TESOL Journal最新文献

Linguistically responsive teacher identity construction through reflections on sociocultural pedagogical practices: Collaborating with secondary content area teachers of emergent bilinguals 通过对社会文化教学实践的反思，构建促进语言发展的教师身份：与中学新兴双语教师合作

IF 1.4

TESOL Journal Pub Date : 2024-09-18 DOI: 10.1002/tesj.882

Jorge Solís, Kristen Lindahl, Bedrettin Yazan

{"title":"Linguistically responsive teacher identity construction through reflections on sociocultural pedagogical practices: Collaborating with secondary content area teachers of emergent bilinguals","authors":"Jorge Solís, Kristen Lindahl, Bedrettin Yazan","doi":"10.1002/tesj.882","DOIUrl":"https://doi.org/10.1002/tesj.882","url":null,"abstract":"This article shares findings from the implementation of an ongoing National Professional Development (NPD) project that advances second language literacy and biliteracy in secondary content areas. The project is part of a research–practice partnership between a large public university and two school districts in south Texas that engages in‐service secondary school teachers seeking additional certification in English as a Second Language or Bilingual Education. Project activities adapt linguistically responsive theoretical and research perspectives to impact secondary teachers' knowledge, dispositions/beliefs, and practices. Analysis examines how secondary in‐service content‐area teachers reflect, narrate, and enact their professional identities as linguistically responsive teachers of emergent bilinguals (EBs) through professional learning activities. Findings describe how participants negotiated their identities as teachers of linguistically responsive instruction for EBs, as demonstrated through their engagement of reflective practices, digital language stories, and enactments of sociocultural pedagogical practices.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"6 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142264666","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

The (im)possible mission of language teacher educators in Germany: Identity formation, development, and practice in institutionalised settings 德国语言教师教育者的（潜在）使命：制度化环境中的身份形成、发展与实践

IF 1.4

TESOL Journal Pub Date : 2024-09-15 DOI: 10.1002/tesj.878

David Gerlach

引用次数: 0

Consumerist discourses on social media and language teacher educator identity tensions 社交媒体上的消费主义言论与语言教师教育者身份的紧张关系

IF 1.4

TESOL Journal Pub Date : 2024-09-15 DOI: 10.1002/tesj.877

Juyoung Song, Hassan Nejadghanbar

{"title":"Consumerist discourses on social media and language teacher educator identity tensions","authors":"Juyoung Song, Hassan Nejadghanbar","doi":"10.1002/tesj.877","DOIUrl":"https://doi.org/10.1002/tesj.877","url":null,"abstract":"This study investigates the impact of social media discourses, espoused by neoliberal and consumerist ideologies, on a language teacher educator's (LTE) identity negotiation. Through a collaborative case study, it examines Hassan's (the second author) experiences with social media in the Iranian English language teaching (ELT) context over three years. The data consist of extensive email discussions and four online meetings between the authors over one year. The analysis of Hassan's narratives reveals dominant social media discourses emphasizing sameness, omniscience, and commercialized luxurious lifestyles. These discourses often equate social media visibility with professional qualifications, pressuring Hassan to conform to trends that conflict with his sense of professionalism and authenticity. Hassan's emotional struggles and identity tensions led to critical reflection and ongoing negotiation of his professional identity. The findings underscore the need for professional development programs that support LTEs in navigating the pressures of self‐branding while maintaining their professionalism. Additionally, the study calls for further research into the long‐term effects of social media on professional identity and well‐being across diverse cultural and institutional contexts.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"100 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142264912","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

Home–school connection framework: Elevating multilingual familial engagement capital to build bridges 家校联系框架：提升多语言家庭参与资本，搭建沟通桥梁

IF 1.4

TESOL Journal Pub Date : 2024-09-15 DOI: 10.1002/tesj.880

Kristen L. Pratt, Andrea M. Emerson, Jaclyn Caires‐Hurley, Maria Dantas‐Whitney

{"title":"Home–school connection framework: Elevating multilingual familial engagement capital to build bridges","authors":"Kristen L. Pratt, Andrea M. Emerson, Jaclyn Caires‐Hurley, Maria Dantas‐Whitney","doi":"10.1002/tesj.880","DOIUrl":"https://doi.org/10.1002/tesj.880","url":null,"abstract":"School readiness research points to familial assets as tools for enriching home–literacy and home–school partnerships. This research informs an urgent call for reimagining educator preparedness relative to bridging students' lived experiences at home and school. Developing a multidimensional approach to effectively partnering with multilingual families that centers families as knowledge holders has potential to interrupt persistent opportunity gaps for ethnoracially and linguistically diverse learners. This conceptual paper presents a reconceptualizing of educator preparedness through what we call a home–school connection framework. This framework situates seven principal tenets—asset‐based culturally sustaining foundations, bilingual and bicultural mirrors, authentic cariño (Curry, 2021; Kwon, 2020; Martínez‐Álvarez, 2020; Valenzuela, 1999), reciprocal collaboration, anti‐bias awareness, community valuing of multicultural literature, and familial capital. This framework is applied in practice across each tenet. Preliminary findings suggest the importance of shifting dispositional stance away from educators serving families and toward educators purposefully partnering with families honoring familial engagement capital to inform multilingual multiliteracies in educational spaces.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"37 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142264667","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

An equitable approach to leveraging multilingual paraprofessional learning 利用多语种辅助专业学习的公平方法

IF 1.4

TESOL Journal Pub Date : 2024-09-10 DOI: 10.1002/tesj.875

Ryan W. Pontier, María del Pilar Delgado, Teresa J. Medina, Susanne Peña, Mido Chang

引用次数: 0

SOCIAL JUSTICE AND THE LANGUAGE CLASSROOM: REFLECTION, ACTION, AND TRANSFORMATION, By Deniz OrtaçtepeHart, Edinburgh University Press. ISBN 978–14744–9176‐1 (Paperback, Price USD 29.95); 978–14744–9175‐4 (Hardcover, Price USD 120.00); 978–14744–9178‐5 (eBook, Price USD 29.95); 978–14744–9177‐8 (PDF, Price USD 29.95). 208 pages 社会正义与语言课堂：反思、行动和变革》，Deniz OrtaçtepeHart 著，爱丁堡大学出版社。ISBN 978-14744-9176-1（平装本，售价 29.95 美元）；978-14744-9175-4（精装本，售价 120.00 美元）；978-14744-9178-5（电子书，售价 29.95 美元）；978-14744-9177-8（PDF，售价 29.95 美元）。208 页

IF 1.4

TESOL Journal Pub Date : 2024-09-05 DOI: 10.1002/tesj.861

Ata Ghaderi, Sam Saeedian

引用次数: 0

Instructional practices for secondary social studies teachers: Describing a curricular program designed to improve language, content knowledge and literacy outcomes for emergent bilinguals 中学社会学教师的教学实践：介绍旨在提高初学双语者的语言、内容知识和读写能力的课程计划

IF 1.4

TESOL Journal Pub Date : 2024-09-04 DOI: 10.1002/tesj.866

Erin Hogan, Sarah Fishstrom, Tim T. Andress, Leticia Martinez, Sharon Vaughn

引用次数: 0

Language teacher educators' identity development through self‐study: A case for collaboration and community 语文教育工作者通过自学发展身份认同：合作与社区

IF 1.4

TESOL Journal Pub Date : 2024-09-03 DOI: 10.1002/tesj.871

Elena Andrei, April S. Salerno, Amanda K. Kibler

引用次数: 0

Influence of the wider educational context on the English language teaching practicum 教育大环境对英语教学实习的影响

IF 1.4

TESOL Journal Pub Date : 2024-08-23 DOI: 10.1002/tesj.868

Tunay Taş, Ayça Aslan

{"title":"Influence of the wider educational context on the English language teaching practicum","authors":"Tunay Taş, Ayça Aslan","doi":"10.1002/tesj.868","DOIUrl":"https://doi.org/10.1002/tesj.868","url":null,"abstract":"Over decades, the body of research about the experiences and perceptions of prospective teachers of English during their teaching practicum has grown substantially. However, little research is currently available on the role of the wider educational context in shaping the TESOL practicum. The current study attempts to fill this gap by differentiating the wider educational context from the local situational context through providing details and insights about prospective teachers' intricate interactions with their wider educational context. In this study, the researchers used an exploratory qualitative research design. Following analysis of 24 participants' written observation reports collected over a 10‐week period, they conducted a focus group discussion with five participants. Findings revealed four key themes pertaining to the Turkish educational context, showing that several factors beyond the control of prospective teachers inevitably affect their practicum experience. In conclusion, this study delves into the complexity of the TESOL practicum by highlighting the intricate interplay between the wider educational context and prospective teachers' experiences. It is suggested that investigating context‐bound factors and gaining a deeper understanding of the elements that frame prospective teachers' perceptions of their wider educational context could ultimately result in more principled and effective teacher education.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"23 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142194798","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

THE ROUTLEDGE HANDBOOK OF THE PSYCHOLOGY OF LANGUAGE LEARNING AND TEACHING, Edited by TammyGregersen and SarahMercer, Routledge. Hardcover ISBN 978–03–67‐33723‐0, Price GBP 172.00. e‐Book ISBN: 978–04–29‐32149‐8, Price GBP 35.19. 446 pages 语言学习和教学心理学手册》，TammyGregersen 和 SarahMercer 编辑，Routledge 出版社。精装版 ISBN 978-03-67-33723-0，售价 172.00 英镑。电子书 ISBN：978-04-29-32149-8，售价 35.19 英镑。共 446 页

IF 1.4

TESOL Journal Pub Date : 2024-08-16 DOI: 10.1002/tesj.864

Jianling Zhan, Chuyi Zhou

引用次数: 0