Pub Date : 2022-03-03DOI: 10.1080/07908318.2022.2047195
A. G. Cavazos
ABSTRACT The article describes the translingual theoretical underpinnings guiding the design of a multilingual writing course. The course was offered at The University of Texas Rio Grande Valley, a Hispanic Serving Institution. The design of the course challenged monolingual ideologies in academic writing through community partnerships with non-profit community organisations committed to social justice on the US-Mexico border region. I explore translingual pedagogies in community partnerships as an approach to build students’ linguistic awareness of monolingual, multilingual, and translingual ideologies (Ayash, N. B. (2019). Toward translingual realities in composition: (Re)working local language representations and practices. Utah State University Press). Through reflections on my course design, specifically the syllabus design, introductory activities, and major course projects, I explore teaching practices that fostered self-reflection on language choices. Through translingual dispositions, we can highlight multilingual students’ abilities to negotiate, resist, and question languages as they advocate for social issues that affect their communities through writing, research, and collaboration.
{"title":"Exploring translanguaging events through a multilingual writing course design","authors":"A. G. Cavazos","doi":"10.1080/07908318.2022.2047195","DOIUrl":"https://doi.org/10.1080/07908318.2022.2047195","url":null,"abstract":"ABSTRACT The article describes the translingual theoretical underpinnings guiding the design of a multilingual writing course. The course was offered at The University of Texas Rio Grande Valley, a Hispanic Serving Institution. The design of the course challenged monolingual ideologies in academic writing through community partnerships with non-profit community organisations committed to social justice on the US-Mexico border region. I explore translingual pedagogies in community partnerships as an approach to build students’ linguistic awareness of monolingual, multilingual, and translingual ideologies (Ayash, N. B. (2019). Toward translingual realities in composition: (Re)working local language representations and practices. Utah State University Press). Through reflections on my course design, specifically the syllabus design, introductory activities, and major course projects, I explore teaching practices that fostered self-reflection on language choices. Through translingual dispositions, we can highlight multilingual students’ abilities to negotiate, resist, and question languages as they advocate for social issues that affect their communities through writing, research, and collaboration.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"35 1","pages":"261 - 274"},"PeriodicalIF":3.5,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41656507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1080/07908318.2022.2046022
Gyewon Jang
book has a transformative power given that the audience can raise their awareness of ‘how race, racism and racialized discourses operate within, and shape, the ELT profession’ (p. 19). In addition, another highlight of the book is his emphasis on the negative pedagogical consequences that White-oriented epistemologies would bring to English language learners. Regarding English as the language of White people keeps ‘the language ‘foreign’, attached to the cultural values of outside regions and forever unattainable’ (p. 103), inferring that English learners feel like it is impossible to achieve native-like standards and identify themselves as deficient learners or cultural Others. Thus, the book presents a convincing argument as to why existing racial hierarchies and discrimination are detrimental to English learners in Korea and pushes ELT professionals to pay close attention to anti-racism in their teaching practices. All things considered, Jenks clearly and precisely expounds upon the history, both political and educational, of racialised discourses in South Korea, while simultaneously illustrating how these insights could be constructive for antiracist endeavours not only for the ELT profession, but also for other relevant areas such as media, political systems and immigration laws. Thus, this volume is highly recommended for people in education, including researchers, preand in-service language teachers, teacher educators, administrators, employers, and curriculum and policy developers so as to critically engage with the ongoing discussions about race. I am also certain that even readers who are not familiar with the Korean ELT contexts will benefit from a wider discussion of how race and racialisation penetrate into language learning and teaching.
{"title":"A critical ethnography of ‘Westerners’ teaching English in China: Shanghaied in Shanghai","authors":"Gyewon Jang","doi":"10.1080/07908318.2022.2046022","DOIUrl":"https://doi.org/10.1080/07908318.2022.2046022","url":null,"abstract":"book has a transformative power given that the audience can raise their awareness of ‘how race, racism and racialized discourses operate within, and shape, the ELT profession’ (p. 19). In addition, another highlight of the book is his emphasis on the negative pedagogical consequences that White-oriented epistemologies would bring to English language learners. Regarding English as the language of White people keeps ‘the language ‘foreign’, attached to the cultural values of outside regions and forever unattainable’ (p. 103), inferring that English learners feel like it is impossible to achieve native-like standards and identify themselves as deficient learners or cultural Others. Thus, the book presents a convincing argument as to why existing racial hierarchies and discrimination are detrimental to English learners in Korea and pushes ELT professionals to pay close attention to anti-racism in their teaching practices. All things considered, Jenks clearly and precisely expounds upon the history, both political and educational, of racialised discourses in South Korea, while simultaneously illustrating how these insights could be constructive for antiracist endeavours not only for the ELT profession, but also for other relevant areas such as media, political systems and immigration laws. Thus, this volume is highly recommended for people in education, including researchers, preand in-service language teachers, teacher educators, administrators, employers, and curriculum and policy developers so as to critically engage with the ongoing discussions about race. I am also certain that even readers who are not familiar with the Korean ELT contexts will benefit from a wider discussion of how race and racialisation penetrate into language learning and teaching.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"76 - 79"},"PeriodicalIF":3.5,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49088736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1080/07908318.2022.2044841
Natakorn Satienchayakorn, Rachel Grant
ABSTRACT ‘Race applied to human beings is a political division: it is a system of governing people that classifies them into a social hierarchy based on invented biological demarcations’ (Roberts, 2011, p. x). Foregrounding our racialized histories, we show how our lives intersect in a doctoral seminar in Thailand. Combining traditional academic structures and collaborative autoethnography, we describe the context and share our stories. Using intersectionality and raciolinguistics as theoretical lenses, we argue that in Thailand, and throughout Asia, culture/ethnicity and class are often proxies for race or color, and as a result English language teaching (ELT) reflects institutions that fail to challenge the hegemonies of whiteness, Europeanism and Americanism, and English. To contextualize ELT and our role in it, we overview Thailand’s racialized/colorized past and present, linking this to globalization and thirst for English. Our stories provide a framework for discussing our racialized selves and let us get to the culture of race in Thailand and ELT. What emerges is our advocacy for using critical pedagogies in ELT that reflects the contextual realities of teachers’ and students’, their ethno-racial and socio-cultural identities, and as well, their socio-historic lives. (188 words)
{"title":"(Re)Contextualizing English language teaching in Thailand to address racialized and ‘Othered’ inequities in ELT","authors":"Natakorn Satienchayakorn, Rachel Grant","doi":"10.1080/07908318.2022.2044841","DOIUrl":"https://doi.org/10.1080/07908318.2022.2044841","url":null,"abstract":"ABSTRACT ‘Race applied to human beings is a political division: it is a system of governing people that classifies them into a social hierarchy based on invented biological demarcations’ (Roberts, 2011, p. x). Foregrounding our racialized histories, we show how our lives intersect in a doctoral seminar in Thailand. Combining traditional academic structures and collaborative autoethnography, we describe the context and share our stories. Using intersectionality and raciolinguistics as theoretical lenses, we argue that in Thailand, and throughout Asia, culture/ethnicity and class are often proxies for race or color, and as a result English language teaching (ELT) reflects institutions that fail to challenge the hegemonies of whiteness, Europeanism and Americanism, and English. To contextualize ELT and our role in it, we overview Thailand’s racialized/colorized past and present, linking this to globalization and thirst for English. Our stories provide a framework for discussing our racialized selves and let us get to the culture of race in Thailand and ELT. What emerges is our advocacy for using critical pedagogies in ELT that reflects the contextual realities of teachers’ and students’, their ethno-racial and socio-cultural identities, and as well, their socio-historic lives. (188 words)","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"39 - 55"},"PeriodicalIF":3.5,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44802525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1080/07908318.2022.2046771
Min Bao, X. Gao
unheard stories of sojourning White teachers in China, some of which might reflect poorly on ELT professionals, even including herself. Despite the book’s strengths, there are several concerns. The study includes only a small number of site visits for ethnographic work, and the voices of local students, teachers, and/or administrative-level staff are limited. It also does not include Black teachers, who might have different experiences in Chinese society, as participants. Another concern is an overemphasis on the negative portrayals of the teachers as constructed through Chinese discourses without considering their potentially positive influences on Chinese students, colleagues, and the institution, which might cause a generalisation or stigmatisation of Western teachers in China and other similar contexts. As a Korean ELT professional, I have witnessed what Stanley reported in Korean college settings, but I also believe that having a local lens is imperative to have a balanced understanding. I suggest that readers learn from Chinese scholars’ different perspectives toward ELT and L1 English teachers in China (e.g. Huang, 2018). It would also be encouraging to see further studies that examine race and racial injustice in China and elsewhere (see Vessup, 2017). Although this book was published in 2013, it discusses the enduring problems generated by desire for Whiteness and Western cultures through its robust presentations and discussions of the complex realities of White foreign teachers and their experiences teaching English in China.
{"title":"Education, ethnicity and equity in the multilingual asian context","authors":"Min Bao, X. Gao","doi":"10.1080/07908318.2022.2046771","DOIUrl":"https://doi.org/10.1080/07908318.2022.2046771","url":null,"abstract":"unheard stories of sojourning White teachers in China, some of which might reflect poorly on ELT professionals, even including herself. Despite the book’s strengths, there are several concerns. The study includes only a small number of site visits for ethnographic work, and the voices of local students, teachers, and/or administrative-level staff are limited. It also does not include Black teachers, who might have different experiences in Chinese society, as participants. Another concern is an overemphasis on the negative portrayals of the teachers as constructed through Chinese discourses without considering their potentially positive influences on Chinese students, colleagues, and the institution, which might cause a generalisation or stigmatisation of Western teachers in China and other similar contexts. As a Korean ELT professional, I have witnessed what Stanley reported in Korean college settings, but I also believe that having a local lens is imperative to have a balanced understanding. I suggest that readers learn from Chinese scholars’ different perspectives toward ELT and L1 English teachers in China (e.g. Huang, 2018). It would also be encouraging to see further studies that examine race and racial injustice in China and elsewhere (see Vessup, 2017). Although this book was published in 2013, it discusses the enduring problems generated by desire for Whiteness and Western cultures through its robust presentations and discussions of the complex realities of White foreign teachers and their experiences teaching English in China.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"79 - 82"},"PeriodicalIF":3.5,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59516979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-27DOI: 10.1080/07908318.2022.2045303
Youngjoo Seo, Ryuko Kubota
ABSTRACT English language teaching has become a global phenomenon, involving racially and culturally diverse teachers travelling across national borders. While these transnational teachers bring diversity to host countries, the superiority of White native English speakers continues to be reinforced. This raciolinguistic ideology can uniquely shape the subjectivities of English language teachers of colour who sojourn abroad. Focusing on three African American female teachers of English who were participating in the English Program in Korea (EPIK) to teach in South Korean schools and posting YouTube videos to describe their experiences, this qualitative study examined the nature of their experiences and intersecting subjectivities regarding race, colour, language, gender, and nationality, as well as privilege and marginality as they are expressed online. The analysis focused on how intersectionality, a notion originally developed to describe Black women’s unique experiences in the United States, would be applied to this transnational context. A thematic analysis of a total of 12 videos revealed these EPIK teachers’ multifaceted and negotiated subjectivities as American teachers, victims of racial prejudice, and ambassadors with a mission to educate local people. These subjectivities signify the intersectionality of privilege and marginality, which are embedded in the local and global ideologies and power relations.
{"title":"Exploring lived experiences of Black female English teachers in South Korea: understanding travelling intersectionality and subjectivities","authors":"Youngjoo Seo, Ryuko Kubota","doi":"10.1080/07908318.2022.2045303","DOIUrl":"https://doi.org/10.1080/07908318.2022.2045303","url":null,"abstract":"ABSTRACT English language teaching has become a global phenomenon, involving racially and culturally diverse teachers travelling across national borders. While these transnational teachers bring diversity to host countries, the superiority of White native English speakers continues to be reinforced. This raciolinguistic ideology can uniquely shape the subjectivities of English language teachers of colour who sojourn abroad. Focusing on three African American female teachers of English who were participating in the English Program in Korea (EPIK) to teach in South Korean schools and posting YouTube videos to describe their experiences, this qualitative study examined the nature of their experiences and intersecting subjectivities regarding race, colour, language, gender, and nationality, as well as privilege and marginality as they are expressed online. The analysis focused on how intersectionality, a notion originally developed to describe Black women’s unique experiences in the United States, would be applied to this transnational context. A thematic analysis of a total of 12 videos revealed these EPIK teachers’ multifaceted and negotiated subjectivities as American teachers, victims of racial prejudice, and ambassadors with a mission to educate local people. These subjectivities signify the intersectionality of privilege and marginality, which are embedded in the local and global ideologies and power relations.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"21 - 38"},"PeriodicalIF":3.5,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46738263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-09DOI: 10.1080/07908318.2022.2033762
Yu-Ting Kao
ABSTRACT This study explores teachers' perceptions and practices about the translanguaging approach in CLIL elementary and secondary school contexts in Taiwan. It first investigates 422 in-service teachers' perspectives toward teachers' and students' use of (1) a native language; (2) non-verbal behaviors; and (3) other meaning-making signs in the language learning context. Second, the study delves into how in-service teachers apply the notion of translanguaging in CLIL by examining episodes of classroom discourse originating from three participating teachers in various school contexts. Results reveal that (1) elementary English teachers used semiotic resources and gestures; (2) middle school English teachers applied semiotic resources and (3) middle school content teachers preferred using L1 to reinforce subject learning. This study demonstrates that though the concept of translanguaging approach is new to many teachers in Taiwan, many of these practices are currently carried out by teachers in daily routines. Results show that the translanguaging approach has expanded the linguistics practices and empowered the use of other meaning-making signs that are typically less valued in school. Pedagogical applications are suggested, such as raising teachers' awareness of the strategic use of translanguaging and gestures, and integrating the translanguaging and trans-semiotizing approach into CLIL classes in a systematic fashion.
{"title":"Exploring translanguaging in Taiwanese CLIL classes: an analysis of teachers’ perceptions and practices","authors":"Yu-Ting Kao","doi":"10.1080/07908318.2022.2033762","DOIUrl":"https://doi.org/10.1080/07908318.2022.2033762","url":null,"abstract":"ABSTRACT This study explores teachers' perceptions and practices about the translanguaging approach in CLIL elementary and secondary school contexts in Taiwan. It first investigates 422 in-service teachers' perspectives toward teachers' and students' use of (1) a native language; (2) non-verbal behaviors; and (3) other meaning-making signs in the language learning context. Second, the study delves into how in-service teachers apply the notion of translanguaging in CLIL by examining episodes of classroom discourse originating from three participating teachers in various school contexts. Results reveal that (1) elementary English teachers used semiotic resources and gestures; (2) middle school English teachers applied semiotic resources and (3) middle school content teachers preferred using L1 to reinforce subject learning. This study demonstrates that though the concept of translanguaging approach is new to many teachers in Taiwan, many of these practices are currently carried out by teachers in daily routines. Results show that the translanguaging approach has expanded the linguistics practices and empowered the use of other meaning-making signs that are typically less valued in school. Pedagogical applications are suggested, such as raising teachers' awareness of the strategic use of translanguaging and gestures, and integrating the translanguaging and trans-semiotizing approach into CLIL classes in a systematic fashion.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"100 - 121"},"PeriodicalIF":3.5,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44398456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-09DOI: 10.1080/07908318.2021.2023562
M. Porto, M. Byram
ABSTRACT Recent articles on the problems of ‘locus of enunciation’ have focused on research and publication as well as on theoretical development of the concept. It is an issue in teaching and learning too, and this is the focus of this article which argues that to reject teaching approaches in ‘the South’ because they come from ‘the North’ is, first, counter to the principles of academic freedom upheld as much in the South as the North, second, prevents learners from having access to important knowledge and third, ignores the ways in which learners in ‘the South’ can ‘re-enunciate’ what they have learned from ‘the North’. Our argument has its origins in our own experience of censorship in the name of ‘locus of enunciation’. As language teachers, we demonstrate that internationalist and pluralist ways of thinking can and should lead to cultural, intellectual humility and that this is a better basis for making judgements than a preference for ‘our’ locus of enunciation over ‘theirs’. We illustrate our argument with the pedagogic project that gave rise to the use of ‘locus of enunciation’ as the basis for rejection of our teaching, to show how the project can be read ‘otherwise’.
{"title":"Locus of enunciation: insights for intercultural language teaching","authors":"M. Porto, M. Byram","doi":"10.1080/07908318.2021.2023562","DOIUrl":"https://doi.org/10.1080/07908318.2021.2023562","url":null,"abstract":"ABSTRACT Recent articles on the problems of ‘locus of enunciation’ have focused on research and publication as well as on theoretical development of the concept. It is an issue in teaching and learning too, and this is the focus of this article which argues that to reject teaching approaches in ‘the South’ because they come from ‘the North’ is, first, counter to the principles of academic freedom upheld as much in the South as the North, second, prevents learners from having access to important knowledge and third, ignores the ways in which learners in ‘the South’ can ‘re-enunciate’ what they have learned from ‘the North’. Our argument has its origins in our own experience of censorship in the name of ‘locus of enunciation’. As language teachers, we demonstrate that internationalist and pluralist ways of thinking can and should lead to cultural, intellectual humility and that this is a better basis for making judgements than a preference for ‘our’ locus of enunciation over ‘theirs’. We illustrate our argument with the pedagogic project that gave rise to the use of ‘locus of enunciation’ as the basis for rejection of our teaching, to show how the project can be read ‘otherwise’.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"35 1","pages":"404 - 420"},"PeriodicalIF":3.5,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48891057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-07DOI: 10.1080/07908318.2022.2032127
Shuangmiao Han
ABSTRACT The development of English as Medium of Instruction (EMI) at the tertiary level has been accelerated by the ever-increasing degree of higher education internationalisation. The study, based on a survey with 112 students and semi-structured interviews with 16 instructors collected at a Sino-foreign cooperative education institution in China, explores students’ perceptions of and adaptation to EMI teaching and learning. The findings indicate that students show a positive attitude towards EMI teaching and learning. Students’ motivation and prior English proficiency are important factors that influence their learning experience through EMI. Tailored pedagogical strategies to facilitate students’ learning, an enhanced level of collaboration between EMI teachers and language teachers, and the provision of an immersive sociolinguistic environment conducive to EMI are also instrumental. The study suggests a range of strategies and policy implications that might benefit EMI teaching and learning in non-Anglophone countries that are keen on higher education internationalisation.
{"title":"English medium instruction at Sino-foreign cooperative education institutions in China: is internationalising teaching and learning possible?","authors":"Shuangmiao Han","doi":"10.1080/07908318.2022.2032127","DOIUrl":"https://doi.org/10.1080/07908318.2022.2032127","url":null,"abstract":"ABSTRACT The development of English as Medium of Instruction (EMI) at the tertiary level has been accelerated by the ever-increasing degree of higher education internationalisation. The study, based on a survey with 112 students and semi-structured interviews with 16 instructors collected at a Sino-foreign cooperative education institution in China, explores students’ perceptions of and adaptation to EMI teaching and learning. The findings indicate that students show a positive attitude towards EMI teaching and learning. Students’ motivation and prior English proficiency are important factors that influence their learning experience through EMI. Tailored pedagogical strategies to facilitate students’ learning, an enhanced level of collaboration between EMI teachers and language teachers, and the provision of an immersive sociolinguistic environment conducive to EMI are also instrumental. The study suggests a range of strategies and policy implications that might benefit EMI teaching and learning in non-Anglophone countries that are keen on higher education internationalisation.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"83 - 99"},"PeriodicalIF":3.5,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43929994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-11DOI: 10.1080/07908318.2021.2024843
J. Yip, Jing Huang, M. Teng
Abstract Limited attention has been given to the emotions of university English teachers in their identity constructions in the context of curriculum reform in China. Drawing upon the identity control theory (ICT), this qualitative study examines how six teachers negotiate their emotions during curriculum reform in China. Data were collected through in-depth interviews. Findings indicate that teachers experience a variety of emotions in response to the curriculum reform and that the emotions are triggered by teachers’ identity constructions. Based on the findings and ICT, this study proposes a model that delineates the interplay between self-identity, performance outcome, and teacher emotion in the context of curriculum reform. The model explicates that congruence between teachers’ self-identities and the identities imposed by the reform contributes to positive emotions and vice versa. Adding to the original ICT, this study suggests that teachers’ performance outcomes (i.e. teaching outcome and student performance) are likely to influence the (non-)verification of role performance and teacher emotion. In addition, this study reveals the factors that influence teachers’ role performances in the reform, including rapid changes in education policy, stressful teaching evaluations, the instruction of ideological and political thoughts in English courses, and teachers’ insufficient computer skills.
{"title":"Identity and emotion of university English teachers during curriculum reform in China","authors":"J. Yip, Jing Huang, M. Teng","doi":"10.1080/07908318.2021.2024843","DOIUrl":"https://doi.org/10.1080/07908318.2021.2024843","url":null,"abstract":"Abstract Limited attention has been given to the emotions of university English teachers in their identity constructions in the context of curriculum reform in China. Drawing upon the identity control theory (ICT), this qualitative study examines how six teachers negotiate their emotions during curriculum reform in China. Data were collected through in-depth interviews. Findings indicate that teachers experience a variety of emotions in response to the curriculum reform and that the emotions are triggered by teachers’ identity constructions. Based on the findings and ICT, this study proposes a model that delineates the interplay between self-identity, performance outcome, and teacher emotion in the context of curriculum reform. The model explicates that congruence between teachers’ self-identities and the identities imposed by the reform contributes to positive emotions and vice versa. Adding to the original ICT, this study suggests that teachers’ performance outcomes (i.e. teaching outcome and student performance) are likely to influence the (non-)verification of role performance and teacher emotion. In addition, this study reveals the factors that influence teachers’ role performances in the reform, including rapid changes in education policy, stressful teaching evaluations, the instruction of ideological and political thoughts in English courses, and teachers’ insufficient computer skills.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"35 1","pages":"421 - 439"},"PeriodicalIF":3.5,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47287037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.1080/07908318.2021.2022684
Dennis Murphy Odo
ABSTRACT Ongoing debate exists concerning pedagogical strategies including song to improve vocabulary learning in second or foreign language learners. A search of primary empirical studies published from 1990 to 2020 produced 27 articles with 28 studies and 1864 total participants. Effect sizes were analysed for the influence of English instructional interventions using songs on L2 vocabulary learning. Results established that using English songs has a large effect on English L2 vocabulary learning. Moderator analyses demonstrated the effect of several moderators including article publication status, song genre, control type instructional duration, education level, and learners’ L1. Based upon these findings, English teachers can feel more confident about using songs as a complementary instructional strategy to improve their students’ English L2 vocabulary learning. However, future researchers should strive to transparently follow best practices in research design while taking into account important variables like rate of song presentation, and teacher/learner musical background.
{"title":"Examining the influence of English songs on English L2 lexical learning: a quantitative meta-analytic review","authors":"Dennis Murphy Odo","doi":"10.1080/07908318.2021.2022684","DOIUrl":"https://doi.org/10.1080/07908318.2021.2022684","url":null,"abstract":"ABSTRACT Ongoing debate exists concerning pedagogical strategies including song to improve vocabulary learning in second or foreign language learners. A search of primary empirical studies published from 1990 to 2020 produced 27 articles with 28 studies and 1864 total participants. Effect sizes were analysed for the influence of English instructional interventions using songs on L2 vocabulary learning. Results established that using English songs has a large effect on English L2 vocabulary learning. Moderator analyses demonstrated the effect of several moderators including article publication status, song genre, control type instructional duration, education level, and learners’ L1. Based upon these findings, English teachers can feel more confident about using songs as a complementary instructional strategy to improve their students’ English L2 vocabulary learning. However, future researchers should strive to transparently follow best practices in research design while taking into account important variables like rate of song presentation, and teacher/learner musical background.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"35 1","pages":"386 - 403"},"PeriodicalIF":3.5,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42780616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：