TESOL Journal最新文献_第2页

Using rhetorical writing frames to enhance negotiated independent construction in second language writing 使用修辞写作框架加强第二语言写作中的协商式独立构建

IF 1.4

TESOL Journal Pub Date : 2024-08-16 DOI: 10.1002/tesj.862

Kutay Uzun

{"title":"Using rhetorical writing frames to enhance negotiated independent construction in second language writing","authors":"Kutay Uzun","doi":"10.1002/tesj.862","DOIUrl":"https://doi.org/10.1002/tesj.862","url":null,"abstract":"The genre‐based approach (GBA) to teaching second language (L2) writing follows the stages of establishing context, modelling, analysis, joint construction, and independent construction. The passage from joint construction to independent construction in the GBA requires scaffolding. Thus, studies on GBA suggest teacher support in independent construction or a negotiated independent construction (NIC) stage where learners receive feedback and revise their texts. However, studies on the techniques for enhancing performance in NIC are scarce. Therefore, this study aimed to test the effects of using rhetorical writing frames (RWFs) on L2 writing performance (L2WP) during the NIC stage of genre‐based instruction (GBI). Sixty undergraduate students participated in the matching‐only posttest‐only control group design. The experiment group used writing frames to tag the rhetorical moves in their literary analysis essays (LAE) while the control group did not use them. The findings showed that using RWF enhanced L2WP in the NIC stage in terms of writing quality, presenting arguments and supporting arguments. The study proposes a genre‐based markup language to boost L2WP while learners may be struggling to produce a recently learned genre independently.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142194797","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

Fostering glocal intercultural awareness through virtual exchange in TESOL teacher education 在 TESOL 师范教育中通过虚拟交流培养本地跨文化意识

IF 1.4

TESOL Journal Pub Date : 2024-08-16 DOI: 10.1002/tesj.867

Malin Reljanovic Glimäng, Shannon Sauro

{"title":"Fostering glocal intercultural awareness through virtual exchange in TESOL teacher education","authors":"Malin Reljanovic Glimäng, Shannon Sauro","doi":"10.1002/tesj.867","DOIUrl":"https://doi.org/10.1002/tesj.867","url":null,"abstract":"This article reports on a 7‐week virtual exchange (VE) involving teacher candidates in three countries in co‐creation of learning materials based on the United Nations Sustainable Development Goals (UN SDGs). The aim of the study was to investigate whether and how the participants found a VE project focused on global citizenship education beneficial for their training as English language teachers. Through the lens of critical and reflexive interculturality, the researchers analyzed VE participants' self‐reported data in relation to four categories on global competence: investigating the world, acknowledging perspectives, sharing ideas, and taking action (OECD, 2019). Participants reported that cross‐cultural collaboration on a professionally oriented task was a potentially empowering activity enabling future teachers not only to gain intercultural and pedagogical self‐awareness, but also to understand TESOL from both local and global perspectives. With relevance for teacher educators and teachers in the wider international TESOL community, the findings contribute to the growing body of research demonstrating the value of merging VE with global citizenship education in TESOL teacher preparation.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"163 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142194799","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

Utilizing interactive learning to teach communicative language teaching to Japanese EFL preservice teachers 利用互动学习为日语 EFL 职前教师开展交际语言教学

IF 1.4

TESOL Journal Pub Date : 2024-08-15 DOI: 10.1002/tesj.865

Sachiko Igarashi

引用次数: 0

Preparing Inclusive Early Childhood Educators (PIECE): A conceptualization of multilingualism, English learning, and inclusivity 培养全纳幼儿教育工作者（PIECE）：多语言、英语学习和包容性的概念化

IF 1.4

TESOL Journal Pub Date : 2024-08-14 DOI: 10.1002/tesj.863

Leanne M. Evans, Tatiana Joseph, Sara Jozwik, Maggie Bartlett

{"title":"Preparing Inclusive Early Childhood Educators (PIECE): A conceptualization of multilingualism, English learning, and inclusivity","authors":"Leanne M. Evans, Tatiana Joseph, Sara Jozwik, Maggie Bartlett","doi":"10.1002/tesj.863","DOIUrl":"https://doi.org/10.1002/tesj.863","url":null,"abstract":"The purpose of this article is to share the examination of inclusivity as a paradigm for fostering authenticity and agency (Moore, 2017) among teacher candidates. This framing challenges the notion of inclusion as a tool of meritocracy used to manage learners through expectations that uphold monolingualism, decenter racial histories, and rely on rigid behavior plans. In this work, the authors interrogate the impact inclusion as assimilation has on English learners' authentic ways of knowing and being. Thus, they present a conceptualization of spaces of difference (Agbenyaga & Klibthong, 2012) within the context of an Inclusive Early Childhood Teacher Education (IECTE) program and the objectives of the Preparing Inclusive Early Childhood Educators (PIECE) project. With its rigorous coursework, clinical experiences, multi‐tiered mentorship, and practice‐based professional development, the PIECE project aims to develop inclusive early childhood educators at the preservice and in‐service levels. Infused throughout the PIECE project is an emphasis on cultivating the knowledge and skills needed to provide high‐quality instruction that improves educational outcomes for English learners (ELs). Frameworks of transformative theory and intersectionality perspectives provided the authors with a grounding for the work within the PIECE project community of learners (i.e., teacher candidates, teacher educators, and school district partners). This article summarizes critical concepts of inclusivity centered in the PIECE project work. These concepts include (1) understanding oneself to look beyond; (2) disrupting notions of normalcy and naturalized language; and (3) reconceptualizing inclusivity as a social justice act.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"26 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142194800","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

Queering ESL teaching: Co‐constructing student identities through strategic materials selection 同性恋英语教学：通过策略性教材选择共同构建学生身份

IF 1.4

TESOL Journal Pub Date : 2024-08-06 DOI: 10.1002/tesj.859

Mark McGuire, Zhenjie Weng

引用次数: 0

Becoming and being a critical language teacher educator: A duoethnography 成为一名批判性语言教师教育者：双人民族志

IF 1.4

TESOL Journal Pub Date : 2024-08-05 DOI: 10.1002/tesj.855

Yasemin Tezgiden‐Cakcak, Ufuk Ataş

{"title":"Becoming and being a critical language teacher educator: A duoethnography","authors":"Yasemin Tezgiden‐Cakcak, Ufuk Ataş","doi":"10.1002/tesj.855","DOIUrl":"https://doi.org/10.1002/tesj.855","url":null,"abstract":"Language teacher educator (LTE) identity development is an emerging field exploring how LTEs learn to teach and negotiate their identities and how their identity construction processes help teacher candidates learn. The complexity of the issue has prompted researchers to explore their professional journeys and experiences in various contexts from differing perspectives. Still, the field is constantly evolving as LTEs strive to understand the multifaceted nature of the profession and its implications for teacher education. Within this perspective, through a duoethnographic study, in this research the authors aim to explore how they construct, negotiate, and enact their critical LTE identities and agency as two Turkish‐speaking, mid‐career English language teacher educators situated currently in two different higher education institutions in Türkiye. The researchers collected lengthy personal narratives recounting their experiences and thematically analyzed them through iterative coding. Three major themes concerning their meso and micro contexts emerged: their trajectories in becoming LTEs, issues of belonging and marginalization, negotiating their LTE identities, and exercising agency. Their narratives indicate how they followed different trajectories to become teacher educators, were positioned as others in their institutional settings, legitimized their LTE identities in time, and became empowered to practice their aspired identities. Despite being marginalized in different contexts, their narratives show they have consistently created counter‐hegemonic discursive and experiential spaces in their classrooms and institutional contexts as micro‐level policy‐makers enacting their critical LTE identities.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"4 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141948521","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

BELIEVE in collaboration: Effective evaluation partnerships for National Professional Development projects 相信合作：国家职业发展项目的有效评估伙伴关系

IF 1.4

TESOL Journal Pub Date : 2024-08-03 DOI: 10.1002/tesj.856

Raeal Moore, Belinda G. Gimbert, Melissa Becce

{"title":"BELIEVE in collaboration: Effective evaluation partnerships for National Professional Development projects","authors":"Raeal Moore, Belinda G. Gimbert, Melissa Becce","doi":"10.1002/tesj.856","DOIUrl":"https://doi.org/10.1002/tesj.856","url":null,"abstract":"Quality partnerships are imperative for successful project implementation. The partnership between project personnel and independent evaluators is often overlooked. In effective partnerships, both the evaluators and the education project management team collectively ensure that educational initiatives are well‐planned, executed, and assessed. This collaborative approach fosters a culture of continuous improvement and accountability, ultimately leading to better educational outcomes for English learner students, educators, and the community. This conceptual article highlights eight elements of an effective project management and evaluator partnership: (1) clear communication and collaboration, (2) goal alignment, (3) early planning for evaluation, (4) multi‐purpose evaluation activities, (5) shared responsibility, (6) feedback loops, (7) transparency, and (8) evaluation capacity building. The authors present these elements through the design, deployment, analysis, and use of the Better English Learners Instruction and Education in Varied Environments (BELIEVE) classroom observation tool. The tool was collaboratively created and deployed across two National Professional Development grants in response to the COVID‐19 pandemic, addressing the need for a tool that could be used in varying learning modes and capture how effectively classroom teachers were teaching academic content and literacy to English learners in elementary and middle schools. The article illustrates how this tool has been used by program personnel to inform the teacher–coach relationship and educate teachers and administrators about best practices, and by the evaluation team to assess the progress of teachers' use of research‐based practices to teach English learners.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"28 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141948523","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

Promoting social justice through dramatizing children's literature: Lessons from EFL classrooms in Türkiye 通过儿童文学戏剧化促进社会正义：来自土耳其 EFL 课堂的启示

IF 1.4

TESOL Journal Pub Date : 2024-08-01 DOI: 10.1002/tesj.857

Adnan Yılmaz, Deniz Ortaçtepe Hart, Necati Sönmez

{"title":"Promoting social justice through dramatizing children's literature: Lessons from EFL classrooms in Türkiye","authors":"Adnan Yılmaz, Deniz Ortaçtepe Hart, Necati Sönmez","doi":"10.1002/tesj.857","DOIUrl":"https://doi.org/10.1002/tesj.857","url":null,"abstract":"Social justice language education (SJLE) explores the ways in which language classrooms can be transformed to disrupt the existing oppressive policies and practices in schools and the society at large (Ortaçtepe Hart & Martel, 2020; Ortaçtepe Hart, 2023; Ortega, 2021). As an approach within SJLE, dramatizing children's literature can raise the awareness of learners of English as a foreign language (EFL) of social injustices across the world, help them voice their own experiences in the class, and contribute to their language development (Caldas, 2018; García‐Mateus, 2021; Gualdron & Castillo, 2018; Koss & Daniel, 2018). Focusing on the intersections of drama, children's literature, and SJLE, this qualitative case study explored a) a preservice EFL teacher's trajectory as a social justice educator, and b) the affordances of dramatizing children's literature on developing young learners' English language skills and awareness of social justice issues. Three picture storybooks, Paper Bag Princess, William's Doll, and Amazing Grace, were chosen and scripted for drama. Data were elicited through preservice teachers' observation notes and reflections as well as through semi‐structured interviews with students. The results showed that dramatizing children's literature helped EFL young learners challenge their stereotypical beliefs regarding gender roles, gender inequalities, and racism. It also fostered their language development, especially in pronunciation (e.g., producing sounds), speaking (e.g., pitch and melody), and vocabulary by creating an entertaining and safe environment in which they could engage in contextualized language use. The study provides pedagogical implications in relation to how dramatizing children's literature can help disrupt social and educational injustices, transform students' stereotypical beliefs and biases, and promote empathy and critical awareness at large.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"36 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141886841","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

CLARITY AND COHERENCE IN ACADEMICWRITING: USINGLANGUAGEAS A RESOURCE, By DavidNunan and JulieChoi, Routledge. ISBN 978–10320–1382‐4 (Paperback, Price USD 27.96); 978–10320–1559‐0 (Hardcover, Price USD 128.00); 978–10031–7909‐2 (Ebook, Price USD 27.96). 224 pages 学术写作中的清晰度和连贯性：使用语言作为资源》，DavidNunan 和 JulieChoi 著，Routledge 出版社。ISBN 978-10320-1382-4（平装本，定价 27.96 美元）；978-10320-1559-0（精装本，定价 128.00 美元）；978-10031-7909-2（电子书，定价 27.96 美元）。224 页

IF 1.4

TESOL Journal Pub Date : 2024-07-31 DOI: 10.1002/tesj.860

Zefki Okta Feri, Ashadi Ashadi, Margana Margana, Nur Eko Windianto

引用次数: 0

(Re)negotiating Asian and Asian American identities in solidarity as language teacher educators: An AsianCrit discourse analysis (作为语言教师教育者，在团结一致中（重新）协商亚裔和亚裔美国人的身份：亚洲批评话语分析

IF 1.4

TESOL Journal Pub Date : 2024-07-27 DOI: 10.1002/tesj.854

Kevin M. Wong 黃浩文, Minhye Son 손민혜, Wenyang Sun孙文扬, Jongyeon Joy Ee 이종연, Samantha Harris, Jungmin Kwon 권정민, Khánh Lê, Zhongfeng Tian 田中锋

{"title":"(Re)negotiating Asian and Asian American identities in solidarity as language teacher educators: An AsianCrit discourse analysis","authors":"Kevin M. Wong 黃浩文, Minhye Son 손민혜, Wenyang Sun孙文扬, Jongyeon Joy Ee 이종연, Samantha Harris, Jungmin Kwon 권정민, Khánh Lê, Zhongfeng Tian 田中锋","doi":"10.1002/tesj.854","DOIUrl":"https://doi.org/10.1002/tesj.854","url":null,"abstract":"The historical and contemporary experiences of Asian/Asian Americans in the United States casts light on the significance of identity negotiation and construction. In this study, the identities of Asian/Asian American language teacher educators (LTEs) are examined within the current sociopolitical context, shedding light on the persistent pursuit of legitimacy and belonging within the Asian/Asian American LTE community. More specifically, this study examines the teaching philosophies of eight Asian/Asian American LTEs from different institutions and regions across the United States as a collective and critically reflexive entryway into their experiences and commitments as LTEs. Using AsianCrit to analyze participants' teaching statements and focus group discussions, this study uncovers (1) a commitment to asset‐based and culturally sustaining pedagogies, (2) identity‐informed convictions to foster critical consciousness in language teacher candidates; (3) pressures to downplay Asian intersectional identities to survive the Eurocentric norms of the job market; (4) a desire to do more than survive; and (5) the power of the collective for healing and liberation. The article concludes with a call for teacher education programs to create spaces for teacher educators to share lived experiences, foster community, and challenge the dominant narratives that marginalize Asian and other minoritized LTEs.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"20 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780792","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