TESOL Journal最新文献_第5页

Adult ESL classes as an avenue of parental support for immigrant families 成人 ESL 班是为移民家庭提供父母支持的途径

IF 1.4

TESOL Journal Pub Date : 2024-03-22 DOI: 10.1002/tesj.825

Tamara Mae Roose, Meng‐Ting Lo

引用次数: 0

Immediate repeated reading has positive effects on reading rate for English language learners: An eye‐tracking study 即时重复阅读对英语学习者的阅读率有积极影响：眼动跟踪研究

IF 1.4

TESOL Journal Pub Date : 2024-03-14 DOI: 10.1002/tesj.822

Jennifer Hemmert Hansen, Grant Eckstein, Troy L. Cox, Steven G. Luke, Krista Rich

{"title":"Immediate repeated reading has positive effects on reading rate for English language learners: An eye‐tracking study","authors":"Jennifer Hemmert Hansen, Grant Eckstein, Troy L. Cox, Steven G. Luke, Krista Rich","doi":"10.1002/tesj.822","DOIUrl":"https://doi.org/10.1002/tesj.822","url":null,"abstract":"Fluent and skillful reading in English requires efficient and automatic letter and word recognition. Dysfluent reading can affect motivation for reading in English language learners, thereby limiting access to a wealth of language input from written texts. Extensive research of repeated reading in first language (L1) settings has been shown to increase reading rate, while comparatively little research has been done on repeated reading in second language (L2) settings. The objective of this eye‐tracking study was to accurately document early and late reading processes in an immediate repeated reading exercise to observe how repeated reading affects reading rate in adult English language learners. In our study, 30 students in an intensive English program in the United States read three short expository texts three times each. Eye‐tracking showed significant increases in reading rate measures in both early and late reading processes. For example, average first fixation duration decreased from the first to the third reading and average late dwell time decreased from the first to third reading. Repeated reading is an exercise that should be considered by educators to help English language learners increase their immediate reading rate.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"97 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140149373","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

Resolving pedagogical dilemmas with preservice and in‐service teachers in Japan 解决日本职前和在职教师的教学困境

IF 1.4

TESOL Journal Pub Date : 2024-03-13 DOI: 10.1002/tesj.820

James M. Hall

{"title":"Resolving pedagogical dilemmas with preservice and in‐service teachers in Japan","authors":"James M. Hall","doi":"10.1002/tesj.820","DOIUrl":"https://doi.org/10.1002/tesj.820","url":null,"abstract":"A pedagogical dilemma occurs when an in‐class event or external factor challenges a teacher's principles or instructional practices and compels the teacher to resolve the dilemma. This article focuses on how resolving dilemmas can enhance the conceptual understanding of both student teachers and their supervisors. The supervisory setting this article describes—university instructors in Japan supervising preservice and in‐service teachers—has not been extensively researched. The article presents three case studies: two on supervising preservice teachers and one on supervising an in‐service teacher. Although approaches to supervision emphasize the facilitative aspect, the case studies of the preservice teachers exhibited circumstances more conducive to a directive‐oriented approach. Nevertheless, with the assistance of the supervisors, the preservice teachers were able to develop episodic knowledge of pedagogical concepts through navigating the dilemmas they experienced. The case study with the in‐service teacher, on the other hand, required a more facilitative approach to supervision. It suggests that the supervisor should understand and accommodate the pedagogical concepts under which the teacher operates to provide useful support in resolving classroom‐based dilemmas.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"15 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140149376","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

Translanguaging with gendered and racialized bodies: A duoethnography of two transnational Asian women teacher‐scholars 与性别和种族化的身体进行语言转换：两位跨国亚裔女教师学者的双人民族志

IF 1.4

TESOL Journal Pub Date : 2024-03-13 DOI: 10.1002/tesj.821

Miso Kim, Eunjeong Lee

{"title":"Translanguaging with gendered and racialized bodies: A duoethnography of two transnational Asian women teacher‐scholars","authors":"Miso Kim, Eunjeong Lee","doi":"10.1002/tesj.821","DOIUrl":"https://doi.org/10.1002/tesj.821","url":null,"abstract":"This duoethnography traces two transnational woman teacher‐scholars' translanguaging pedagogies for equitable language and literacy education. Research on translanguaging has highlighted how lived experiences of transnational language and literacy educators crucially shape their language ideology, and professional identities and pedagogical practices (Motha et al., 2012). Extending this discussion, this duoethnography (Lawrence & Lowe, 2020; Norris & Sawyer, 2012) details how material and ideological conditions, along with our lived experiences, shape teachers' orientation to and enactment of translanguaging pedagogies. Through narratives and dialogue, the authors found that their translanguaging has intersected with their gendered and racialized positionalities in their own locale, and these experiences shape their translanguaging praxes. The authors argue that enacting translanguaging pedagogies necessitates teachers' reflexivity on their unequal lived experiences of varied language and literacies from their positionalities, and negotiation with material and ideological constraints. They conclude by suggesting implications for fellow teachers and teacher educators.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"34 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140149302","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

How perceived rights and duties influence identity positions in an international TESOL graduate program 在国际 TESOL 研究生项目中，权利和义务如何影响身份定位

IF 1.4

TESOL Journal Pub Date : 2024-03-05 DOI: 10.1002/tesj.814

Michael Rabbidge, Yania Rugama Gomez

{"title":"How perceived rights and duties influence identity positions in an international TESOL graduate program","authors":"Michael Rabbidge, Yania Rugama Gomez","doi":"10.1002/tesj.814","DOIUrl":"https://doi.org/10.1002/tesj.814","url":null,"abstract":"The continued push to internationalize Korean higher education means that international and Korean students are enrolling in courses that are undergoing dynamic changes that neither group may be prepared for. This research investigated how the experiences of international students and Korean students who attended the same TESOL graduate school assigned identity positions to each other and their professors during such courses. Using positioning theory allowed this qualitative study to illustrate how participants assigned perceived rights and duties to act, know, or believe in accordance with who they believed they, and other people were, on their program. Violations of these perceived rights and duties resulted in assigning negative identity positions that previously were limited in description to vague “tensions” which impacted international student performance. Findings explain how cultural differences connected to language, participation, hierarchy, and friendships were keenly felt by all participants, and the perceived rights and duties that were violated due to these differences reinforced the marginalized identity position some international students felt.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"33 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140098454","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

Experiences of face‐to‐face and online teacher preparation and supervisory feedback processes 面对面和在线教师培训及督导反馈过程的经验

IF 1.4

TESOL Journal Pub Date : 2024-03-05 DOI: 10.1002/tesj.815

Fiona Farr, Elaine Riordan

{"title":"Experiences of face‐to‐face and online teacher preparation and supervisory feedback processes","authors":"Fiona Farr, Elaine Riordan","doi":"10.1002/tesj.815","DOIUrl":"https://doi.org/10.1002/tesj.815","url":null,"abstract":"<h2>1 INTRODUCTION</h2>\u0000Research in the field of TESOL teacher preparation (TP) and supervisory practices is plentiful in the traditional face-to-face mode (Copland, 2012; Farr, 2011; Vásquez & Reppen, 2007) but further detail in required in order to more fully understand the affordances of the online mode. This research brief therefore focusses on the experiences of MA TESOL students and their TP tutors on their experiences of both online and in-person teaching and supervisory feedback practices as part of their 1-year MA TESOL programme at the University of Limerick, Ireland. Findings demonstrate positive evaluations of both online and face-to-face teaching and supervision, with some points of caution highlighted in order to maximise the value of both modes. For example, students' positive evaluations of face-to-face TP feedback included that the interactions were rich and personal, while the online mode provided for a calm, less face-threatening environment, with no negative evaluations of either mode. Tutors also had broadly similar positive evaluations for face-to-face and online feedback. They felt that giving TP feedback online and in person is similar, but supervising online is more difficult than face-to-face, mainly because the break out rooms cause issues for TP supervision, as tutors cannot be present in all rooms simultaneously. We therefore suggest recording break out room sessions and using them as evidence for a reflective activity for student teachers and their tutors to learn from. We also stress the importance of continuing reflective practice for MA student teachers and their supervision tutors concerning teaching and supervision in both modes in order to benefit from the complementary value of these modes and offer a well-rounded TP experience (please see supplementary video).","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"68 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140098479","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

ENGLISH L2 VOCABULARY LEARNING AND TEACHING: CONCEPTS, PRINCIPLES, AND PEDAGOGY, By LawrenceZwier and FrankBoersRoutledge. ISBN 978–1–032–00156–2 (hardcover), 978–0–367–77173–7 (paperback), 978–1–003–17299–4 (e–book). Price USD 128.00 (hardcover), USD 39.16 (paperback or e–book). ix + 274 pages English L2 VOCABULARY LEARNING AND TEACHING: CONCEPTS, PRINCIPLES, AND PEDAGOGY, By LawrenceZwier and FrankBoersRoutledge.ISBN 978-1-032-00156-2（精装），978-0-367-77173-7（平装），978-1-003-17299-4（电子书）。售价 128.00 美元（精装本），39.16 美元（平装本或电子书）。

IF 1.4

TESOL Journal Pub Date : 2024-03-05 DOI: 10.1002/tesj.804

Hanzhong Sun, Hye K. Pae

引用次数: 0

Empowering mentor teachers for supervision through an online mentor training program 通过在线指导教师培训计划增强指导教师的督导能力

IF 1.4

TESOL Journal Pub Date : 2024-03-01 DOI: 10.1002/tesj.812

Gizem Mutlu‐Gülbak, Sumru Akcan

{"title":"Empowering mentor teachers for supervision through an online mentor training program","authors":"Gizem Mutlu‐Gülbak, Sumru Akcan","doi":"10.1002/tesj.812","DOIUrl":"https://doi.org/10.1002/tesj.812","url":null,"abstract":"The study focused on the improvement of supervisory skills among mentor teachers in K‐12 who work with student teachers in an English language teaching program of an English‐medium state university in Istanbul, Turkey. The researchers explored how the mentor teachers' supervisory skills, namely observation and giving feedback, were improved after participating in an online mentor training program. The training program was designed based on Morrison et al.'s (2013) instructional design model and implemented for seven mentors during the practicum period. The program included mentoring tasks that asked mentor teachers to organize reciprocal observation sessions with the student teachers, followed by mutual feedback discussions. The researchers investigated the influence of the tasks through thematic analysis of the mentor teachers' reflection reports. The data showed that the tasks improved mentor teachers' understanding and practice of the supervision process and increased their awareness of their own teaching practices by promoting personal and professional growth. The results suggest that an online mentor training program may have the potential to empower mentor teachers both for their supervisory roles and ongoing professional development.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"4 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025204","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

Digital storytelling for peacebuilding in a multilingual community 在多语言社区用数字故事促进和平建设

IF 1.4

TESOL Journal Pub Date : 2024-03-01 DOI: 10.1002/tesj.811

Polina Vinogradova, Heather A. Linville

{"title":"Digital storytelling for peacebuilding in a multilingual community","authors":"Polina Vinogradova, Heather A. Linville","doi":"10.1002/tesj.811","DOIUrl":"https://doi.org/10.1002/tesj.811","url":null,"abstract":"This conceptual article discusses how a digital storytelling (DS) project encouraged inner, interpersonal, and intergroup peacebuilding between members of one Midwestern community in the United States. The article reports on a DS project where (1) multilingual participants explored themes of multilingualism and migration as they produced DS in a week‐long workshop and (2) community members viewed and responded to these DS in a series of public showings. The DS process helped create opportunities for connections across linguistic and cultural differences and provided a multimodal platform for multilingual community members to share their stories of migration and belonging. The process of DS production facilitated inner peacebuilding as multilingual speakers reflected upon internal conflicts related to multilingualism, migration, and their sense of belonging. Further, workshop participants were empowered to express their multilingual experiences, and their DS revealed continued searching for inner and interpersonal peace. During public showings, community members viewed the DS and then responded to prompts about migration, multilingualism, and belonging. Their answers revealed emotional responses, eagerness to understand multilingual experiences, and the desire to create harmonious relationships among community members. The authors believe that sharing the stories of multilingual speakers and hearing their experiences in their own words is a powerful tool for peacebuilding—rooting out conflict and striving to create a happy, healthy, and prosperous community.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"47 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140024991","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 video use in student teachers' collaborative reflection: An action research project 探索视频在学生教师合作反思中的应用：行动研究项目

IF 1.4

TESOL Journal Pub Date : 2024-03-01 DOI: 10.1002/tesj.813

Muhammad Fitri bin Ahmad

{"title":"Exploring video use in student teachers' collaborative reflection: An action research project","authors":"Muhammad Fitri bin Ahmad","doi":"10.1002/tesj.813","DOIUrl":"https://doi.org/10.1002/tesj.813","url":null,"abstract":"<h2>1 INTRODUCTION</h2>\u0000In recent years, there have been growing numbers of studies across teacher education journals exploring the promising use of video as a tool for teacher learning. Gelfuso (2016) suggested that video use enables warranted assertability in collaborative reflection, providing an opportunity for evidence-based discussions among reflective practitioners. Studies examining video analysis in teaching practice have highlighted its benefits for helping teachers evaluate their teaching methods (Mann et al., 2019; McCoy & Lynam, 2021; Susoy, 2015; Tripp & Rich, 2012; Weber et al., 2018). Video use allows teachers to revisit their instructional practices, re-engaging with specific moments and incidents for enhanced learning and professional development.\u0000This study investigated how Video Enhanced Observation (VEO) facilitates collaborative reflection among student teachers. Two collaborative reflection cycles were examined: Cycle 1 involved reviewing and commenting on video clips of other teachers' lessons, and Cycle 2 focused on reflecting on their own recorded teaching sessions. The findings emphasise the user-friendliness of VEO, enabling student teachers to effectively tag and comment on specific moments, thus shaping discussions. The study reveals promising positive outcomes, indicating that video-based reflective practices hold transformative potential in teacher education. Utilising digital video using VEO may foster professional growth, enhance teaching practices, and positively impact student learning outcomes. The approach promotes collective engagement, constructive dialogue, and ongoing improvements in educational communities. However, technical issues like connectivity problems and app glitches were identified as obstacles. Enhancements are still needed to ensure a seamless reflective process and this will be further explored in an ongoing study.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"47 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025197","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