{"title":"Revise federal policy on classification of English language learner","authors":"David Klayton","doi":"10.1002/tesj.688","DOIUrl":"https://doi.org/10.1002/tesj.688","url":null,"abstract":"","PeriodicalId":37278,"journal":{"name":"TESOL International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44755308","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}
{"title":"Instant messaging and the facilitation of collaborative, student‐led learning and teacher‐support: the NZCEL EAP scenario","authors":"Anthea Fester, George Horvath","doi":"10.1002/tesj.691","DOIUrl":"https://doi.org/10.1002/tesj.691","url":null,"abstract":"","PeriodicalId":37278,"journal":{"name":"TESOL International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41772021","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}
{"title":"Ten years later: Reexamining the\u0000 TESOL\u0000 Technology Standards for Language Teachers","authors":"Xiaorui Sun","doi":"10.1002/tesj.684","DOIUrl":"https://doi.org/10.1002/tesj.684","url":null,"abstract":"","PeriodicalId":37278,"journal":{"name":"TESOL International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48633495","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}
The COVID-19 pandemic has given rise to the burgeoning of online, blended, and hybrid classrooms. The transition to virtual learning has been a challenge for many teachers and learners, but for multilingual learners (MLs) who have to navigate the virtual learning environment in a new language, online learning can be particularly difficult. Translanguaging (Garcia et al., 2017) and multiliteracies (Cope & Kalantzis, 2015) theories call for teachers to support MLs by activating their prior knowledge, connecting to their lives, integrating their home languages and cultures, and engaging them in learning through multiple modalities. This theory-based practice article discusses three pedagogical strategies based on translanguaging and multiliteracies theories which are designed for multilingual K-12 classrooms with an online learning component: (1) digital identity texts, (2) linguistic landscapes, and (3) photovoice. The examples presented in the article were developed through the authors' collaborative and reflective engagement with each other, and drawn from their respective work with K-12 MLs and the preservice teachers preparing to teach MLs in mainstream classrooms in Ontario, Canada. The authors offer suggestions for how the proposed translanguaging and multilingual strategies can challenge monolingual practices, develop critical language awareness, and expand students' diverse language and literacies practices.
新型冠状病毒感染症(COVID-19)疫情爆发后，在线教室、混合教室、混合教室迅速兴起。向虚拟学习的过渡对许多教师和学习者来说是一个挑战，但对于必须在新语言的虚拟学习环境中导航的多语言学习者(MLs)来说，在线学习可能特别困难。译语(Garcia et al.， 2017)和多元读写(Cope & Kalantzis, 2015)理论呼吁教师通过激活他们的先验知识、与他们的生活联系起来、整合他们的母语和文化，以及通过多种方式让他们参与学习，来支持机器学习。这篇基于理论的实践文章讨论了三种基于跨语言和多文字理论的教学策略，这些策略是为具有在线学习组件的多语言K-12教室设计的:(1)数字身份文本，(2)语言景观，(3)光声。文章中提出的例子是通过作者之间的合作和反思而发展起来的，并来自他们各自与K-12语言学习的工作，以及准备在加拿大安大略省主流教室教授语言学习的职前教师。作者提出了跨语言和多语言策略如何挑战单语实践，培养批判性语言意识，扩大学生的多样化语言和识字实践的建议。
{"title":"Online translanguaging and multiliteracies strategies to support K‐12 multilingual learners: Identity texts, linguistic landscapes, and photovoice","authors":"Shakina Rajendram, J. Burton, Wales Wong","doi":"10.1002/tesj.685","DOIUrl":"https://doi.org/10.1002/tesj.685","url":null,"abstract":"The COVID-19 pandemic has given rise to the burgeoning of online, blended, and hybrid classrooms. The transition to virtual learning has been a challenge for many teachers and learners, but for multilingual learners (MLs) who have to navigate the virtual learning environment in a new language, online learning can be particularly difficult. Translanguaging (Garcia et al., 2017) and multiliteracies (Cope & Kalantzis, 2015) theories call for teachers to support MLs by activating their prior knowledge, connecting to their lives, integrating their home languages and cultures, and engaging them in learning through multiple modalities. This theory-based practice article discusses three pedagogical strategies based on translanguaging and multiliteracies theories which are designed for multilingual K-12 classrooms with an online learning component: (1) digital identity texts, (2) linguistic landscapes, and (3) photovoice. The examples presented in the article were developed through the authors' collaborative and reflective engagement with each other, and drawn from their respective work with K-12 MLs and the preservice teachers preparing to teach MLs in mainstream classrooms in Ontario, Canada. The authors offer suggestions for how the proposed translanguaging and multilingual strategies can challenge monolingual practices, develop critical language awareness, and expand students' diverse language and literacies practices.","PeriodicalId":37278,"journal":{"name":"TESOL International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44667477","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}
{"title":"Moving toward equity literacy in adult\u0000 ESL\u0000 teaching through problematizing curriculum and centering student voices","authors":"Amanda Shufflebarger","doi":"10.1002/tesj.679","DOIUrl":"https://doi.org/10.1002/tesj.679","url":null,"abstract":"","PeriodicalId":37278,"journal":{"name":"TESOL International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42195494","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}
{"title":"Speakpulse: Tailoring speech production to users' interests","authors":"Ella Alhudithi","doi":"10.1002/tesj.678","DOIUrl":"https://doi.org/10.1002/tesj.678","url":null,"abstract":"","PeriodicalId":37278,"journal":{"name":"TESOL International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49594282","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}
{"title":"LANGUAGE TEACHER IDENTITY IN TESOL: TEACHER EDUCATION AND PRACTICE AS IDENTITY WORK Edited by BedrettinYazan and KristenLindahl, Routledge. ISBN 97803673–5956‐0. Price USD 44.05 (eBook). 304 pages.","authors":"Mostafa Nazari","doi":"10.1002/tesj.683","DOIUrl":"https://doi.org/10.1002/tesj.683","url":null,"abstract":"","PeriodicalId":37278,"journal":{"name":"TESOL International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43115365","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}
{"title":"“You don't actually experience it until you're actually in it”: A translanguaging simulation for preservice teachers","authors":"W. Choi, Hyunsil Park, Virak Chan","doi":"10.1002/tesj.680","DOIUrl":"https://doi.org/10.1002/tesj.680","url":null,"abstract":"","PeriodicalId":37278,"journal":{"name":"TESOL International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49327568","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}
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