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Teaching English in the Muslim World against the Backdrop of 9/11 and Resurgent Nationalism: A Case Study of Bangladeshi ELT
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 3) |
| Halaman | : | 830-858 |
| Abstrak | : | This article examines English language teaching (ELT) policy, textbooks, and pedagogy in the neo-nationalist era that followed 9/11 in Muslim-majority Bangladesh. Informed by the Douglas Fir Group's transdisciplinary framework of second language learning, the examination substantiates the ideologies of economization, de-Islamization and awamization, which coalesce into the overarching ideology of secularization of ELT as a response to the global war on terror and the rise of neo-nationalism in South Asia. This secular response to forces and developments in global, regional, and local contexts marks the distinctiveness of Bangladeshi ELT compared with other Muslim societies, which have sought to develop students' awareness of religious and cultural values while teaching English. The secularization of ELT can be explained by the rise of Hindutva nationalism in India and the latter's influence on the ruling Bangladesh Awami League government which has been in power for over 14 years. The article attests to the complex, multilayered ELT ideology shaped by local, regional, and global forces and interests, suggesting the formation of a national/social imaginary that seeks alliance with secular Muslims and non-Muslim communities at home and in the region and excludes practicing Muslims in both contexts. |
Neo-Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco
| Pengarang | : | J. Pangklaykim |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 3) |
| Halaman | : | 804-829 |
| Abstrak | : | Recent geopolitical events have led to a worldwide resurgence in nationalism which entails political togetherness and invokes the spirit of patriotism. In various contexts, language has been a central point of departure for many nationalist movements. In particular, English is increasingly discussed with regards to its sociopolitical and sociocultural implications for the expanding-circle spaces. This research is a critical qualitative study that examines how neo-nationalist policies are potentially transforming TESOL classes in Morocco. By focusing on TESOL teachers' reactions, we seek to reveal the range of impacts that recent nationalist policies have had on English teaching in Morocco and discuss pedagogical possibilities that can balance internationalist and nationalist desires in the country. In addition, we attempt to investigate how understandings of the nation are actualized in classrooms and how English language teaching practices and policies account for the ideas about the Moroccan nation. The study highlights how English language teachers make sense of debates surrounding English as a threat to national languages and how they can be agentive in realizing change through critical pedagogical interventions with nationalism and the concept of nation. |
Neo-Nationalist Discourses and Teacher Identity Tensions in a Telecollaboration for Teachers of Minoritized Language Learners in Türkiye
| Pengarang | : | Yazan, Bedrettin,Turnbull, John,Uzum, Baburhan ,Akayoglu, Sedat |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 3) |
| Halaman | : | 675-803 |
| Abstrak | : | In this paper, we focus on the situatedness of teacher identity and agency within sociopolitical contexts dominated by neo-nationalist discourses and rely on data from online conversations among preservice and in-service teachers of English in Türkiye and the United States (US). We report on data constructed in a telecollaboration (a.k.a., virtual intercultural exchange) that we, four TESOL teacher educators, designed for teachers to discuss issues of social justice (particularly for minoritized immigrant students) and to have a discursive and experiential space in which to negotiate their language teacher identities (LTI). Gathering 117 teachers from five universities (three in Türkiye, two in the US) and underserved school districts in both contexts, this telecollaboration is our pedagogical, agentive response to dominant neo-nationalist discourses in the two countries. To make quantities of data more manageable, we analyze interactions from one-third of those 117 participants (five of 15 small groups) to address this research question: How do preservice and in-service teachers from Türkiye construct their teacher identities in response to neo-nationalist discourses in their sociopolitical context? In particular, how do they engage in this identity work through asynchronous small-group discussions in a social justice-focused telecollaboration with teachers from the US? Findings indicate that participants from Türkiye discussed teacher agency, conservatism and cultural difference in the society, and discrimination/xenophobia against refugees as important factors that shape their work with minoritized English language learners. They experienced tensions in their identity construction between their desire to advocate for their students and the external forces coming from meso- and macro-level policies that impact their instruction and assessment procedures. We discuss our findings in relation to previous research on language teacher identity and social justice in sociopolitical contexts shaped by neo-nationalist discourses. We also share the implications of our study for pedagogizing identity in teacher education. |
Navigating Critical Language Education at the Crossroads of Neonationalism and Neoliberalism: The Role of Border Talk
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 3) |
| Halaman | : | 752-774 |
| Abstrak | : | In this paper, we investigate the pressures placed upon English teaching by neo-nationalist politics, particularly as it overlays existing neoliberal constraints. We focus on the experiences and perspectives of Brazilian teachers who are committed to critical language education even as it carries increasing risks to themselves. Interviews with five teachers are used to illustrate the ways in which their work is regulated through a form of power working through fear and threat of violence that has been termed (in)securitization (Rampton et al., 2022). By identifying the metapragmatic strategies adopted by teachers faced with hostile neo-nationalist (in)securitization, including through what we are terming border talk, teachers and other agents in other settings are in a better position to strengthen critical language teaching and, as a consequence, fight for a more democratic future. |
Examining the Effect of Digital Storytelling on English Speaking Proficiency, Willingness to Communicate, and Group Cohesion
| Pengarang | : | Huang, Heng-Tsung Danny |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 1) |
| Halaman | : | 242-269 |
| Abstrak | : | This study focused on digital storytelling (DST) as a task in technology-mediated task-based language teaching and examined its effects on English speaking proficiency, willingness to communicate in English (WTCE), and group cohesion (GC). Two intact classes of Taiwanese EFL students, either as the DST group or as the comparison group, first responded to the WTCE scale, the GC scale, and a standardized English speaking test. Next, the DST group completed two DST tasks, each of which entailed locating information, generating the story script, obtaining visual and aural support, rehearsing and recording the oral reading, combining the visual and aural support with the audio recording to create the digital story, and playing the digital story and then telling the story again with the muted digital story in class. During the weeks when the DST group presented digital stories, the comparison group watched and discussed movies and composed a reflective report in English. Finally, both groups responded to the WTCE scale and GC scale again and took another set of the standardized English speaking test. Data analyses disclosed that DST tasks significantly increased English speaking proficiency and GC but affected WTCE in a positive yet nonsignificant manner. |
Aural single-word and aural phrasal verb knowledge and their relationships to L2 listening comprehension
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 1) |
| Halaman | : | 213-241 |
| Abstrak | : | This study quantifies second language (L2) knowledge of aural single words and aural phrasal verbs (PVs) and investigates their relationship with L2 listening comprehension. An aural first language (L1) meaning recall test format was used to measure knowledge of 81 single-word and 81 PV target items (with equivalent frequencies of occurrence) among 224 Chinese tertiary-level learners of English as a Foreign Language (EFL). Participants’ L2 listening was measured with a version of the Test of English for International Communication (TOEIC). Participants’ aural single-word and aural PV knowledge were compared, and their relationship with L2 listening were examined using correlation and multiple regression analysis. These analyses also included comparison between participants of relatively high (Independent Users) and relatively low (Basic Users) L2 listening proficiency. Although regression modelling showed that single-word test scores were most predictive of L2 listening comprehension, it also showed that PV test scores made a substantial contribution to the model’s predictive capacity. In combination, single-word and PV test scores could predict 42.7% of the variance observed in the listening scores. The theoretical and practical implications of these results are discussed. |
Becoming a Critical ESL Teacher: The Intersection of Historicity, Identity, and Pedagogy
| Pengarang | : | Rubio, Jesse W.,Shin, Jaran |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 1) |
| Halaman | : | 191-212 |
| Abstrak | : | This case study examines how an experienced secondary ESL teacher’s personal and professional history is linked to his curricular choices in the classroom and how his enactment of critical educator identity interacts with ideologies within society. The analysis of the focal teacher’s experiences that remain prominent in autobiographical memory shows that his lived experiences of (re)learning Spanish and English, studying and teaching abroad and in California, and extensive reading influenced the cultivation of his identity as a critical educator. He designed a curriculum that used historical fiction and that evoked an approach to the mechanisms of ideological control both within the context of the chosen works of historical fiction and within students’ lives. Yet, the situatedness of teacher identity exposed his identities to the influence of neoliberal educational policies and students’ lack of interest in the curriculum and learning in general, jeopardizing his understanding of what to believe, how to act, and how to be. The findings of this study led us to theorize that the interplay of life histories, identities, practices, and contexts by using the notion of historicity. |
“The Darker Your Skin Color is, the Harder it is in Korea”: Discursive Construction of Racial Identity in Teaching Internationally
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 1) |
| Halaman | : | 168-190 |
| Abstrak | : | Growing interest in international teaching programs has produced a surge of research on international language teaching (Menard-Warwick, 2008). However, there are relatively few studies on the international teaching experiences of native English-speaking teachers of color regarding their racial identity. To fill this gap, this longitudinal multi-case study explores how three non-White novice native English-speaking teachers understood their racial and teacher identities during their international teaching in Korea. With a specific focus on their racial identity, how they make sense of their teaching and living experiences is examined in diverse contexts of their social interactions. The participants’ reflective and evaluative narratives from interviews were analyzed. The findings show that although their racial identity has a negative impact on their linguistic and professional identity that is denied by Korean society, the teachers utilized their own strategies for constructing a sense of belonging to the local and professional community. This study calls for a holistic, situated understanding of racial identity construction of non-White native English teachers by urging further discussion of racism in the global ELT profession. This discussion encompasses the varying, pressing needs of expatriate English teachers from diverse backgrounds. |
Transnational TESOL Practitioners’ Identity Tensions: A Collaborative Autoethnography
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 1) |
| Halaman | : | 140-167 |
| Abstrak | : | In this paper, we, as three transnational TESOL practitioners (TTP), engage in a collaborative autoethnography (CAE) to examine our professional identity tensions. Theoretically, we follow the premise that the tensions we experience in our professional life can be productive experiences for identity-oriented reflection and, as we work toward resolving these tensions, we can explore and negotiate new dimensions of our identities. Methodologically, we explore the affordances of CAE in combining internal and community dialogues to make sense of our identities, which are situated at the nexus of the personal and the cultural. Each one of us describes and analyzes one major tension that has been part of our professional identity negotiation as TESOL practitioners in the US. Addressing our research question, we conceptually argued that tensions are inevitable in our identity work and found that border-crossing and in-betweenness predominantly characterized our identities as TTPs. We cross borders and carve out in-between spaces, identities, and voices for ourselves in our professional lives. |
TESOL Teachers’ Writing to Support Developing Understandings of Translanguaging Theory and Praxis in Neoliberal Times
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 1) |
| Halaman | : | 115-139 |
| Abstrak | : | This study highlights Masters-level TESOL students’ meaning-making about translanguaging theory and pedagogy through writing in response to course readings and conversations. To gain deeper insight into shifting understandings of languaging that seek to move from monoglossic orientations to heteroglossic framing of language learning as connected to dynamic bilingualism, we drew on both translanguaging (García & Li, 2014) and reflective writing as a mechanism for supporting teacher learning (Hoover, 1994; Kelley 2006; Zeichner, 1987). Our inductive and deductive approach to analyze 12 students’ 132 journal entries during a TESOL methods class showed developing understandings of translanguaging theory and pedagogy influenced by (a) experience with theories of bilingualism grounded in language separation as historically understood in TESOL, (b) tensions regarding the application of translanguaging theory to praxis (Li, 2017), and (c) tensions between language and testing within the context of neoliberalism (Zeichner, 2014) guiding language teaching and learning in the K-16 context. We conclude by providing suggestions to help teacher educators who engage in teacher language education to better support teacher-learning about translanguaging. |