Tesol Quarterly最新文献_第2页

Time to Proficiency in Young English Learners and Factors That Affect Progress 青少年英语学习者达到熟练程度的时间和影响进展的因素

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-06-24 DOI: 10.1002/tesq.3340

Xiaowan Zhang, Paula Winke

{"title":"Time to Proficiency in Young English Learners and Factors That Affect Progress","authors":"Xiaowan Zhang, Paula Winke","doi":"10.1002/tesq.3340","DOIUrl":"https://doi.org/10.1002/tesq.3340","url":null,"abstract":"We investigated the time it takes 54,146 English learners (ELs) to attain English proficiency as they progressed from age 5 to 11 on average (Kindergarten through fifth grade in the United States). We also examine to what extent the time‐to‐proficiency estimate is affected by child‐internal and child‐external factors, including primary disability status, primary home language, home English use, instructional programming, and retention status. We used discrete‐time survival analysis to analyze the children's English growth. Survival analysis often concerns time from treatment until death: Here, “survival” is the time from EL‐program entry until “proficiency,” indicated via standardized testing. Half of the students attained proficiency in 5 years. Literacy skills (reading and writing) in general developed at slower rates than oral language skills (speaking and listening), with writing being ELs' biggest barrier to proficiency. While time to proficiency was significantly related to primary disability status, primary home language, and retention status, exposing ELs to their home language at home or at school does not have a substantial effect on their rates of English acquisition. The results are discussed for their research and practical implications.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502717","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

What's in a Name? Global Englishes—An Umbrella Term to Address Silo Mentality or a Misunderstood Paradigm Reinforcing Silos? 名称有什么意义？全球英语--解决 "孤岛心态 "的统称，还是强化 "孤岛 "的误解范式？

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-06-11 DOI: 10.1002/tesq.3337

Nicola Galloway

{"title":"What's in a Name? Global Englishes—An Umbrella Term to Address Silo Mentality or a Misunderstood Paradigm Reinforcing Silos?","authors":"Nicola Galloway","doi":"10.1002/tesq.3337","DOIUrl":"https://doi.org/10.1002/tesq.3337","url":null,"abstract":"In this article, I explore growing scholarship in various sub‐fields of Applied Linguistics and Second Language Acquisition (SLA) that explore the use of English in an increasingly globalized and multilingual world. With different, yet overlapping, conceptual frameworks to guide research, scholarship in various fields provide a growing evidence base on the need for change in TESOL curricula to better reflect the global use of English, and other languages, in an ever‐increasingly globalized world. I explore the introduction of Global Englishes (GE), an umbrella term and inclusive paradigm that was introduced to unite scholarship across the fields of World Englishes (WE), English as an International Language (EIL), English as a Lingua Franca (ELF), and to draw parallels with translanguaging and multilingualism. I provide clarity on the introduction of this broader paradigm, which aimed to unite such scholarship into a comprehensible framework to guide and facilitate a paradigm shift in TESOL curricula away from outdated “native” English norms. I end with a call to focus less on terminology and for scholars to work flexibly across academic boundaries to connect scholarship, particularly when it has a shared goal of achieving a more equitable English language education.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141356475","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

Implementing CLIL Innovation in a Collaborative Teacher Education Ecosystem 在协作式教师教育生态系统中实施 CLIL 创新

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-05-19 DOI: 10.1002/tesq.3335

Yan Zhu, Bo Peng, Dingfang Shu, Jonathan Newton

{"title":"Implementing CLIL Innovation in a Collaborative Teacher Education Ecosystem","authors":"Yan Zhu, Bo Peng, Dingfang Shu, Jonathan Newton","doi":"10.1002/tesq.3335","DOIUrl":"https://doi.org/10.1002/tesq.3335","url":null,"abstract":"This paper reports on the implementation of a 6‐month collaborative teacher education project (CTEP) in China, designed to help teachers adopt CLIL in response to new primary school curriculum requirements. A multi‐site case study was conducted to track two focal teachers' changes in CLIL implementation and its sustainability. Adopting ecological theory, the study investigated how teachers' interactions with university‐based, district‐based, and school‐based teacher educators in the project contributed to their professional development. Our research focused on an innovative dimension of the project, namely, close collaboration among university researchers, teacher educators, and primary teachers who all contributed to the CTEP ecosystem. Data collection involved semi‐structured interviews at the pre‐stage, while‐stage, post‐stage, and delayed post‐stages of the project, classroom observation notes, lesson study minutes, field notes, informal exchanges, and project documents. Our data analysis revealed that although both teachers had a positive attitude towards CLIL, they exhibited different trajectories of changes in their pedagogical practices. The teachers' interactions with teacher educators within and across the four sub‐contexts in the CTEP ecosystem played a significant role in their professional development. Notably, the school‐based teacher educators contributed by establishing a collaborative teaching study group (TSG) that ensured sustainable professional development for the teachers. The findings of this study have important implications for educational policymaking and for designing and implementing collaborative teacher education programmes that offer an alternative to traditional top‐down modes of language teacher professional development.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141123912","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

Racism in China's English Language Teaching Industry: English as a Race‐Making Technology 中国英语教学行业中的种族主义：英语是制造种族的技术

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-05-16 DOI: 10.1002/tesq.3336

Shuling Wang

引用次数: 0

Expanding Horizons: Fostering Creativity and Curiosity through Spherical Video‐Based Virtual Reality in Project‐Based Language Learning 拓展视野：通过球形视频虚拟现实技术在项目式语言学习中培养创造力和好奇心

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-05-13 DOI: 10.1002/tesq.3333

Chung Sun Joo, Choi Lee Jin

{"title":"Expanding Horizons: Fostering Creativity and Curiosity through Spherical Video‐Based Virtual Reality in Project‐Based Language Learning","authors":"Chung Sun Joo, Choi Lee Jin","doi":"10.1002/tesq.3333","DOIUrl":"https://doi.org/10.1002/tesq.3333","url":null,"abstract":"The aim of this study is to explore how the creation of spherical video‐based virtual reality (SVVR) influences students' creativity and curiosity in project‐based language learning (PBLL). Technology is widely used in various instructional contexts, and due to increasing interest in VR technologies, the current study investigated how SVVR technology in PBLL might influence students' self‐assessment of creativity and curiosity. Twenty‐seven students participated in an SVVR‐enhanced PBL course and were asked to complete two questionnaires on creativity and curiosity. Data from students' reflective journals and teacher notes were also analyzed to investigate implementations for using SVVR in language learning. The findings showed that students' self‐assessment of their levels of creativity and curiosity demonstrated statistically significant development. The findings from qualitative data analysis identified English language competence as a factor that could have influenced students' performance during the course. The findings support the potential for SVVR in PBLL for motivating students to embrace new ideas and perspectives while participating in authentic problem‐solving activities.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984961","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

Evaluating the International and Intercultural Orientation of an ELT Textbook in Cambodia through the Lens of Global Englishes Language Teaching 从全球英语语言教学的角度评估柬埔寨英语语言教学教科书的国际和跨文化取向

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-05-13 DOI: 10.1002/tesq.3330

Roby Marlina

{"title":"Evaluating the International and Intercultural Orientation of an ELT Textbook in Cambodia through the Lens of Global Englishes Language Teaching","authors":"Roby Marlina","doi":"10.1002/tesq.3330","DOIUrl":"https://doi.org/10.1002/tesq.3330","url":null,"abstract":"The plurality of the use, users, and forms of English has prompted Global Englishes scholars to advocate the need for English language curricula to more accurately reflect the current sociolinguistic landscape of English and the intercultural nature of contemporary communicative exchanges. However, the scarcity of teaching materials has been identified as one of the key barriers to achieving meaningful change, leading to observations that the impact of Global Englishes on English language teaching (ELT) textbook design has been minimal. This paper challenges this perception via presentation of preliminary findings of a qualitative research project investigating a Cambodian secondary school ELT textbook. Analyses of textbook features reveal concrete instances of efforts undertaken by the textbook editors to steer the book away from privileging native speakers' lingua‐cultural norms. Findings reveal a non‐deficit portrayal of a diverse range of English speakers, exposure to more than a single variety of the English accent, minimal involvement of inner circle English speakers in the interactions between textbook characters, and a reduced reliance on Anglo‐centric cultural references. The voices of the editors are amplified in this study to further help justify the rationale behind the inclusions as well as exclusions, which are often missing in ELT textbook research.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140983205","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

English Desires at an English‐Medium Instruction University: The Journeys of First‐Year Students in Hong Kong 英语教学大学的英语愿望：香港大学一年级学生的英语学习历程

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-05-13 DOI: 10.1002/tesq.3334

Andrew Jarvis

{"title":"English Desires at an English‐Medium Instruction University: The Journeys of First‐Year Students in Hong Kong","authors":"Andrew Jarvis","doi":"10.1002/tesq.3334","DOIUrl":"https://doi.org/10.1002/tesq.3334","url":null,"abstract":"This study used the concept of desire in language learning to explore the first‐year English journeys of undergraduates at an English‐medium instruction (EMI) university in Hong Kong. Desire in language learning is an underexplored area in EMI research but a relevant concept for gaining a multilayered picture of the incentives and pressures of English. Using a collaborative research design, the study offers an account of 10 first‐year students with an IELTS band of approximately 5.5, lower than the institution's average. Thirty written reflections and 30 semi‐structured interviews formed the main data collection, gathered over the academic year. Thematic analysis showed that the learners desired more connection and confidence with English so that they could access academic and professional opportunities and identities. They desired a new English experience in which they could interact authentically and gain acceptance of their English skills. They encountered pressure and frustration with the EMI experience, ultimately making compromises in their imagined trajectories with English. Their strong desires for English, however, remained intact. The study shows the need for a well‐architected English experience for universities to fulfill the promises of EMI, especially for learners in the lower bands of English proficiency expected for EMI study.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140985911","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

Enacting a Global Englishes and Critical Pedagogy Integrated Curriculum in Korean High School English as a Foreign Language Classrooms 在韩国高中英语作为外语的课堂上实施全球语言和批判性教学法综合课程

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-05-10 DOI: 10.1002/tesq.3332

Hye-Yeon Jung, Graham V. Crookes

{"title":"Enacting a Global Englishes and Critical Pedagogy Integrated Curriculum in Korean High School English as a Foreign Language Classrooms","authors":"Hye-Yeon Jung, Graham V. Crookes","doi":"10.1002/tesq.3332","DOIUrl":"https://doi.org/10.1002/tesq.3332","url":null,"abstract":"This study examines the enactment of Global Englishes (GE) curriculum in public high school English as a foreign language classrooms in South Korea. Data collection involved pre‐ and post‐course surveys (N = 217, nine classrooms), students' written responses, and their oral presentations. The findings highlight the necessity of adopting a critical perspective as the initial step to incorporate GE in these classrooms. They also recommend integrating GE curriculum within the existing assessment framework. After curriculum enactment based on critical pedagogy and GE took place over the course of a year, the results from the post‐course survey indicated positive changes in students' receptiveness to GE, their perceptions of Outer Circle varieties, and their confidence in engaging in intercultural communication. Students' written responses also demonstrated an enhanced critical awareness of GE‐related issues. However, there was no significant change in their perceptions regarding the exclusion of GE in listening tests, their low preference for Expanding Circle varieties, and their limited multicultural communication skills. The pedagogical implications of this study are relevant not only for GE educators but also for those who enact locally driven curriculum innovations within test‐oriented contexts.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140993550","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

New Theoretical and Practical Horizons in Data‐driven Learning: Introduction to the Special Issue 数据驱动学习的理论与实践新视野：特刊简介

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-05-09 DOI: 10.1002/tesq.3331

J. E. Casal, M. Kessler

引用次数: 0

Researchers Training Researchers: Ethics Training in Quantitative Applied Linguistics 研究人员培训研究人员：定量应用语言学伦理培训

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-05-08 DOI: 10.1002/tesq.3323

Margaret Wood, Scott Sterling, Tove Larsson, Luke Plonsky, Merja Kytö, Kate Yaw

{"title":"Researchers Training Researchers: Ethics Training in Quantitative Applied Linguistics","authors":"Margaret Wood, Scott Sterling, Tove Larsson, Luke Plonsky, Merja Kytö, Kate Yaw","doi":"10.1002/tesq.3323","DOIUrl":"https://doi.org/10.1002/tesq.3323","url":null,"abstract":"This forum piece reports on a brief survey of current quantitative research ethics training materials in Applied Linguistics (AL). This survey was conducted as a step towards an increased understanding of the ways in which we, as a field, train students and researchers to conduct quantitative research ethically. The survey was carried out in the process of creating research ethics training materials as part of a grant‐funded project related to questionable research practices (QRPs). Through manual and computer‐assisted searches in twenty‐four textbooks and twenty‐three course syllabi from the past five years, three themes emerged: (1) research ethics is most often conceptualized in terms of IRB‐related topics, (2) when ‘ethical gray‐zone’ issues are mentioned, the focus is primarily on methodological transparency, data sharing/open science, and selecting the appropriate research design and statistical tests, and (3) materials tend to address the topic of research ethics in a single section or chapter, or in a single day or week of a course. Against this background, we provide three recommendations that our field can implement to provide more robust and thorough research ethics training for students and researchers in TESOL and Applied Linguistics: (1) expand our conceptualization of research ethics to include ethical gray‐zone issues, (2) be thorough and explicit in our discussion of ethical issues related to research decisions, and (3) incorporate research ethics as a recurring theme throughout textbooks and courses.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925733","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