theory method study into the causes of L1 dissociation among 17 Japanese‐English LPs. Data sources included interviews, narrative elicitation “comfort graphs,” and language use journals. My theory posits a complex set of psychological and social causal factors, including the onset of additional language acquisition, the experience of significant intersubjective conflict encoded in their L1 Japanese and the distorting effects of linguaculture ideologies rooted in racist Orientalist logics (Befu, 2001). These findings both further our understanding of linguistic dissociation and, because the data indicate that language education is a primary site for the propagation of these misleading linguaculture ideologies, underscores the importance of better and more critical education for language teachers and, by extension, their students.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142184830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Agency and Register in Translanguaging: Middle School Bilingual Learners Engaging in Social Studies Inquiry 跨语言学习中的代理与注册：初中双语学习者参与社会研究探究

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-08-22 DOI: 10.1002/tesq.3346

Mary J. Schleppegrell, Mina Hernandez Garcia, Sally AL‐Banna, Chauncey Monte‐Sano

{"title":"Agency and Register in Translanguaging: Middle School Bilingual Learners Engaging in Social Studies Inquiry","authors":"Mary J. Schleppegrell, Mina Hernandez Garcia, Sally AL‐Banna, Chauncey Monte‐Sano","doi":"10.1002/tesq.3346","DOIUrl":"https://doi.org/10.1002/tesq.3346","url":null,"abstract":"We report on U.S. middle school Arabic‐speaking students who were agentive in translanguaging for disciplinary learning during social studies inquiry and suggest specific ways that students' academic learning and bilingual development can be supported through translanguaging in the context of English‐dominant classrooms. We engaged in design‐based research with teachers and students over five investigations and refined our mediating processes as we encountered challenges in supporting translanguaging in this context. Analysis of video records showed that for learners to be agentive in talking about subject matter concepts, they needed register development—not only in English but also through translanguaging. Bilingual inquiry curriculum materials and encouragement are not enough; interaction with others who can discuss disciplinary concepts through translanguaging is needed to support learners' agency in drawing on all their meaning‐making resources. The presence of recently arrived learners new to English creates contexts for translanguaging, but even fluent bilingual learners benefit from further development of Arabic social studies registers. With ongoing practice, emergent and fluent bilinguals participated in inquiry practices through translanguaging. Support for translanguaging in the context of learning school subjects can enable learners' development of their bilingual meaning‐making potential.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142184832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy 解决 "语言知识 "在全球英语教学法中的作用问题

IF 3 1区文学

Tesol Quarterly Pub Date : 2024-07-14 DOI: 10.1002/tesq.3343

Yuichi Suzuki, Dustin Crowther

{"title":"Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy","authors":"Yuichi Suzuki, Dustin Crowther","doi":"10.1002/tesq.3343","DOIUrl":"https://doi.org/10.1002/tesq.3343","url":null,"abstract":"One key tenet of Global Englishes for Language Teaching (GELT) is that the native English speaker should no longer serve as the role model for second language (L2) English users. Such a view does not discount that some degree of linguistic knowledge is necessary for successful global communication. However, GELT scholarship has remained relatively silent on the process and product of L2 acquisition. In this paper, we propose integrating L2 acquisition theory into GELT pedagogical practices without relying on theoretical perspectives steeped in some form of native speakerism. At the heart of our discussion is the concept of linguistic knowledge–implicit (unconscious) and explicit (conscious)–emphasizing the role of explicit learning processes in GELT classrooms rather than adhering solely to the idealistic goal of implicit competence. Because L2 learners need to reflect on linguistic knowledge (repertoire) and strategies for effective global communication, we propose that their learning should aim to develop skill sets of using explicit and implicit knowledge dynamically and efficiently in varied communicative contexts. We argue that skill acquisition theory offers a useful framework for GELT, as it can account for the development of automatized explicit knowledge alongside implicit knowledge, aligning with GELT objectives of fostering multicompetent English users. We illustrate how this perspective can inform classroom activities such as shadowing and task repetition. These activities not only promote deliberate, explicit learning processes but also integrate seamlessly with awareness–raising activities commonly employed in GELT, enhancing learners' communication strategies and capacity for effective English use in global contexts.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141650480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How Is Vocabulary Learnt? An Acquisitional Sequence of L2 Word Knowledge 词汇是如何学习的？第二语言词汇知识的习得顺序

IF 3 1区文学

Tesol Quarterly Pub Date : 2024-07-14 DOI: 10.1002/tesq.3342

Beatriz González-Fernández

{"title":"How Is Vocabulary Learnt? An Acquisitional Sequence of L2 Word Knowledge","authors":"Beatriz González-Fernández","doi":"10.1002/tesq.3342","DOIUrl":"https://doi.org/10.1002/tesq.3342","url":null,"abstract":"Second language acquisition (SLA) researchers have long searched for patterning in the development of linguistic elements (e.g., grammar and morphology). However, little attention has been given to the examination of systematicity in vocabulary acquisition, limiting our understanding about how overall vocabulary is learnt. The current study investigates L2 learners' lexical knowledge to explore whether there exists a consistent sequence in the acquisition of vocabulary components in second languages. Written form/meaning‐recall and written form/meaning‐recognition knowledge of four word‐knowledge components (form–meaning, collocations, multiple‐meanings, and derivatives) was assessed on 314 EFL learners from two distinct L1 backgrounds (Chinese and Spanish). Implicational and Mokken scaling analyses revealed a reliable hierarchy of knowledge of vocabulary aspects where recognition knowledge preceded recall knowledge across all components. The scale remained constant across the learner groups when explored independently (using an 80% accuracy threshold) and collectively (under both 75% and 80% accuracy thresholds). This finding indicates that the various aspects of word knowledge seem to be learnt incrementally in a consistent order by EFL learners, regardless of their L1. The study offers an empirically supported framework of word‐knowledge acquisition that improves our current understanding of L2 lexical development and can serve as guidance to further systematize vocabulary instruction in the EFL classroom.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing Young Learners’ Peer Collaboration: Pedagogical Ideas for Language Teachers 加强青少年学生的同伴合作：语言教师的教学理念

IF 3 1区文学

Tesol Quarterly Pub Date : 2024-07-14 DOI: 10.1002/tesq.3344

Tomáš Kos

引用次数: 0

Emotional Landscape of Translingualism: Multilingual International Students Navigating Shame Through Translingual Digital Stories 翻译的情感景观：多语种留学生通过跨语言数字故事消除羞耻感

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-07-03 DOI: 10.1002/tesq.3341

Jialei Jiang

引用次数: 0