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Understanding English medium instruction (EMI) policy from the perspectives of STEM content teachers in Kazakhstan 从哈萨克斯坦 STEM 内容教师的角度理解英语教学（EMI）政策
IF 1.4
TESOL Journal Pub Date : 2024-07-19 DOI: 10.1002/tesj.847
Syed Abdul Manan, Anas Hajar
{"title":"Understanding English medium instruction (EMI) policy from the perspectives of STEM content teachers in Kazakhstan","authors":"Syed Abdul Manan, Anas Hajar","doi":"10.1002/tesj.847","DOIUrl":"https://doi.org/10.1002/tesj.847","url":null,"abstract":"In this study, the authors address the case of STEM (science, technology, engineering, mathematics) content teachers in an English medium instruction (EMI) environment in Kazakhstan to argue that the professional needs and identities of these teachers are considerably different than the specialist English teachers who teach English language skills and grammar. Therefore, STEM teachers require a different language policy response and diagnosis, and should be understood through a different analytical lens. The study draws on qualitative interviews with one EMI expert and 58 STEM content teachers from six cities or regions of Kazakhstan to present an account of the challenges they confront within mainstream schools. Findings suggest that policies force STEM content teachers to take the role of English teachers, although they are not prepared for that role. These teachers emphasize that their main responsibility is to teach course content, not the English language. As a result, they undergo several dilemmas such as professional [dis]investment and identity crisis, linguistic disadvantages, inferiority complexes, and pedagogical and theoretical limitations. Top‐down policies render local teachers and practitioners voiceless and disconnected from policymaking. The authors propose a non‐traditional, participatory, and non‐hierarchical policy framework, where policy actors at different levels collaboratively engage to assess teachers' diverse needs and take contextually informed actions to address the afore‐stated dilemmas and challenges.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"18 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141744986","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
LANGUAGE APTITUDE THEORY AND PRACTICE, Edited by Zhisheng(Edward) Wen, PeterSkehan, and Richard L.Sparks, Cambridge University Press. ISBN 978–13165–1399‐6. Price USD 155.00 (hardcover). 493 pages. 语言能力理论与实践》，温志胜（爱德华）、彼得-斯凯恩和理查德-斯帕克斯编著，剑桥大学出版社。ISBN978-13165-1399-6。售价 155.00 美元（精装）。493 页。
IF 1.4
TESOL Journal Pub Date : 2024-07-10 DOI: 10.1002/tesj.852
Yi Zhang, Haiyong Zhao
{"title":"LANGUAGE APTITUDE THEORY AND PRACTICE, Edited by Zhisheng(Edward) Wen, PeterSkehan, and Richard L.Sparks, Cambridge University Press. ISBN 978–13165–1399‐6. Price USD 155.00 (hardcover). 493 pages.","authors":"Yi Zhang, Haiyong Zhao","doi":"10.1002/tesj.852","DOIUrl":"https://doi.org/10.1002/tesj.852","url":null,"abstract":"","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"21 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141584911","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
Strategies employed by EFL teachers to cope with language learners' classroom anxiety 英语教师应对语言学习者课堂焦虑的策略
IF 1.4
TESOL Journal Pub Date : 2024-07-02 DOI: 10.1002/tesj.843
Mohammad Amin Zarei, Goudarz Alibakhshi, Behzad Nezakatgoo
{"title":"Strategies employed by EFL teachers to cope with language learners' classroom anxiety","authors":"Mohammad Amin Zarei, Goudarz Alibakhshi, Behzad Nezakatgoo","doi":"10.1002/tesj.843","DOIUrl":"https://doi.org/10.1002/tesj.843","url":null,"abstract":"Language classroom anxiety is a significant concern for applied linguists and English language teachers. As an affective variable, foreign language anxiety has the potential to harm learners' language learning and performance. While the impact of language anxiety on the academic achievement of learners of English as a foreign language (EFL) has been extensively studied, little research has investigated the coping strategies of teachers to address learners' anxiety. This study aimed to explore such EFL teacher strategies in online English language classes, using a qualitative phenomenological research approach. The study involved in‐depth interviews with 20 teachers selected through theoretical sampling. The researchers used thematic analysis to analyze the interview data. The results revealed three factors that emerged from 24 identified coping strategies: creating a safe environment for EFL learners, utilizing learners' first language (L1), and engaging learners in classroom activities. These findings have theoretical and practical significance for teachers, educators, and administrators.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"8 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141512883","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
“I kept telling myself I have to learn; it is good for me and my children”: Motherhood, motivation and learning English amongst a group of Pakistani British women "我一直告诉自己我必须学习，这对我和我的孩子都有好处"：一群英国巴基斯坦妇女的母性、动机和英语学习
IF 1.4
TESOL Journal Pub Date : 2024-06-26 DOI: 10.1002/tesj.849
Zanib Rasool, Abigail Hackett
{"title":"“I kept telling myself I have to learn; it is good for me and my children”: Motherhood, motivation and learning English amongst a group of Pakistani British women","authors":"Zanib Rasool, Abigail Hackett","doi":"10.1002/tesj.849","DOIUrl":"https://doi.org/10.1002/tesj.849","url":null,"abstract":"This article uses an Islamic lens to explore the question, <jats:italic>What are the identities, aspirations, and motivations for Pakistani and Muslim women learning English?</jats:italic> As Muslim women, the research participants had a strong allegiance to motherhood, with children being a motivating factor in learning English. This study explores how motherhood identities and the Islamic faith intersect in powerful ways for Pakistani British women learning English in the United Kingdom. The way that motherhood identity is conceptualised through the Islamic faith for these learners can be invisible to educational institutions and policymakers. The article offers an alternative narrative by directly engaging with women's lived experiences as language learners, as Muslim women and as mothers, thus contributing knowledge from the perspective of the learners, whose voices are often not heard in TESOL debates.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"10 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141500961","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
SECOND LANGUAGE TEACHER PROFESSIONAL DEVELOPMENT: TECHNOLOGICAL INNOVATIONS FOR POST‐EMERGENCY TEACHER EDUCATION. By KarimSadeghi, MichaelThomas (Eds.), Switzerland: Palgrave Macmillan. 2023. xiii +302 pages. Price USD 159.99 (hardcover or paperback), USD 119.99 (e‐book). ISBN 978‐30112‐072‐5 第二语言教师专业发展：紧急状态后教师教育的技术创新》。KarimSadeghi、MichaelThomas（编著），瑞士：Palgrave Macmillan.2023.xiii +302页。售价 159.99 美元（精装或平装），119.99 美元（电子书）。ISBN 978-30112-072-5
IF 1.4
TESOL Journal Pub Date : 2024-06-01 DOI: 10.1002/tesj.841
Andrias Tri Susanto
{"title":"SECOND LANGUAGE TEACHER PROFESSIONAL DEVELOPMENT: TECHNOLOGICAL INNOVATIONS FOR POST‐EMERGENCY TEACHER EDUCATION. By KarimSadeghi, MichaelThomas (Eds.), Switzerland: Palgrave Macmillan. 2023. xiii +302 pages. Price USD 159.99 (hardcover or paperback), USD 119.99 (e‐book). ISBN 978‐30112‐072‐5","authors":"Andrias Tri Susanto","doi":"10.1002/tesj.841","DOIUrl":"https://doi.org/10.1002/tesj.841","url":null,"abstract":"","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"39 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141191645","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
FROM CRITICAL LITERACY TO CRITICAL PEDAGOGY IN ENGLISH LANGUAGETEACHING: USING TEACHER‐MADEMATERIALS IN DIFFICULT CONTEXTSEdited by MelinaPortoSpringerSingapore. ISBN 978‐98116‐5779‐5. Price USD 109.99 (hardcover). ISBN 978‐98116‐5780‐1. Price USD 16.99 (e‐book). 226 pages. 从 "批判性阅读 "到 "批判性教学 "在英语教学中的应用：在困难的情境中使用教师工具 MelinaPortoSpringerSingapore 编辑。ISBN978-98116-5779-5。售价 109.99 美元（精装）。ISBN978-98116-5780-1。售价 16.99 美元（电子书）。226 页。
IF 1.4
TESOL Journal Pub Date : 2024-06-01 DOI: 10.1002/tesj.842
Hau Yin Jasper Chu
{"title":"FROM CRITICAL LITERACY TO CRITICAL PEDAGOGY IN ENGLISH LANGUAGETEACHING: USING TEACHER‐MADEMATERIALS IN DIFFICULT CONTEXTSEdited by MelinaPortoSpringerSingapore. ISBN 978‐98116‐5779‐5. Price USD 109.99 (hardcover). ISBN 978‐98116‐5780‐1. Price USD 16.99 (e‐book). 226 pages.","authors":"Hau Yin Jasper Chu","doi":"10.1002/tesj.842","DOIUrl":"https://doi.org/10.1002/tesj.842","url":null,"abstract":"","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"43 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141191544","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
Influence of CLIL with MOOCs on Japanese EFL students' L2 willingness to communicate and international posture CLIL与MOOCs对日本EFL学生的L2交流意愿和国际姿态的影响
IF 1.4
TESOL Journal Pub Date : 2024-05-29 DOI: 10.1002/tesj.840
Kanako Yamaoka
{"title":"Influence of CLIL with MOOCs on Japanese EFL students' L2 willingness to communicate and international posture","authors":"Kanako Yamaoka","doi":"10.1002/tesj.840","DOIUrl":"https://doi.org/10.1002/tesj.840","url":null,"abstract":"This study investigates whether Japanese university students' motivation to communicate in English was enhanced through the application of content and language integrated learning (CLIL) practices. Fifty‐three non–English majors took a CLIL English class that utilized massive open online course (MOOC) content for a semester. They gave presentations on the MOOC of their choice after watching lectures for a certain period. A questionnaire on second‐language (L2) willingness to communicate (WTC) and international posture was administered three times throughout the semester. Analysis of variance showed significant effects on the factor having things to communicate, whereas L2 WTC and other elements of international posture did not change significantly. A qualitative analysis of students' comments on classes indicated that allowing students to learn topics of interest to them and giving presentations boosted having things to communicate, intercultural approach‐avoidance tendency, and L2 WTC. Based on these results, the author discusses the importance of students' autonomy in learning topics and the necessity of longitudinal research and increasing opportunities for students to speak English in useful and authentic ways.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"47 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141191639","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
Introduction to the special issue: Renewal and reconceptualization of supervision in TESOL 特刊简介：技术教育与职业指导（TESOL）督导的更新与概念重构
IF 1.4
TESOL Journal Pub Date : 2024-05-15 DOI: 10.1002/tesj.839
Laura Baecher, Fiona Copland, Steve Mann
{"title":"Introduction to the special issue: Renewal and reconceptualization of supervision in TESOL","authors":"Laura Baecher, Fiona Copland, Steve Mann","doi":"10.1002/tesj.839","DOIUrl":"https://doi.org/10.1002/tesj.839","url":null,"abstract":"","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"36 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141153888","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
Exploring teacher identity development: Asian teaching assistants' experience at a U.S. university 探索教师身份发展：亚裔助教在美国大学的经历
IF 1.4
TESOL Journal Pub Date : 2024-05-07 DOI: 10.1002/tesj.836
Yangyang Zhu, Janet Alsup
{"title":"Exploring teacher identity development: Asian teaching assistants' experience at a U.S. university","authors":"Yangyang Zhu, Janet Alsup","doi":"10.1002/tesj.836","DOIUrl":"https://doi.org/10.1002/tesj.836","url":null,"abstract":"This study explored the teacher identity development of Asian teaching assistants (ATA) at a U.S. university. The researchers used a qualitative design with two semi‐structured interviews with each of the three participants. Findings suggest that ATAs were unprepared for racial diversity and experienced anti‐Asian sentiment in the classroom during the COVID‐19 pandemic. They struggled to make sense of the content of the courses they were teaching due to a lack of systematic training. Some constructed teacher identity through a challenging process: moving from being self‐doubting, nervous, and frustrated to being comfortable, confident, and even creative. The findings suggest that universities should pay attention to the preparation of international teaching assistants (ITA) for teaching in a multicultural U.S. context with unfamiliar student expectations for teaching and learning.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"58 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140932953","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
Decolonizing English language testing 英语测试的非殖民化
IF 1.4
TESOL Journal Pub Date : 2024-05-02 DOI: 10.1002/tesj.832
Jamie L. Schissel
{"title":"Decolonizing English language testing","authors":"Jamie L. Schissel","doi":"10.1002/tesj.832","DOIUrl":"https://doi.org/10.1002/tesj.832","url":null,"abstract":"Testing practices and the construct of English both serve separately and interactionally to promote activities of modernity and coloniality. Tests categorize and rank learning and knowledge in discrete, static ways. The construct of the English language through standardization and other processes upholds linguistic purism ideologies. Such concerns in both areas lead to the guiding question: <jats:italic>What and whose purposes are being served with testing in English?</jats:italic> In engaging with this question, the author posits that decolonizing approaches to testing <jats:italic>and</jats:italic> the construct of English are needed. In this article, she presents assessment practices developed within Indigenous learning contexts that can inform general approaches to assessment and language with implications for English language testing. In doing so, the article offers actions toward imaginative and creative reconfigurations of English testing according to epistemologies of communities that have confronted colonialist activities.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"52 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140840786","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
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