Tesol Quarterly最新文献_第9页

Reclassification and Multilingual Learners' Science Achievement 重新分类与多语言学习者的科学成就

1区文学

Tesol Quarterly Pub Date : 2023-11-06 DOI: 10.1002/tesq.3270

Mark B. Pacheco, F. Chris Curran, Lelydeyvis Boza, Amber W. Deig, Katharine T. Harris, Tiffany S. Tan

{"title":"Reclassification and Multilingual Learners' Science Achievement","authors":"Mark B. Pacheco, F. Chris Curran, Lelydeyvis Boza, Amber W. Deig, Katharine T. Harris, Tiffany S. Tan","doi":"10.1002/tesq.3270","DOIUrl":"https://doi.org/10.1002/tesq.3270","url":null,"abstract":"Abstract This study contributes to a growing body of scholarship at the intersection of bilingual education and education policy and examines reclassification, or the transition out of formal English language services in schools, as one potential lever in accelerating or decelerating multilingual learners’ science learning. More specifically, it traces multilingual learners’ science academic achievement vis‐à‐vis science test scores over a six‐year period using the nationally‐representative Early Childhood Longitudinal Study of 2010–11 (ECLS‐K:2011) data set. We use regression analyses with panel data to explore the relationship of reclassification with MLs’ science achievement at a national scale, and then, how variation in contextual factors (including family, school, and individual characteristics) shapes this relationship. Results show that, after controlling for covariates and prior test scores, reclassification is not significantly associated with differential science test scores when compared to students that retain their EL status. Results further show that reclassification is associated with higher science achievement for MLs who were previously in a dual‐language program but lower scores for those with higher prior achievement. We conclude with implications for the reclassification process, as well as directions for future research on reclassification, multilingual learners, and academic achievement.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135634699","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

Living in Anti‐Intellectual Times: Addressing Transgender Inclusion in Second Language Teaching and Teacher Education 生活在反智时代:第二语言教学和教师教育中的跨性别包容问题

1区文学

Tesol Quarterly Pub Date : 2023-10-21 DOI: 10.1002/tesq.3265

John Gray

{"title":"Living in Anti‐Intellectual Times: Addressing Transgender Inclusion in Second Language Teaching and Teacher Education","authors":"John Gray","doi":"10.1002/tesq.3265","DOIUrl":"https://doi.org/10.1002/tesq.3265","url":null,"abstract":"Abstract At a time of acrimonious debates globally about gender identity and expression, students who identify as transgender (including those who are nonbinary, genderqueer, and gender fluid) are particularly affected. Although erased from the curriculum, they (and the ontological challenge trans people pose to the cisheteropatriarchal gender order in general) are omnipresent in political and media discourse. This can be particularly challenging for teachers who are often unclear about the issues involved and unsure how to support these students to whom they have a duty of care. Despite decades of legislative reform across much of the world with regard to transgender rights, education sectors globally have been hesitant to include gender (and sexual) diversity in the curriculum. This article explores the complex set of reasons as to why this erasure persists in English Language Teaching. In doing so, it addresses the concepts of “reproductive futurism,” “hyper‐reactionary neoliberalism,” “postfascism,” “biological essentialism,” and the commercial logic of global edu‐business as key factors. The article concludes by considering some of the options for teaching and teacher education.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135512916","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

Genre Explained: Frequently Asked Questions and Answers about Genre‐Based InstructionChristine M.Tardy, Nigel A.Caplan, and Ann M.John. University of Michigan Press, 2023. Pp. xiii + 136. 类型解释:关于基于类型的教学的常见问题和答案克里斯汀m .塔迪，奈杰尔a .卡普兰和安m .约翰。密歇根大学出版社，2023。第13 + 136页。

1区文学

Tesol Quarterly Pub Date : 2023-10-21 DOI: 10.1002/tesq.3266

Sachiko Yasuda

引用次数: 0

One Morning at a Public Elementary School in Mexico: A Decolonial/Critical Perspective of ELT 墨西哥公立小学的一个早晨:英语教学的非殖民化/批判性视角

1区文学

Tesol Quarterly Pub Date : 2023-10-11 DOI: 10.1002/tesq.3264

Mario E. López‐Gopar, Darita Isabel Pérez Nava

引用次数: 0

Child L2 Writers: A Room of Their Own. Lázaro‐Ibarrola, A.John Benjamins Publishing Company, 2023. 儿童第二语言作家:他们自己的房间。Lázaro‐伊巴罗拉，a .约翰·本杰明出版公司，2023。

1区文学

Tesol Quarterly Pub Date : 2023-10-04 DOI: 10.1002/tesq.3263

Andrea Gjorevski, Mimi Li

引用次数: 0

In Pursuit of Queer Inquiry with Turkish EFL Preservice Teachers 对土耳其英语职前教师的酷儿探究

1区文学

Tesol Quarterly Pub Date : 2023-09-23 DOI: 10.1002/tesq.3262

Özge Güney

{"title":"In Pursuit of Queer Inquiry with Turkish <scp>EFL</scp> Preservice Teachers","authors":"Özge Güney","doi":"10.1002/tesq.3262","DOIUrl":"https://doi.org/10.1002/tesq.3262","url":null,"abstract":"Abstract Based on queer critical literacies framework, this study describes an intervention that aimed to help preservice teachers identify and deconstruct heteronormative discourse in Turkish social and educational contexts. Through a local documentary that narrates the experiences of a Turkish transgender individual, preservice teachers critique the normal/abnormal binary as conditioned by social practices, power relations, and religion in Turkey. The study further explores the attitudes of preservice teachers towards incorporation of sexuality issues in the English classroom and in English language teaching programs with data from in‐class discussions and individual interviews conducted at three Turkish state universities. Certain methodological challenges I encountered during data collection are also presented to hopefully give insights to future researchers interested in exploring sexual diversity issues in similar settings. As for the findings, the study revealed that participants’ lived experiences of queer conversations with teacher educators enabled them to successfully identify and deconstruct heteronormative discourses in their programs. Their experiences as trainee teachers additionally showed that queer discussions, considered a taboo in the Turkish society, are inevitable in the English classroom. However, preservice teachers revealed certain reservations about how or whether they would adopt a queer friendly discourse in their future classrooms considering the strict government policies and high levels of religiosity in society. It is thus critical that (preservice) teachers in conservative communities be pedagogically prepared for future encounters of queer discussions to offer a respectful classroom environment for all learners. Queer critical literacies might be a useful framework for teacher educators to increase awareness of teachers about how dominant discourses may reinforce heteronormativity and how teachers could be agents of change by identifying and deconstructing such discourses to create a safe classroom environment for learners of diverse sexual identities.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135959678","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

Why TESOL Textbooks Are the Way they Are: The Constraints of Writing for a Global Audience 为什么TESOL教科书是他们的方式:为全球读者写作的限制

1区文学

Tesol Quarterly Pub Date : 2023-09-20 DOI: 10.1002/tesq.3261

Abdullah Yıldız, Nigel Harwood

{"title":"Why <scp>TESOL</scp> Textbooks Are the Way they Are: The Constraints of Writing for a Global Audience","authors":"Abdullah Yıldız, Nigel Harwood","doi":"10.1002/tesq.3261","DOIUrl":"https://doi.org/10.1002/tesq.3261","url":null,"abstract":"Abstract Materials development in TESOL has been gaining popularity as a field of study for the last few decades. TESOL materials research as an area of inquiry includes studies focusing on textbook content (e.g., grammar, cultural representation, and authenticity), consumption (use/adaptation of materials by learners and teachers), and production (design and publication) of materials (Harwood, 2014a,b). Materials production is the most neglected of these three areas of research, although it is considered vital to understand how materials are produced and shaped into textbooks that are used in almost every classroom around the world (Harwood, 2010, 2014b; Tomlinson & Masuhara, 2017:145). The present research draws upon interviews with six authors working for different international publishing houses who spoke about the various constraints associated with authoring global textbooks, which are sold around the world. The authors described constraints associated with publishers' preference for international rather than regional or local materials, tight deadlines, publisher‐led rather than author‐led models of production, the constraining influence of teacher and market representative feedback on draft materials, and constraints associated with taboo topics debarred from the materials. These formidable constraints reduce the role of authors in decision‐making, hindering attempts to create more carefully crafted products, and we suggest that textbook publishers need to reconsider their production processes as part of a drive to enhance the quality of the global textbook.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308087","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: 1

The Poster Carousel in the ESL Classroom: What Happens to Learners' L2 Fluency During Same and Parallel‐Task Repetition? 英语课堂中的海报旋转木马:相同任务和平行任务重复对学习者的第二语言流利性有何影响?

1区文学

Tesol Quarterly Pub Date : 2023-09-14 DOI: 10.1002/tesq.3257

Ann‐Marie Hunter

引用次数: 0

Multilingual Learners' Access to College: Students, School Counselors, and Institutional Doxa and Hysteresis 多语言学习者进入大学的途径:学生，学校辅导员，和制度Doxa和滞后

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-09-06 DOI: 10.1002/tesq.3260

Lei Jiang, Linda Harklau

{"title":"Multilingual Learners' Access to College: Students, School Counselors, and Institutional Doxa and Hysteresis","authors":"Lei Jiang, Linda Harklau","doi":"10.1002/tesq.3260","DOIUrl":"https://doi.org/10.1002/tesq.3260","url":null,"abstract":"Despite the substantive scholarship on secondary language education with multilingual learners (MLs) and growing body of work on MLs' postsecondary access, relatively few studies have examined the influence of educators other than classroom teachers such as high school counselors on MLs' academic outcomes. We report on a qualitative study comparing and contrasting college access beliefs and experiences of MLs with those of school counselors in one diverse school district in the southeastern U.S. Data come from mentoring sessions with students; interviews with school counselors; school documents; student record data; and student observations. ML and educator perceptions and behavior are interpreted through a Bourdieusian practice theory lens that sees college access as shaped by the interaction of student resources and dispositions with school social structures. In particular, we tap Bourdieusian notions of the role of institutional belief systems (or doxa) about college access to show how students negotiate discontinuities (or hysteresis) between their assumptions and beliefs and the new educational system they encounter. We find that despite counselors' best efforts, MLs faced significant challenges to college access. Implications are offered for how educational stakeholders can advocate for college‐bound MLs.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81494510","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

Bridging Theory to Practice: Exploring the Role of an Educative Translingual Curriculum to Support Linguistically Diverse Classroom Practices 理论与实践的桥梁:探索教育翻译课程在支持语言多样化课堂实践中的作用

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-08-31 DOI: 10.1002/tesq.3258

Holland White, E. Galloway, Robert T. Jiménez

{"title":"Bridging Theory to Practice: Exploring the Role of an Educative Translingual Curriculum to Support Linguistically Diverse Classroom Practices","authors":"Holland White, E. Galloway, Robert T. Jiménez","doi":"10.1002/tesq.3258","DOIUrl":"https://doi.org/10.1002/tesq.3258","url":null,"abstract":"This study investigates how five teachers of multilingual learners (MLLs), working in an officially English‐centric school district, make sense of a reading curriculum based in translingual pedagogies, or instruction that builds on language and languaging practices (e.g., language brokering, translation, and codemeshing) familiar to multilingual youth. Participating teachers, describing themselves as mostly monolingual educators, utilized the curriculum during a support class for their MLLs. We show how this curriculum, containing what we classify as educative curriculum materials (Davis & Krajcik, 2005), operated to support, and extend linguistically supportive instructional practices occurring within participating teachers' classroom figured worlds (Holland et al., 1998). Using data from classroom observations and teacher interviews, we show how the curriculum operated as a mediating artifact to support teachers' development of more linguistically diverse practices within their classrooms. Findings indicate that curriculum materials bridged theory to practice by supporting teacher development of these practices, which, in turn, bolstered their beliefs in the importance of students' home languages, and led to a shift in how teachers understood, interpreted, and resisted English‐centric policies at their schools.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79503433","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: 1