TESOL Journal最新文献_第7页

Revisiting complex dynamic systems theory: Empowering language teachers and teaching 重温复杂动力系统理论：增强语言教师和教学的能力

IF 1.4

TESOL Journal Pub Date : 2024-01-11 DOI: 10.1002/tesj.790

Juup Stelma, Achilleas Kostoulas

引用次数: 0

English as a lingua franca, world Englishes, and the preparation of language teachers: An awareness-raising experience in an English teacher education program in Colombia 英语作为通用语言、世界英语和语言教师的培养：哥伦比亚英语教师教育项目中的提高认识活动

IF 1.4

TESOL Journal Pub Date : 2024-01-10 DOI: 10.1002/tesj.789

Diego Fernando Macías, Jhon Eduardo Mosquera-Pérez

引用次数: 0

IN PURSUITOF A MULTILINGUALEQUITYAGENDA: SFLTEACHER ACTION RESEARCH. Edited by MegGebhard and KathrynAccurso.Routledge. ISBN 978–03677–4280‐5 (paperback), 978–03677–5462‐4 (hardcover), 978–10031–6257‐5 (e‐book). Price USD 39.16 (paperback), 128.00 (hardcover), 39.16 (e‐book). 318 pages. 追求多语言公平议程：SFL 教师行动研究》，MeGebhard 和 KathrynAccurso 编辑，Routledge 出版社。由 MegGebhard 和 KathrynAccurso 编辑。ISBN 978-03677-4280-5（平装），978-03677-5462-4（精装），978-10031-6257-5（电子书）。售价 39.16 美元（平装）、128.00 美元（精装）、39.16 美元（电子书）。共 318 页。

IF 1.4

TESOL Journal Pub Date : 2024-01-10 DOI: 10.1002/tesj.788

Mary J. Schleppegrell

引用次数: 0

FLIP: FLIPPED ASYNCHRONOUS ONLINE LANGUAGE CLASSROOMS flip：翻转异步在线语言课堂

IF 1.4

TESOL Journal Pub Date : 2023-12-26 DOI: 10.1002/tesj.787

Qianyi Tan, Xiaobin Liu

引用次数: 0

Facing neoliberalism in education: How English language teachers enact their critical identities 面对教育领域的新自由主义：英语教师如何确立自己的批判性身份

IF 1.4

TESOL Journal Pub Date : 2023-12-22 DOI: 10.1002/tesj.785

C. Guerrero‐Nieto, Jairo Enrique Castañeda-Trujillo

{"title":"Facing neoliberalism in education: How English language teachers enact their critical identities","authors":"C. Guerrero‐Nieto, Jairo Enrique Castañeda-Trujillo","doi":"10.1002/tesj.785","DOIUrl":"https://doi.org/10.1002/tesj.785","url":null,"abstract":"In the 1990s, Colombia embraced neoliberalism, and as a result, all public and private institutions and organizations have adhered to its principles. Following this ideology, the national government implemented an educational quality policy intending to standardize processes and measure outcomes to position the country favorably in the global market. These policy actions directly impact schools, further entrenching neoliberalism in education and consequently influencing the practices and identities of teachers. This article centers on the personal experiences of two female English teachers pursuing a master's degree in English teaching. Through semi‐structured narrative interviews and analysis using a narrative‐based analytical framework, the accounts of these teachers reveal the challenges they face due to neoliberal practices, which tend to belittle, exploit, and discredit them. Nevertheless, the narratives also highlight how these teachers overcame their fears and openly expressed their ideas, asserting their critical identities and aligning their actions with the knowledge they gained through their master's studies. Therefore, it can be concluded that despite the disparity between the critical emphasis in teacher education, particularly in public universities, and the expectations placed on educators, the critical identity of these teachers is effectively manifested.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"7 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138944124","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

A multimodal translingual approach to study a young learner's willingness to communicate 用多模态跨语言方法研究年轻学习者的交流意愿

IF 1.4

TESOL Journal Pub Date : 2023-12-10 DOI: 10.1002/tesj.781

Nickie Wong

{"title":"A multimodal translingual approach to study a young learner's willingness to communicate","authors":"Nickie Wong","doi":"10.1002/tesj.781","DOIUrl":"https://doi.org/10.1002/tesj.781","url":null,"abstract":"Contrary to prevailing research on willingness to communicate (WTC) which treats spoken second language (L2) as the predominant indicator of WTC, this study examines a young English as a second language (ESL) learner's WTC expressed through multimodal means and her utilization of multimodal and multilingual resources for mediating WTC in translingual environments. Data were collected from videotaped ESL lessons and an interview. Adopting a multimodal conversation analysis (CA) approach, this cross-disciplinary study analyzes the ESL novice's WTC expressions in two communicative settings: small-group interactions in ESL class and a multilingual triad conversation in an interview. Findings reveal that (1) gestural WTC display can signify more than one's intention to enter discourse, (2) contrary to previous WTC studies, first language (L1) use can indicate L2 WTC, and (3) the learner used diverse semiotic resources to mediate WTC and sustain discursive engagement. Implications are discussed with respect to the findings. This study extends the understanding of WTC beyond spoken L2 expressions, emphasizing embodied display and L1 use in the learner's communicative repertoire. Additionally, it sheds light on the learner's strategic use of multimodal resources to sustain engagement in translingual environments, contributing to the broader field of language education and multimodal analysis.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"31 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138826965","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

“Just attaching a face”: Engaging local refugee communities in preservice teacher education focused on students with immigrant/refugee backgrounds "只是贴上一张脸"：让当地难民社区参与以有移民/难民背景的学生为重点的职前教师教育

IF 1.4

TESOL Journal Pub Date : 2023-12-07 DOI: 10.1002/tesj.782

Stephanie Wessels, Theresa Catalano, Jenelle Reeves, Alison E. Leonard, Uma Ganesan, Alessia Barbici-Wagner, Consuelo Gallardo

引用次数: 0

Interest in and barriers to online ESOL instruction for adults during and beyond COVID-19: Exploring relationships with sociodemographics and English proficiency 在COVID-19期间和之后，对成人在线ESOL教学的兴趣和障碍:探索社会人口统计学和英语水平之间的关系

IF 1.4

TESOL Journal Pub Date : 2023-12-03 DOI: 10.1002/tesj.778

Jessica G. Cox, Lauren Y. Chen, Harriet Okatch

{"title":"Interest in and barriers to online ESOL instruction for adults during and beyond COVID-19: Exploring relationships with sociodemographics and English proficiency","authors":"Jessica G. Cox, Lauren Y. Chen, Harriet Okatch","doi":"10.1002/tesj.778","DOIUrl":"https://doi.org/10.1002/tesj.778","url":null,"abstract":"Digital divides mean that marginalized groups such as adults who speak English as a second or other language (ESOL) are less likely to have access to online instruction. Higher levels of English proficiency are associated with better health and employment; therefore, access to ESOL classes is essential. We investigated how sociodemographics and English proficiency relate to adult learners' preferences for, and barriers to, online instruction of ESOL during and beyond the COVID-19 pandemic. Sixty-one adults completed a survey on their pandemic experiences, demographics, and ESOL classes. Analyses showed nonsignificant relationships between interest in online instruction and internet access, education, income, and age. Respondents reported expecting more nondigital than digital barriers to online instruction overall. Expecting to encounter digital barriers did not constrain respondents' interest in future online instruction; however, beginner-proficiency individuals had higher interest than those with intermediate or no proficiency. Of the five specific types of remote instruction included in the survey, learning to use new technologies interested most respondents the most. Results will inform ESOL practitioners and administrations as they continue to develop online or digital literacies components for their classes.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"13 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530458","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

“So, what English do I speak, really?”: A transnational-translingual-and-transracial pracademic inquires into her raciolinguistic entanglements and transraciolinguistic transgressions “那么，我说的英语到底是什么?”:一个跨民族、跨语言和跨种族的学术研究探究她的种族语言纠葛和跨种族语言越轨

IF 1.4

TESOL Journal Pub Date : 2023-11-29 DOI: 10.1002/tesj.784

Rashi Jain

{"title":"“So, what English do I speak, really?”: A transnational-translingual-and-transracial pracademic inquires into her raciolinguistic entanglements and transraciolinguistic transgressions","authors":"Rashi Jain","doi":"10.1002/tesj.784","DOIUrl":"https://doi.org/10.1002/tesj.784","url":null,"abstract":"Identities are fluid, dynamic, and contextual; and identity (co)construction is a deeply contextualized process, especially when seen through postmodern and poststructural lenses. Adopting a qualitative-researcher-as-bricoleuse stance, the author presents an overarching autoethnographic narrative where she specifically analyzes three critical, nonsimplistic, and layered incidents of linguistic racializations, or <i>raciolinguistic entanglements</i>, that occurred across a multiyear timespan and serve to exemplify similar recurring experiences, and which collectively represent a narrative arc of conflict, crisis, and resolution. Building upon Alim's ideas around transracialization and her own prior individual and collaborative inquiries, the author proposes that agentive transnational-translingual-<i>and</i>-transracial participants explore the liminal spaces and generative tensions created when our languages are (mis)racialized and the co-construction of our raciolinguistic identities gets entangled across inequitable raciolinguistic landscapes. She further suggests that we do so in order to resist and contest the (mis)racialization of our languages and linguistic identities, especially when originating from postcolonial Global South contexts, as both part of our own critical transraciolinguistic transgressions and a broader transraciolinguistic reckoning currently taking place in the Global North.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"49 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530456","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

Enhancing learners' self-efficacy to support L2 motivation: The need for strengths analysis 增强学习者自我效能以支持第二语言动机:优势分析的必要性

IF 1.4

TESOL Journal Pub Date : 2023-11-21 DOI: 10.1002/tesj.780

Brian White, Dan Brown

{"title":"Enhancing learners' self-efficacy to support L2 motivation: The need for strengths analysis","authors":"Brian White, Dan Brown","doi":"10.1002/tesj.780","DOIUrl":"https://doi.org/10.1002/tesj.780","url":null,"abstract":"Many second language pedagogy experts recommend that curricular and instructional planning should begin with needs analysis. Few, however, recommend assessing students' strengths, and those that do seem not to consider learners' strengths to be integral to planning or instruction. Teacher preparation programs and materials that foreground needs analysis while unintentionally marginalizing students' assets might lead teachers to develop a deficit perspective (see Hertzog, 2011), perhaps even leading them to see learners as problems and engender in students a “deficit ESL identity” (Marshall, 2009, p. 51). This article seeks to rectify this imbalance by reporting the results of a case study in which an adult learner's nonscholastic strengths were identified and then foregrounded during instruction to help encourage and reinforce their developing sense of L2 self-efficacy. The results suggest that systematic analysis and reminders of learners' nonscholastic strengths and successes can have powerful effects on learners' L2 self-efficacy beliefs, thereby building and sustaining momentum in the face of language learning obstacles and threats to motivation. The study also has implications for teacher educators in that preparing teachers to focus on learners' assets prior to and during instruction could enhance teachers' understanding of and expectations for their students.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"941 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530460","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