Pub Date : 2022-12-06DOI: 10.21153/tesol2022vol30no2art1568
Nils Drixler
Virtual Exchange (VE) is a method of intercultural online learning in which groups of learners collaborate with partners from another culture or geographical area in joint projects. Lingua Franca VEs combine numerous advantages, such as the acquisition of digital and intercultural skills, and further create an environment in which the foreign language is used in an authentic and immersive setting. Although VE is a highly communicative method, Second Language Interactional Competence (L2 IC) has barely been subjected to scientific scrutiny in this context yet. By investigating the first thirty minutes of ten initial student group meetings, this cross-sectional study explores the interactional resources that participants display during online talk-in-interaction. Multimodal Conversation Analysis is applied to the data consisting of GAT2 transcriptions of recorded ZOOM video conferences. These online meetings between EFL undergraduate students in secondary school teacher training are part of the VE project Extended Telecollaboration Practice (Waldman, Harel & Schwab, 2019) between Israel and Germany which was initiated in 2015 and is still on-going. This paper depicts the online-specific strategies that EFL-students adopt in order to gain common ground. Further, it will argue that some L2 IC features, such as turn-taking and multilingual resources, come with particular dynamics and characteristics in a VE context.
{"title":"Features of Online Second Language Interactional Competence in a German-Israeli Virtual Exchange","authors":"Nils Drixler","doi":"10.21153/tesol2022vol30no2art1568","DOIUrl":"https://doi.org/10.21153/tesol2022vol30no2art1568","url":null,"abstract":"Virtual Exchange (VE) is a method of intercultural online learning in which groups of learners collaborate with partners from another culture or geographical area in joint projects. Lingua Franca VEs combine numerous advantages, such as the acquisition of digital and intercultural skills, and further create an environment in which the foreign language is used in an authentic and immersive setting. Although VE is a highly communicative method, Second Language Interactional Competence (L2 IC) has barely been subjected to scientific scrutiny in this context yet. \u0000By investigating the first thirty minutes of ten initial student group meetings, this cross-sectional study explores the interactional resources that participants display during online talk-in-interaction. Multimodal Conversation Analysis is applied to the data consisting of GAT2 transcriptions of recorded ZOOM video conferences. These online meetings between EFL undergraduate students in secondary school teacher training are part of the VE project Extended Telecollaboration Practice (Waldman, Harel & Schwab, 2019) between Israel and Germany which was initiated in 2015 and is still on-going. \u0000This paper depicts the online-specific strategies that EFL-students adopt in order to gain common ground. Further, it will argue that some L2 IC features, such as turn-taking and multilingual resources, come with particular dynamics and characteristics in a VE context.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130821549","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 : 2022-12-06DOI: 10.21153/tesol2022vol30no2art1517
Ann Tai, H. T. Nguyen, Cristiane Vicentini
Despite rising interests in the manifestations of second language (L2) interactional competence (IC) in online language learning activities (e.g., Balaman & Sert, 2017a, 2017b; González-Lloret, 2016), the intersection between epistemic and affective stancetaking in the online space remains largely unexplored. This paper examines how an intermediate-level learner jointly managed epistemics and affect with a tutor in a teleconference session designed as a conversation-for-learning. The analysis focuses on web search sequences occasioned by emergent asymmetries in the ongoing talk, and how the participants leveraged resources to negotiate knowledge positions and index emotions during online searches. Findings reveal that epistemic and affective stance management actions are a prominent aspect of online search sequences. For example, during an online search, the tutee demonstrates his L2 IC by citing and attributing responsibility to the source in response to epistemic primacy challenges. In the process, he also utilised affective resources such as laughter and a term of endearment to delicately manage disagreements. By focusing on the management of epistemic and affective stances, this study informs pedagogical decisions about the use of online searches in L2 learning activities.
{"title":"Interactional practices to manage epistemic stances in online searches during a computer-mediated conversation-for-learning","authors":"Ann Tai, H. T. Nguyen, Cristiane Vicentini","doi":"10.21153/tesol2022vol30no2art1517","DOIUrl":"https://doi.org/10.21153/tesol2022vol30no2art1517","url":null,"abstract":"Despite rising interests in the manifestations of second language (L2) interactional competence (IC) in online language learning activities (e.g., Balaman & Sert, 2017a, 2017b; González-Lloret, 2016), the intersection between epistemic and affective stancetaking in the online space remains largely unexplored. This paper examines how an intermediate-level learner jointly managed epistemics and affect with a tutor in a teleconference session designed as a conversation-for-learning. The analysis focuses on web search sequences occasioned by emergent asymmetries in the ongoing talk, and how the participants leveraged resources to negotiate knowledge positions and index emotions during online searches. Findings reveal that epistemic and affective stance management actions are a prominent aspect of online search sequences. For example, during an online search, the tutee demonstrates his L2 IC by citing and attributing responsibility to the source in response to epistemic primacy challenges. In the process, he also utilised affective resources such as laughter and a term of endearment to delicately manage disagreements. By focusing on the management of epistemic and affective stances, this study informs pedagogical decisions about the use of online searches in L2 learning activities.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123828605","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 : 2022-12-06DOI: 10.21153/tesol2022vol30no2art1516
Taiane Malabarba
This exploratory study focuses on changes in the accomplishment of requests by an adult English as an additional language speaker/learner interacting on WhatsApp for nine months. The analysis follows a microanalytic approach to digital interaction informed by recent developments within longitudinal conversation analysis. It unpacks the array of semiotic and interactional resources that the focal learner employs to make class-related requests to the teacher. Longitudinal comparison of four request sequences over time suggests that the differences in how the requesting posts are designed and responded to index both increased interactional competence to accomplish requests in English on WhatsApp - through more contextually-sensitive and conventional semiotic resources - as well as evolving socio-interactional ties and related deontic concerns between the learner and the teacher. Despite the popularity of text chats, only a handful of studies have investigated the practices employed by additional language learners to engage in text chat interaction change over time and this work has not focused on naturally occurring interactions or on requesting. The present study thereby contributes new understandings to text chat interaction with additional language speakers and to longitudinal research on interactional competence development in online settings.
{"title":"Requesting on WhatsApp: The interplay of interactional competence and deontics in English as an additional language","authors":"Taiane Malabarba","doi":"10.21153/tesol2022vol30no2art1516","DOIUrl":"https://doi.org/10.21153/tesol2022vol30no2art1516","url":null,"abstract":"This exploratory study focuses on changes in the accomplishment of requests by an adult English as an additional language speaker/learner interacting on WhatsApp for nine months. The analysis follows a microanalytic approach to digital interaction informed by recent developments within longitudinal conversation analysis. It unpacks the array of semiotic and interactional resources that the focal learner employs to make class-related requests to the teacher. Longitudinal comparison of four request sequences over time suggests that the differences in how the requesting posts are designed and responded to index both increased interactional competence to accomplish requests in English on WhatsApp - through more contextually-sensitive and conventional semiotic resources - as well as evolving socio-interactional ties and related deontic concerns between the learner and the teacher. Despite the popularity of text chats, only a handful of studies have investigated the practices employed by additional language learners to engage in text chat interaction change over time and this work has not focused on naturally occurring interactions or on requesting. The present study thereby contributes new understandings to text chat interaction with additional language speakers and to longitudinal research on interactional competence development in online settings.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127089092","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":"Salaberry, M. R., & Burch, A. R. (Eds.) (2021). Assessing speaking in context: Expanding the construct and its applications","authors":"Leila Zohali","doi":"10.21153/tesol2022vol30no2art1640","DOIUrl":"https://doi.org/10.21153/tesol2022vol30no2art1640","url":null,"abstract":"Assessing speaking in context: Expanding the construct and its applications\u0000Salaberry, M. R., & Burch, A. R. (Eds.)\u0000Multilingual Matters, 2021","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127529642","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 : 2020-12-31DOI: 10.21153/tesol2020vol29no2art1436
S. Leslie
EMOTIONS IN SECOND LANGUAGE TEACHING: THEORY, RESEARCH AND TEACHER EDUCATION Juan de Dios Martinez Agudo (Ed.) Cham, Switzerland: Springer, 2018
第二语言教学中的情感:理论、研究与教师教育Juan de Dios Martinez Agudo主编，Cham，瑞士:Springer, 2018
{"title":"EMOTIONS IN SECOND LANGUAGE TEACHING: THEORY, RESEARCH AND TEACHER EDUCATION","authors":"S. Leslie","doi":"10.21153/tesol2020vol29no2art1436","DOIUrl":"https://doi.org/10.21153/tesol2020vol29no2art1436","url":null,"abstract":"\u0000 \u0000 \u0000EMOTIONS IN SECOND LANGUAGE TEACHING: THEORY, RESEARCH AND TEACHER EDUCATION Juan de Dios Martinez Agudo (Ed.) Cham, Switzerland: Springer, 2018 \u0000 \u0000 \u0000","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128163418","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 : 2020-12-31DOI: 10.21153/tesol2020vol29no2art1428
A. Skourdoumbis, Ahmad Madkur
English is the most widely taught and learned language in the world. Within the broader literatures on the worldwide spread and dominance of English as a key skill for 21st century education, the use of English(es) and English Language Teaching (ELT) in the context of schooling in Asian countries represent an important research direction. Our paper contributes to these debates by exploring the problem of English language teachers’ beliefs about their pedagogical practices in Indonesian pesantren schools. The system of religious pesantren schools provides a unique research context to examine teacher practice in classrooms where English is not assigned the assumed de facto status of a ‘global lingua franca’. In engaging a Bourdieusian lens, this paper explores teachers’ perceptions of the (lack of) symbolic and linguistic capital of English language learning in pesantren, the emergent tensions, and how these frame teacher beliefs and practice. In so doing, this paper aims to contribute to the broader debates in the field that seek to critically analyse and reframe the hegemonic status of English as a global educational commodity of political-economic power.
{"title":"Symbolic capital and the problem of navigating English language teacher practice: the case of Indonesian pesantren","authors":"A. Skourdoumbis, Ahmad Madkur","doi":"10.21153/tesol2020vol29no2art1428","DOIUrl":"https://doi.org/10.21153/tesol2020vol29no2art1428","url":null,"abstract":"English is the most widely taught and learned language in the world. Within the broader literatures on the worldwide spread and dominance of English as a key skill for 21st century education, the use of English(es) and English Language Teaching (ELT) in the context of schooling in Asian countries represent an important research direction. Our paper contributes to these debates by exploring the problem of English language teachers’ beliefs about their pedagogical practices in Indonesian pesantren schools. The system of religious pesantren schools provides a unique research context to examine teacher practice in classrooms where English is not assigned the assumed de facto status of a ‘global lingua franca’. In engaging a Bourdieusian lens, this paper explores teachers’ perceptions of the (lack of) symbolic and linguistic capital of English language learning in pesantren, the emergent tensions, and how these frame teacher beliefs and practice. In so doing, this paper aims to contribute to the broader debates in the field that seek to critically analyse and reframe the hegemonic status of English as a global educational commodity of political-economic power.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133422457","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 : 2020-12-31DOI: 10.21153/tesol2020vol29no2art1429
E. Mohammadi
REFLECTIONS ON TASK-BASED LANGUAGE TEACHING Rod EllisBristol, Blue Ridge Summit: Multilingual Matters, 2018
对任务型语言教学的思考Rod EllisBristol，蓝岭峰会:多语言问题，2018
{"title":"REFLECTIONS ON TASK-BASED LANGUAGE TEACHING","authors":"E. Mohammadi","doi":"10.21153/tesol2020vol29no2art1429","DOIUrl":"https://doi.org/10.21153/tesol2020vol29no2art1429","url":null,"abstract":"REFLECTIONS ON TASK-BASED LANGUAGE TEACHING Rod EllisBristol, Blue Ridge Summit: Multilingual Matters, 2018","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121204782","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 : 2020-12-31DOI: 10.21153/tesol2020vol29no2art1434
Ekaterina Tour, Edwin Creely, P. Waterhouse
Despite the professional learning benefits that may be realised through participation in research, many institutions and teachers are reluctant to get involved. They (correctly) anticipate that it will require some time, effort, and commitment. They may understand that research is important for improving education practices but more direct and immediate value for them and, importantly, how to gain it may not be obvious. To address this issue, we report a part of a six-month study that used institutional ethnography as the method of inquiry. We present and analyse three generative episodes that we observed and experienced in the context of our research collaboration with the participants at one adult community-based English as an Additional Language (EAL) institution in Melbourne (Australia). These episodes provide important insights into the ways in which our participants were proactive in realising the benefits of participating in the research. The participating teachers brought research and practice into regular dialogue and strategically utilised our partnership for their professional learning. We conclude by discussing some practical strategies for EAL institutions, teachers, and researchers who want to unlock and maximise the learning potential of research partnerships.
{"title":"Considering the benefits of research participation: insights from a study of adult EAL educators","authors":"Ekaterina Tour, Edwin Creely, P. Waterhouse","doi":"10.21153/tesol2020vol29no2art1434","DOIUrl":"https://doi.org/10.21153/tesol2020vol29no2art1434","url":null,"abstract":"\u0000 \u0000 \u0000Despite the professional learning benefits that may be realised through participation in research, many institutions and teachers are reluctant to get involved. They (correctly) anticipate that it will require some time, effort, and commitment. They may understand that research is important for improving education practices but more direct and immediate value for them and, importantly, how to gain it may not be obvious. To address this issue, we report a part of a six-month study that used institutional ethnography as the method of inquiry. We present and analyse three generative episodes that we observed and experienced in the context of our research collaboration with the participants at one adult community-based English as an Additional Language (EAL) institution in Melbourne (Australia). These episodes provide important insights into the ways in which our participants were proactive in realising the benefits of participating in the research. The participating teachers brought research and practice into regular dialogue and strategically utilised our partnership for their professional learning. We conclude by discussing some practical strategies for EAL institutions, teachers, and researchers who want to unlock and maximise the learning potential of research partnerships. \u0000 \u0000 \u0000","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122054362","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 : 2020-12-31DOI: 10.21153/tesol2020vol29no2art1433
Y. Slaughter, Julie Choi, D. Nunan, Hayley Black, Rebecca Grimaud, H. Trinh
The diversity of learning needs within the TESOL field creates inherent tensions between the need for targeted professional learning for TESOL teachers, the more generalist nature of tertiary TESOL courses, and the varied research interests of teacher educators. This article describes a collaborative research project between university-based teacher educators and TESOL teachers working in an adult education centre. With a range of aims amongst the research participants, this article reports on the ‘fluid’ and ‘messy’ process of collaborative research (Burns & Edwards, 2014, p. 67) as we investigate the use of identity texts (Cummins & Early, 2011) as a mediating tool for professional learning. In acknowledging the practice of teaching as highly situated, the data presented focuses on the individual experience of each teacher, voiced through an action research frame, before we discuss the achievements and challenges which emerged through this collaborative research process. In the findings, we argue for the importance of championing the case for the messy processes of collaborative research within the broader research academy.
{"title":"The affordances and limitations of collaborative research in the TESOL classroom","authors":"Y. Slaughter, Julie Choi, D. Nunan, Hayley Black, Rebecca Grimaud, H. Trinh","doi":"10.21153/tesol2020vol29no2art1433","DOIUrl":"https://doi.org/10.21153/tesol2020vol29no2art1433","url":null,"abstract":"\u0000 \u0000 \u0000The diversity of learning needs within the TESOL field creates inherent tensions between the need for targeted professional learning for TESOL teachers, the more generalist nature of tertiary TESOL courses, and the varied research interests of teacher educators. This article describes a collaborative research project between university-based teacher educators and TESOL teachers working in an adult education centre. With a range of aims amongst the research participants, this article reports on the ‘fluid’ and ‘messy’ process of collaborative research (Burns & Edwards, 2014, p. 67) as we investigate the use of identity texts (Cummins & Early, 2011) as a mediating tool for professional learning. In acknowledging the practice of teaching as highly situated, the data presented focuses on the individual experience of each teacher, voiced through an action research frame, before we discuss the achievements and challenges which emerged through this collaborative research process. In the findings, we argue for the importance of championing the case for the messy processes of collaborative research within the broader research academy. \u0000 \u0000 \u0000","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123782772","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}
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：