Pub Date : 2023-11-23DOI: 10.21153/tesol2023vol32no1art1813
David Partridge, Helen Harper
This paper explores the reported practices of five specialist EAL/D teachers from a rural Australian city. They work with a cohort of refugee students from a single cultural group, who recently arrived in Australia with minimal English and generally low levels of literacy in their first language. Survey research was conducted to explore how plurilingualism was being supported amongst these students. Information was sought on how home languages featured and were supported in the students’ learning. Plurilingual practices occurred predominantly in the EAL/D setting, where participants benefited from ‘Goldilocks conditions’. These conditions were characterised by a homogenous student group and allowed for a slowing down of the curriculum and the incorporation of students’ first languages in the learning process. The presence of skilled bilingual aides was the lynchpin for the success of plurilingual practices in this study. Our research highlighted the need for further investigation into the enablers and barriers of collaborative practice between EAL/D and mainstream teachers and the role bilingual aides play in supporting plurilingualism in schools. There is evidence from this study to support reframing the concept bilingual education in Australia, to better capture the complexities of plurilingual interactions in school contexts.
{"title":"Enablers and barriers for plurilingual practices: How EAL/D teachers support new arrivals in a rural secondary setting","authors":"David Partridge, Helen Harper","doi":"10.21153/tesol2023vol32no1art1813","DOIUrl":"https://doi.org/10.21153/tesol2023vol32no1art1813","url":null,"abstract":"This paper explores the reported practices of five specialist EAL/D teachers from a rural Australian city. They work with a cohort of refugee students from a single cultural group, who recently arrived in Australia with minimal English and generally low levels of literacy in their first language. Survey research was conducted to explore how plurilingualism was being supported amongst these students. Information was sought on how home languages featured and were supported in the students’ learning. Plurilingual practices occurred predominantly in the EAL/D setting, where participants benefited from ‘Goldilocks conditions’. These conditions were characterised by a homogenous student group and allowed for a slowing down of the curriculum and the incorporation of students’ first languages in the learning process. The presence of skilled bilingual aides was the lynchpin for the success of plurilingual practices in this study. Our research highlighted the need for further investigation into the enablers and barriers of collaborative practice between EAL/D and mainstream teachers and the role bilingual aides play in supporting plurilingualism in schools. There is evidence from this study to support reframing the concept bilingual education in Australia, to better capture the complexities of plurilingual interactions in school contexts.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"10 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139244388","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}
Pub Date : 2023-08-10DOI: 10.21153/tesol2023vol31no2art1857
Xuan Li
Multilingual computer assisted language learning Buendgens-Kosten, J. & Elsner, D. Multilingual Matters, 2018.
多语言计算机辅助语言学习Buendgens-Kosten, J. & Elsner, D. Multilingual Matters, 2018。
{"title":"Buendgens-Kosten, J. & Elsner, D. (2018). Multilingual computer assisted language learning. Multilingual Matters","authors":"Xuan Li","doi":"10.21153/tesol2023vol31no2art1857","DOIUrl":"https://doi.org/10.21153/tesol2023vol31no2art1857","url":null,"abstract":"Multilingual computer assisted language learning \u0000Buendgens-Kosten, J. & Elsner, D. \u0000Multilingual Matters, 2018.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131539162","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}
Pub Date : 2023-08-10DOI: 10.21153/tesol2023vol31no2art1739
Tharanga Koralage, Julie Choi, Russell Cross
Although the literature on computer-assisted language learning has demonstrated that digital tools such as online translators offer affordances to second or foreign language writers of English to solve lexical and syntactic issues, the extent to which digital technology supports multilingual students in producing academic texts has been underexplored. In this study we investigate what digital technology enables and does not enable students to do in communicating meaning by examining the writing experiences of two multilingual students. The data were derived through screen sharing and online stimulated recall interviews and analyzed using the concept of digital translanguaging, which focuses on meaning making using students’ entire meaning making repertoire. The findings suggest digital translanguaging afforded students to self-resolve their linguistic issues to varying degrees. However, it also became evident that these affordances hit a wall at a certain point beyond which no further progress could be made, constraining their ability to communicate intended ideas in L2. We conclude by providing insights into instructional and strategic support to effectively support multilingual students to offer greater opportunities to achieve their communication goals and create equitable higher education spaces.
{"title":"Leveraging L2 academic writing: Digital translanguaging in higher education","authors":"Tharanga Koralage, Julie Choi, Russell Cross","doi":"10.21153/tesol2023vol31no2art1739","DOIUrl":"https://doi.org/10.21153/tesol2023vol31no2art1739","url":null,"abstract":"Although the literature on computer-assisted language learning has demonstrated that digital tools such as online translators offer affordances to second or foreign language writers of English to solve lexical and syntactic issues, the extent to which digital technology supports multilingual students in producing academic texts has been underexplored. In this study we investigate what digital technology enables and does not enable students to do in communicating meaning by examining the writing experiences of two multilingual students. The data were derived through screen sharing and online stimulated recall interviews and analyzed using the concept of digital translanguaging, which focuses on meaning making using students’ entire meaning making repertoire. The findings suggest digital translanguaging afforded students to self-resolve their linguistic issues to varying degrees. However, it also became evident that these affordances hit a wall at a certain point beyond which no further progress could be made, constraining their ability to communicate intended ideas in L2. We conclude by providing insights into instructional and strategic support to effectively support multilingual students to offer greater opportunities to achieve their communication goals and create equitable higher education spaces. ","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127739673","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}
Pub Date : 2023-08-10DOI: 10.21153/tesol2023vol31no2art1858
Jarrod Tebb
Gregory, S. & Wood, D. 2018 Springer
Gregory, S. & Wood, D. 2018 Springer
{"title":"Gregory, S. & Wood, D. (2018). Authentic virtual world education: Facilitating cultural engagement and creativity","authors":"Jarrod Tebb","doi":"10.21153/tesol2023vol31no2art1858","DOIUrl":"https://doi.org/10.21153/tesol2023vol31no2art1858","url":null,"abstract":"Gregory, S. & Wood, D. \u00002018 \u0000Springer","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124920769","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}
Pub Date : 2023-08-10DOI: 10.21153/tesol2023vol31no2art1727
Jemima Rillera-Kempster
Studies on the role of digital technology in teaching and learning English tend to focus on secondary or higher education contexts and/or with literate or educated students. The recent global pandemic has highlighted the urgent need to advance digital equity and inclusion for adult learners with limited education and literacy. Despite their basic digital, language and literacy skills, classroom observations and studies have challenged stereotypes of this cohort of students’ limited capacity for online learning (Pobega, 2020; Tour et al, 2021). This paper will discuss a digital literacy project which involved poetry writing using an online book creator app with adult learners with limited English print literacy skills. Moving beyond merely mastering the mechanics of digital technologies (Kern, 2015), this project was an exploration of how language classrooms can be set up as supportive spaces where adult English learners perform “social acts of meaning mediated by the creation of texts” (Bhatt, 2012). Drawing on their personal histories, the learners made connections with the people, events, and spaces, from their past and present, emphasising the need to focus on human connections in language learning and the development of digital literacy skills (Guillén et al, 2020). Through poetry as a familiar literary form, the project serves to expand and strengthen the epistemic contribution capability (Fricker, 2015) of English learners with limited education and print literacy skills.
关于数字技术在英语教学中的作用的研究往往集中在中学或高等教育背景下和/或有文化或受过教育的学生。最近的全球大流行病突出表明，迫切需要为受教育程度和读写能力有限的成人学习者推进数字公平和包容。尽管他们具备基本的数字、语言和读写技能，但课堂观察和研究挑战了人们对这群学生在线学习能力有限的刻板印象(Pobega, 2020;Tour et al, 2021)。本文将讨论一个数字扫盲项目，该项目涉及使用在线图书创作者应用程序为英语读写能力有限的成人学习者编写诗歌。这个项目不仅仅是掌握数字技术的机制(Kern, 2015)，而是探索如何将语言教室设置为支持空间，让成年英语学习者执行“由文本创造介导的意义社会行为”(Bhatt, 2012)。根据他们的个人历史，学习者从过去和现在与人、事件和空间建立联系，强调在语言学习和数字扫盲技能发展中关注人际关系的必要性(guillsamain et al, 2020)。通过诗歌作为一种熟悉的文学形式，该项目有助于扩大和加强受教育程度有限且文字阅读能力有限的英语学习者的认知贡献能力(Fricker, 2015)。
{"title":"Digital poetry for adult English learners with limited education: Possibilities in language learning, literacy development and interculturality","authors":"Jemima Rillera-Kempster","doi":"10.21153/tesol2023vol31no2art1727","DOIUrl":"https://doi.org/10.21153/tesol2023vol31no2art1727","url":null,"abstract":"Studies on the role of digital technology in teaching and learning English tend to focus on secondary or higher education contexts and/or with literate or educated students. The recent global pandemic has highlighted the urgent need to advance digital equity and inclusion for adult learners with limited education and literacy. Despite their basic digital, language and literacy skills, classroom observations and studies have challenged stereotypes of this cohort of students’ limited capacity for online learning (Pobega, 2020; Tour et al, 2021). This paper will discuss a digital literacy project which involved poetry writing using an online book creator app with adult learners with limited English print literacy skills. Moving beyond merely mastering the mechanics of digital technologies (Kern, 2015), this project was an exploration of how language classrooms can be set up as supportive spaces where adult English learners perform “social acts of meaning mediated by the creation of texts” (Bhatt, 2012). Drawing on their personal histories, the learners made connections with the people, events, and spaces, from their past and present, emphasising the need to focus on human connections in language learning and the development of digital literacy skills (Guillén et al, 2020). Through poetry as a familiar literary form, the project serves to expand and strengthen the epistemic contribution capability (Fricker, 2015) of English learners with limited education and print literacy skills.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134270700","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}
Pub Date : 2023-08-10DOI: 10.21153/tesol2023vol31no2art1731
Greg Restall, Yixuan Yao, Xueying Niu
A prescribed English language textbook often directs classroom teaching practices in secondary school classes in EFL contexts, such as in South Korea. The textbook is often accompanied by multimedia resources which are delivered to students as input at a regulated pace with limited opportunities for communicative interaction or spoken output. Such opportunities are further limited in the community outside of the English classroom. Immersive virtual reality (i-VR) has the potential to situate learners in a real-world context for authentic application of textbook language learning. English teachers in the formal classroom focus on linguistic competence development within time constraints by teaching new vocabulary and grammatical items in decontextualised forms. By comparison, i-VR environments focus on learning to construct meaning in communicative events in contextualised, real-world settings based on students’ existing linguistic knowledge and ability. In a small-scale pilot study, two teachers of Year 10 English classes in Seoul implemented four i-VR language learning modules in their classes: one as a self-directed learning experience that extended beyond formal classroom learning, and the other as a teacher-facilitated learning experience within the formal classroom. Both teachers were interviewed after the two-week implementation to seek their views on their perceptions of the value of such i-VR learning for their students. Beyond the motivational and entertainment value, the teachers viewed the i-VR experience as capable of incorporating pedagogical structures using the embedded multimodal resources that is not possible in other immersive forms of language learning. Moreover, the teachers believed that incorporation of authentic conversations and interactional opportunities could further enhance the learning potential.
{"title":"Exploring the experience of Year 10 South Korean students’ English language learning in immersive virtual reality.","authors":"Greg Restall, Yixuan Yao, Xueying Niu","doi":"10.21153/tesol2023vol31no2art1731","DOIUrl":"https://doi.org/10.21153/tesol2023vol31no2art1731","url":null,"abstract":"A prescribed English language textbook often directs classroom teaching practices in secondary school classes in EFL contexts, such as in South Korea. The textbook is often accompanied by multimedia resources which are delivered to students as input at a regulated pace with limited opportunities for communicative interaction or spoken output. Such opportunities are further limited in the community outside of the English classroom. Immersive virtual reality (i-VR) has the potential to situate learners in a real-world context for authentic application of textbook language learning. English teachers in the formal classroom focus on linguistic competence development within time constraints by teaching new vocabulary and grammatical items in decontextualised forms. By comparison, i-VR environments focus on learning to construct meaning in communicative events in contextualised, real-world settings based on students’ existing linguistic knowledge and ability. In a small-scale pilot study, two teachers of Year 10 English classes in Seoul implemented four i-VR language learning modules in their classes: one as a self-directed learning experience that extended beyond formal classroom learning, and the other as a teacher-facilitated learning experience within the formal classroom. Both teachers were interviewed after the two-week implementation to seek their views on their perceptions of the value of such i-VR learning for their students. Beyond the motivational and entertainment value, the teachers viewed the i-VR experience as capable of incorporating pedagogical structures using the embedded multimodal resources that is not possible in other immersive forms of language learning. Moreover, the teachers believed that incorporation of authentic conversations and interactional opportunities could further enhance the learning potential.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"58 14","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120846216","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}
Pub Date : 2023-08-10DOI: 10.21153/tesol2023vol31no2art1734
Bernadette Barker, Susanne Di Mauro
Reporting a Brisbane Catholic Education (BCE) project spanning 2018-2020, this paper looks at what happened when early primary, multilingual students were given e-readers with bilingual texts to take home to read together with their families. The shift in pedagogy to view our learners as multilingual, from learning English to developing multicompetence, influenced our decision to make digital texts in community languages more readily available to our students. Although our increasingly digital world has led to improved access to information, texts in different languages and the opportunity for students to access learning in different ways, we realised that students at school, particularly those from a refugee background, have limited access to these resources. Along with improved access for students, we also wanted parents to have access to reading materials in their home languages, so that they could read together with their young children. Our goal was not only to facilitate reading in both home languages and English but to create greater student engagement in reading, while strengthening home and English literacy. In the course of compiling the digital library, we realised that we needed to find out more about what helps our multilingual students with reading and gain a greater understanding of family literacy practices in our school communities. Our learnings about the sustainability of libraries, student progress in reading, and family literacy practices in Brisbane Catholic Education school communities has important implications for how we teach multilingual learners to read today
{"title":"Rethinking Reading at Home: Connecting families with multilingual digital texts","authors":"Bernadette Barker, Susanne Di Mauro","doi":"10.21153/tesol2023vol31no2art1734","DOIUrl":"https://doi.org/10.21153/tesol2023vol31no2art1734","url":null,"abstract":"Reporting a Brisbane Catholic Education (BCE) project spanning 2018-2020, this paper looks at what happened when early primary, multilingual students were given e-readers with bilingual texts to take home to read together with their families. The shift in pedagogy to view our learners as multilingual, from learning English to developing multicompetence, influenced our decision to make digital texts in community languages more readily available to our students. Although our increasingly digital world has led to improved access to information, texts in different languages and the opportunity for students to access learning in different ways, we realised that students at school, particularly those from a refugee background, have limited access to these resources. \u0000Along with improved access for students, we also wanted parents to have access to reading materials in their home languages, so that they could read together with their young children. Our goal was not only to facilitate reading in both home languages and English but to create greater student engagement in reading, while strengthening home and English literacy. In the course of compiling the digital library, we realised that we needed to find out more about what helps our multilingual students with reading and gain a greater understanding of family literacy practices in our school communities. Our learnings about the sustainability of libraries, student progress in reading, and family literacy practices in Brisbane Catholic Education school communities has important implications for how we teach multilingual learners to read today","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117327181","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}
Pub Date : 2023-08-10DOI: 10.21153/tesol2023vol31no2art1859
Elizabeth Gunn
Baxter, J., Callaghan, G., Y McAvoy, J. 2018 Palgrave Macmillan
巴克斯特，J.，卡拉汉，G.， Y .麦卡沃伊，J. 2018
{"title":"Baxter, J., Callaghan, G., Y McAvoy, J. (2018). Creativity and critique in online learning: Exploring and examining innovations in online pedagogy","authors":"Elizabeth Gunn","doi":"10.21153/tesol2023vol31no2art1859","DOIUrl":"https://doi.org/10.21153/tesol2023vol31no2art1859","url":null,"abstract":"Baxter, J., Callaghan, G., Y McAvoy, J. \u00002018 \u0000Palgrave Macmillan","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130925453","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}
Pub Date : 2023-03-22DOI: 10.21153/tesol2022vol31no1art1533
A. Filipi, M. H. Nguyen, A. Berry
The recent implementation of The Victorian Curriculum F-10: EAL requires content teachers who teach EAL students to be familiar with the revised EAL curriculum for the purposes of planning and developing approaches to assist learners’ development in English. In the literature and in curriculum frameworks, word knowledge is considered an important aspect of EAL students’ learning. However, little is known about what pedagogical practices teachers across the curriculum perceive as being important, and use, in developing EAL students’ vocabulary. In this study, we investigated linguistically responsive vocabulary teaching in a Year 7 science class. Our aim was to elucidate teachers’ perceptions and practices in teaching vocabulary in science. The qualitative case study drew on principles of linguistically responsive instruction (LRI), which refers to practices for meeting the needs of students in culturally and linguistically diverse classrooms. Analysis of interview and classroom data from an EAL teacher and a science teacher revealed a range of LRI practices for developing word knowledge based on understanding the distinction between conversational and academic language, language learning principles, responsive teacher talk, plurilingual awareness, and the importance of social interaction for learners. We offer recommendations for a whole school approach to LRI, adaptation to online LRI, and curriculum development.
{"title":"Science and EAL teachers’ perspectives and practices in building word knowledge in implementing the new Victorian EAL curriculum","authors":"A. Filipi, M. H. Nguyen, A. Berry","doi":"10.21153/tesol2022vol31no1art1533","DOIUrl":"https://doi.org/10.21153/tesol2022vol31no1art1533","url":null,"abstract":"\u0000\u0000\u0000The recent implementation of The Victorian Curriculum F-10: EAL requires content teachers who teach EAL students to be familiar with the revised EAL curriculum for the purposes of planning and developing approaches to assist learners’ development in English. In the literature and in curriculum frameworks, word knowledge is considered an important aspect of EAL students’ learning. However, little is known about what pedagogical practices teachers across the curriculum perceive as being important, and use, in developing EAL students’ vocabulary. In this study, we investigated linguistically responsive vocabulary teaching in a Year 7 science class. Our aim was to elucidate teachers’ perceptions and practices in teaching vocabulary in science. The qualitative case study drew on principles of linguistically responsive instruction (LRI), which refers to practices for meeting the needs of students in culturally and linguistically diverse classrooms. Analysis of interview and classroom data from an EAL teacher and a science teacher revealed a range of LRI practices for developing word knowledge based on understanding the distinction between conversational and academic language, language learning principles, responsive teacher talk, plurilingual awareness, and the importance of social interaction for learners. We offer recommendations for a whole school approach to LRI, adaptation to online LRI, and curriculum development.\u0000\u0000\u0000","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115098300","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}
Pub Date : 2023-03-22DOI: 10.21153/tesol2022vol31no1art1746
Averil Grieve, Sharon Yahalom, David Wei Dai
This issue of TESOL in Context contains four articles that complement each other in their focus and arguments concerning political ideologies, the commodification of English as an additional language/dialect (EAL/D) teaching and the professional training needs of both EAL/D and mainstream teachers in Australian education. The first two submissions are discussion papers, which set the scene for two articles reporting on results from empirical TESOL research. Four book reviews complete the volume with a focus on the work of EAL/D teachers and learners in a variety of contexts. The articles and book reviews in this issue highlight important issues in EAL/D policy, research and practice, with a particular emphasis on the imperative to prioritise teacher preparation and professional learning. Underpinning all submissions is a clear understanding of the need for authenticity, collaboration, specialisation and utilisation of all of the linguistic competencies EAL/D bring with them to classrooms. This has implications for TESOL within and beyond Australian borders and highlights the need for continued dialogue with government and funding bodies to ensure the teaching and learning of EAL/D students is comprehensively supported in a wide range of educational contexts.
{"title":"Editorial: Collaboration, training and funding for the professional development of teachers of EAL/D students","authors":"Averil Grieve, Sharon Yahalom, David Wei Dai","doi":"10.21153/tesol2022vol31no1art1746","DOIUrl":"https://doi.org/10.21153/tesol2022vol31no1art1746","url":null,"abstract":"\u0000\u0000\u0000This issue of TESOL in Context contains four articles that complement each other in their focus and arguments concerning political ideologies, the commodification of English as an additional language/dialect (EAL/D) teaching and the professional training needs of both EAL/D and mainstream teachers in Australian education. The first two submissions are discussion papers, which set the scene for two articles reporting on results from empirical TESOL research. Four book reviews complete the volume with a focus on the work of EAL/D teachers and learners in a variety of contexts. The articles and book reviews in this issue highlight important issues in EAL/D policy, research and practice, with a particular emphasis on the imperative to prioritise teacher preparation and professional learning. Underpinning all submissions is a clear understanding of the need for authenticity, collaboration, specialisation and utilisation of all of the linguistic competencies EAL/D bring with them to classrooms. This has implications for TESOL within and beyond Australian borders and highlights the need for continued dialogue with government and funding bodies to ensure the teaching and learning of EAL/D students is comprehensively supported in a wide range of educational contexts. \u0000\u0000\u0000","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125527297","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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