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The seeds of Time: Why Classroom Dialogue Needs a Temporal Analysis
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| Pengarang | : | Mercer, Neil |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 17-1, JANUARY-MARCH (No. 1) |
| Halaman | : | 33-59 |
| Abstrak | : | - |
Addressing culture in l2 writing: teaching strategies for the EAP classroom
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 4) |
| Halaman | : | 1410-1429 |
| Abstrak | : | In this Teaching Issues contribution, six instructional strategies to address culture in second language (L2) writing are discussed. These strategies have been conceptualized as a set of heuristics to enhance student awareness about various cultural and linguistic resources in L2 writing. Each teaching strategy is based on challenges that student writers typically encounter in the classroom. Thus, the six strategies address student needs, and align with the current scholarship in teaching L2 writing. The efficacy of the teaching strategies proposed is weighed in against Henry Giroux's curriculum theory, informed by a critical conceptualization of the dialectic. |
Life capital: an epistemic and methodological lens for Tesol research
| Pengarang | : | Consoli, Sal |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 4) |
| Halaman | : | 1397-1409 |
| Abstrak | : | This paper draws on one of Pierre Bourdieu’s core dimensions of social theory: the notion of capital. Bourdieu's work has percolated various academic domains and transcended disciplinary boundaries, thereby leading to new vistas and questions. It is in the spirit of generating “new vistas” that this paper offers considerations which may serve as an epistemic and methodological drive to reinvigorate our social research practices within TESOL. In particular, I argue for a new application of Bourdieu's sociological concept to account more holistically for the complexities of TESOL research practices, and I present a proposal that may support the TESOL research community in addressing the “realities” and “dilemmas” of our field (McKinley & Rose, 2017). Ultimately, life capital will act as a catalyst to promote a fresh perspective on our research—a lens which, in the long run, may yield TESOL research that fully acknowledges, values, and celebrates the humanness of our inquiries. |
Exploring young learners` strategic behaviors in a speaking test
| Pengarang | : | Choi, Jin Soo,Loewen, Shawn |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 4) |
| Halaman | : | 1384-1396 |
| Abstrak | : | Abstrak tidak tersedia. |
Strategic self-regulation for speaking English as a foreign language : scale development and validation
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 4) |
| Halaman | : | 1369-1383 |
| Abstrak | : | Abstrak tidak tersedia. |
Meta-Representation in an Algebra I Classroom
| Pengarang | : | Izsak, Andrew,Caglayan, Gunhan,Olive, John |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 18 (No. 4) |
| Halaman | : | 549-587 |
| Abstrak | : | - |
Effects of Example Choice on Interest, Control, and Learning
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 18 (No. 4) |
| Halaman | : | 509-548 |
| Abstrak | : | - |
`Because you`re all covered up`: Islamophobia in the ELT classroom
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 4) |
| Halaman | : | 1345-1368 |
| Abstrak | : | Applied linguists have increasingly focused on how the lives of English language teachers and learners are shaped by race and its intersections with other marginalized identities (e.g. Von Esch et al, 2020). Curiously overlooked, however, are the experiences of one particularly stigmatized group in English-majority countries: Muslim women veiled in niqab or hijab. In a global climate wary of displays of Muslim identity, such women are particularly visible, misunderstood and disproportionately targeted. The present study explored ESL classroom-based experiences of Islamophobia in the stories of twelve Saudi women sojourning in New Zealand. Presented here are stories related to encounters with classmates that were perceived by the women to be hostile or discriminatory. Analysis included a focus on recurring features of interactional conduct, which were interpreted as expressions of underlying discourses and ideologies. Among other findings, the women reported condescending interrogations of their lives and Muslim identities, with appeals to discourses such as that of ‘imperiled Muslim women’. Also reported were incidents of verbal aggression, whether bald or masked as ‘joking’. While arguing for tolerance, the authors urge the importance of recognizing, monitoring and addressing classroom-based Islamophobia. |
Preparing Teachers to Design Instruction for Deep Understanding in Middle School Earth Science
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 18 (No. 4) |
| Halaman | : | 461-508 |
| Abstrak | : | - |
How does creativity affect second language speech production? the moderating role of speaking task type
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 4) |
| Halaman | : | 1320-1344 |
| Abstrak | : | Our study investigated the role of creativity in second language (L2) speech production using a picture narrative and an open-ended argumentative task administered to 60 Japanese-speaking learners of English. Following recent findings in the field of psychology, the participants’ creativity was assessed in terms of cognitive dimensions (divergent thinking fluency, convergent thinking) and a personality dimension (openness to experience). Participants’ speaking performance was analyzed using a set of complexity, accuracy, fluency and discourse measures. The results of hierarchical multiple regression analyses showed that both divergent thinking fluency and convergent thinking played a role in the cohesion of speech (indexed by the frequency of connectives) in both speaking tasks, while only in the argumentative task did divergent thinking fluency contribute to an increase in the amount of information (indexed by the total number of words produced). Meanwhile, openness to experience was found to enhance syntactic and lexical complexity only in the picture narrative task. These findings suggest that speakers’ creativity is linked to syntactic and lexical sophistication and discourse aspects of L2 oral performance, all of which are related to conceptualization processes in L2 speech production. |