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Critical understanding of English learners : experience and practice of educators in a professional development course
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 1401-1433 |
| Abstrak | : | Studies over the years emphasize the need to foster critical cultural awareness among teachers in U.S. classrooms. Using a critical theoretical approach, we examined the critical cultural awareness of practicing teachers and educators` experiences with English Learners (ELs) and their preparedness to meet the needs of ELs through actionable plans from a professional development (PD) module. We argue that PD courses on critical theoretical perspectives on ELs are essential not just for EL professionals but for all educators who work with ELs in one way or the other. Sixty-eight educators (teachers and school directors) in a midwestern community participated in the PD modular course, where they were exposed to various critical theories. The data include discussion responses and educators` critical theoretical reflections on ELs. In this article, we iterate the need to include critical theoretical EL education in teacher training preparation and professional development programs to support pre-service teachers, in-service teachers, and principals. The findings show that the impact of such critical awareness transforms teachers` and educators` perceptions about their respective roles in effectively educating ELs. |
Creating obstacles to progressivity : task expansion in second language role-plays
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 1364-1400 |
| Abstrak | : | One way that language educators can extend a role-play is by adding a complication to encourage the learner say more. This study uses multimodal conversation analysis to explore such obstacles to progressivity among Japanese learners of English at an experiential language learning facility. We first examine an interactional practice in which the educator orients to a learner contribution as misaligned and creates a role-play-specific basis for rejection that expands the sequence, draws attention to linguistic form, and realigns the learner`s responses with the task. We then analyze a related practice in which the educator ``feigns`` a next-turn display of misunderstanding to signal trouble located in some aspect of the learner`s prior turn and thereby occasions the learner`s reflection on possible pragmatic, syntactic or lexical issues with their contribution. The educators therefore create a temporary interactional barrier that the learner must overcome to progress the sequence. These practices allow the educators to emulate the way that mechanisms like repair, correction and rejection operate in mundane interaction beyond the classroom (i.e., ``in the wild``) and offer insight into how unscripted role-play tasks can provide opportunities for expanded L2 use. |
``I would purposely try to keep them separated`` : language ideologies, language policy, and beliefs about emergent bilinguals in career and technical education
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 1339-1363 |
| Abstrak | : | In the policy context of college and career readiness, career and technical education (CTE) is growing in popularity, especially for students who are underserved in academic high school programs. While CTE has shown promise for some students, very little research exists on its potential for emergent bilingual students (EBs). Thus, building on research of deficit perceptions of EBs and language ideologies (LIs), this study examines how LIs and deficit perspectives are reproduced in CTE contexts across Pennsylvania. Using a sequential mixed-methods design, we found that, while CTE educators held generally positive attitudes toward EBs, they were influenced by monoglossic language ideology and standard language ideology. These LIs, along with other institutional factors, led educators to implement restrictive language policies within their classrooms. These implications serve to inform how, with a lack of clear language policy within CTE programs, teachers relied on their personal beliefs and reproduced deficit ideologies in the creation of classroom-level policies. |
Fostering conceptual understanding through computer-based animated schematic diagrams and cue contrast
| Pengarang | : | Wong, Man Ho Ivy |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 1309-1338 |
| Abstrak | : | Informed by two usage-based approaches, this study investigated to what extent different types of computer-based training facilitated English preposition learning among intermediate Chinese learners of English. The design of the pedagogical materials was informed by the cognitive linguistics (CL) framework while the training format was motivated by the competition model (MacWhinney, 1997). A total of 91 participants were randomly assigned to one of four types of computer-based training: animated schematic diagrams with CL explanations, rules, and exemplars (i.e., rule-of-thumb definitions with three example sentences), correctness feedback (i.e., correct vs. incorrect), and the control, who received training on English Articles. For the three prepositional treatment groups, two layers of mediation were provided: (i) implicit prompts to guide decision making in selecting the correct preposition and (ii) explicit feedback on the selection. Results showed that the computer-based training was effective across the three treatment groups, as measured by an untimed grammaticality judgment test and a picture elicitation test. Additionally, on the picture elicitation test, the schematic mediation group outperformed the rule and exemplar mediation group at the posttest and the correctness mediation group at the delayed posttest respectively. The data suggest there is a need to introduce various assessment task types to capture a more holistic understanding of participants` L2 development. |
Datafication, teachers` dispositions and English Language teaching in bangladesh : a bourdieuian analysis
| Pengarang | : | Ali, Md. Maksud |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 1282-1308 |
| Abstrak | : | The use of (test) performance data for governing school and teachers` work, defined as datafication, has emerged as a global trend in education. However, how this trend plays out in relation to English language education in the local context, particularly in developing societies, has not received notable attention. Taking Bangladesh secondary education as a case, and drawing on Pierre Bourdieu`s conceptual resources, this study highlights how datafication unfolds in schooling contexts and examines the ``relations`` between this trend and English language teachers` dispositions and pedagogical practices. The study employs a qualitative case study and draws on principal and teacher interviews, and classroom observation as data sources. Findings reveal that datafication has emerged as a practical logic of the schooling field, guiding schools and teachers` dispositions in specific ways, which contribute to reductive practices. Data also indicate teachers` capacity to mediate between competing logics and innovate practices, which are situated and ``local.`` Based on these findings, this article argues that understanding the interplay between the specific logics of schooling, language education policy and teachers` structuring dispositions is key not only to understanding the nature of pedagogical practices, |
The accent work of international teaching assistants
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 1256-1281 |
| Abstrak | : | ``Accent work`` is a term used to describe the preparatory work that professional actors undergo to attain a speech accent for a role. However, this article presents international teaching assistants (ITAs) as another set of workers who engage in their own type of accent work. Since the accents of ITAs are constructed as ``liabilities`` for communication-based tasks in English-medium universities in the Global North, their accent work entails ensuring that their speech is not a professional interference. Drawing on a narrative study done with 14 ITAs working in Ontario, Canada, the article details how the accent work of these ITAs consisted of working on or around their accents, which meant modifying accents to various degrees or engaging in tasks that did not require accent modification, respectively. These two practices of accent work were influenced by factors such as academic discipline, social locations, and audience. To conclude, the article offers preliminary recommendations on how accent work can particularly inform ITA training. |
``Predators of emotions`` : the role of school assessment policies in English Language teachers` emotion labor
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 1226-1255 |
| Abstrak | : | Emotion labor is expecting individuals to display institutionally-accepted emotional behaviors. This study examined the role of school assessment policies in 13 Iranian English language teachers` emotion labor in a private language school. To this end, data were collected from semi-structured interviews and narrative frames. Data analyses revealed three major themes in relation to the teachers` assessment-related emotion labor: Constrained assessment agency, resilience in assessment, and the significance of heeding assessment emotions. The study shows that top-down policies of the school created emotional conflicts for the teachers, yet such policies in turn motivated the teachers to invest more in implementing assessment techniques that respond to their own and students` needs. The findings are discussed in light of contextual particularities of assessment, which are linked to power and dominant discourses shaping teachers` assessment-related emotion labor. Based on the findings, we provide implications for policymakers and teacher educators to pay more focal attention to teachers` assessment emotions and emotion labor. |
(Il)legitimating Filipino teachers` English on webpages for Japanese learners of English
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 1197-1225 |
| Abstrak | : | Recent studies indicate that many foreign students now choose to go to the Philippines for university and language education. In this paper, we examine how Filipino Teachers` English (FTE) is represented on English language schools` webpages to market the Philippines as an alternative destination for acquiring ``good`` English among Japanese nationals. By examining a combination of online texts, photos, and videos through the lens of multimodal discourse analysis, we found that FTE is often presented as affordable and native-like or somewhat akin to American English. While on the surface the shift of focus to the Philippines as a place for English education may appear to dismantle Japanese learners` strong preference for native speakers of English, the schools reinforce the hierarchization of English by invoking American English and or native-speakerist ideals. In short, FTE is promoted as a desirable option because it can pass as native-like and is affordable. Unlike the less prestigious varieties of English spoken by the majority of Filipinos, which are implicitly stigmatized as impure and therefore inferior and undesirable, FTE is constructed as high quality at low cost. Through this representation, English language schools in the Philippines participate in the complex process of legitimating and illegitimating Philippine English, while at the same time reinforcing the hierarchization of English and the ideology of native speakerness. |
Modeling plurilithic orientations to English with pre-service teachers : an exploratory international study
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 1167-1196 |
| Abstrak | : | A major challenge for Teaching English to Speakers of Other Languages (TESOL) professionals is how to address the learning needs of diverse learners for whom a monolithic, native-normed version of English is no longer always useful or appropriate. Research in Global Englishes (GE) has noted many teachers` resistance to the adoption of a more ``plurilithic`` orientation. This study explores whether monolithic beliefs can be effectively challenged using practitioner role models. Video clips featuring early-career English teachers from Germany and China modeling a plurilithic orientation were played to pre-service teachers with the same L1 (“near peers”) or different L1s (``more distant peers``). Before viewing, participants responded to a questionnaire assessing their beliefs about English. Immediately following viewing, open-ended reactions to the video content were collected. One month later, participants answered the questionnaire again to measure potential changes in belief. After a further 5 months, a small group of participants were interviewed to explore impacts in greater depth. Data indicate that viewing the role models was a positive experience for most participants and was associated with significant increases in plurilithic orientation for near peers, with evidence of enduring impact for some. We interpret these results as support for the use of near peer video modeling as part of efforts to promote ontological clarity about GE in teacher education. |
``Why should i not speak my own language (chinese) in public in america?`` : linguistic racism, symbolic violence, and resistance
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 1139-1166 |
| Abstrak | : | This article seeks to understand a Chinese international student`s (Hong`s) encounters with linguistic racism as symbolic violence as well as why and how he resisted different forms of linguistic racism in different situations. Data findings suggest that linguistic racism as symbolic violence takes different forms through both verbal and nonverbal language under the scrutiny of the white gaze, which produces arbitrary power, control, and domination. This triad of linguistic racism, symbolic violence, and the white gaze formed an intersection, which was practiced through visible and hearable linguistic modalities immediately to subordinate and oppress Hong as a victim. The researchers argue that the triad of linguistic racism, symbolic violence, and the white gaze works hand in glove with each other to construct an intersection, which reproduces and reinforces structures of domination and hierarchy. The researchers, therefore, suggest that more research is needed to deconstruct the complexity and subtlety of the intersection of linguistic racism, symbolic violence, and the white gaze. Educational implications for recognizing and combating linguistic racism are also addressed. |