Pub Date : 2020-12-30DOI: 10.21153/tesol2020vol29no1art1424
Vincent Backhaus, Henry Fraser, Shem Macdonald
If the settler never came and the (Australian) continent developed herself, what kinds of conversations would we consider? Perhaps, we would highlight the fact that the Country and Island landscape did not have an estimated number of languages but significantly more than the speculated 250 (or “over 300”, or “hundreds of”) Aboriginal and Torres Strait Islander languages across the island and continental landscape. It would be a given continuance that every year across the Country, and not just 2019 declared by the United Nations General assembly, as the year to celebrate the Indigenous languages. Perhaps the ways we define, discuss and distinguish these numerous, living languages would be very different from our current forensic approaches.
{"title":"Editorial: If the settler never came","authors":"Vincent Backhaus, Henry Fraser, Shem Macdonald","doi":"10.21153/tesol2020vol29no1art1424","DOIUrl":"https://doi.org/10.21153/tesol2020vol29no1art1424","url":null,"abstract":"If the settler never came and the (Australian) continent developed herself, what kinds of conversations would we consider? Perhaps, we would highlight the fact that the Country and Island landscape did not have an estimated number of languages but significantly more than the speculated 250 (or “over 300”, or “hundreds of”) Aboriginal and Torres Strait Islander languages across the island and continental landscape. It would be a given continuance that every year across the Country, and not just 2019 declared by the United Nations General assembly, as the year to celebrate the Indigenous languages. Perhaps the ways we define, discuss and distinguish these numerous, living languages would be very different from our current forensic approaches.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121969714","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 : 2020-12-30DOI: 10.21153/tesol2020vol29no1art1426
Madeleine Clews
AUSTRALIAN ABORIGINAL ENGLISH: CHANGE AND CONTINUITY IN AN ADOPTED LANGUAGEMalcolm, Ian G.Series: Dialects of English, Series editors: Joan C. Beal, Karen P. Corrigan, Bernd Kortmann, Volume: 16.Boston: De Gruyter, Inc., 2017
{"title":"AUSTRALIAN ABORIGINAL ENGLISH: CHANGE AND CONTINUITY IN AN ADOPTED LANGUAGE","authors":"Madeleine Clews","doi":"10.21153/tesol2020vol29no1art1426","DOIUrl":"https://doi.org/10.21153/tesol2020vol29no1art1426","url":null,"abstract":"AUSTRALIAN ABORIGINAL ENGLISH: CHANGE AND CONTINUITY IN AN ADOPTED LANGUAGEMalcolm, Ian G.Series: Dialects of English, Series editors: Joan C. Beal, Karen P. Corrigan, Bernd Kortmann, Volume: 16.Boston: De Gruyter, Inc., 2017","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132443225","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 : 2019-12-19DOI: 10.21153/tesol2019vol28no1art904
J. Lippold
LANGUAGE ASSESSMENT FOR CLASSROOM TEACHERS Lyle Bachman and Barbara Dambock Oxford: Oxford University Press, 2017
《课堂教师语言评估》莱尔·巴赫曼和芭芭拉·丹伯克牛津:牛津大学出版社，2017
{"title":"LANGUAGE ASSESSMENT FOR CLASSROOM TEACHERS","authors":"J. Lippold","doi":"10.21153/tesol2019vol28no1art904","DOIUrl":"https://doi.org/10.21153/tesol2019vol28no1art904","url":null,"abstract":"LANGUAGE ASSESSMENT FOR CLASSROOM TEACHERS Lyle Bachman and Barbara Dambock Oxford: Oxford University Press, 2017","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123614266","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":"SUPPORTING LEARNERS WITH DYSLEXIA IN THE ELT CLASSROOM","authors":"H. Kotzé","doi":"10.21153/tesol2019vol28no1art903","DOIUrl":"https://doi.org/10.21153/tesol2019vol28no1art903","url":null,"abstract":"Review(s) of: Supporting learners with dyslexia in the ELT classroom, by Michele Daloiso, Oxford, United Kingdom, Oxford University Press, 2017.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"22 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132747075","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 : 2019-12-19DOI: 10.21153/tesol2019vol28no1art905
Michelle Ocriciano
ADVOCACY IN ENGLISH LANGUAGE TEACHING AND LEARNINGHeather A. Linville & James Whiting (Eds.)New York, NY: Routledge, 2019
倡导英语教学和学习希瑟A.林维尔和詹姆斯怀廷(编)纽约:劳特利奇出版社，2019
{"title":"ADVOCACY IN ENGLISH LANGUAGE TEACHING AND LEARNING","authors":"Michelle Ocriciano","doi":"10.21153/tesol2019vol28no1art905","DOIUrl":"https://doi.org/10.21153/tesol2019vol28no1art905","url":null,"abstract":"ADVOCACY IN ENGLISH LANGUAGE TEACHING AND LEARNINGHeather A. Linville & James Whiting (Eds.)New York, NY: Routledge, 2019","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131465248","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 : 2019-12-19DOI: 10.21153/tesol2019vol28no1art906
M. Barnes, Seham Shwayli, Pamalee Matthews
There has been increasing attention on mainstream teacher beliefs on English as an Additional Language (EAL) students in their classrooms, particularly in regards to how these beliefs impact on teacher expectations and actions. With many teachers holding deficit beliefs towards EAL students, many have argued that professional development is one way to counter these beliefs. However, with a push for the regional settlement of migrants in Australia, there is limited understanding of mainstream teachers’ beliefs about EAL students in regional contexts. Drawing on Bourdieu’s concepts of habitus and field, this study investigates the beliefs of teachers and principals in two regional secondary schools in Victoria, Australia. The findings suggest that while many teachers hold common misconceptions regarding EAL students, their views regarding the inclusion of these students are generally positive and both the teachers and principals are open to additional training and support. However, the prevailing issue regarding supporting EAL students is time and/or timing—a commodity that both teachers and students do not have. This paper argues that EAL support in a regional context needs to be further interrogated, identifying a variety of approaches, such as professional development for mainstream teachers, additional EAL specialist support, and after-school programs, to better meet the needs of EAL students in regional areas.
{"title":"Supporting EAL students in regional education contexts: “It creates a huge workload and often times disappointment”","authors":"M. Barnes, Seham Shwayli, Pamalee Matthews","doi":"10.21153/tesol2019vol28no1art906","DOIUrl":"https://doi.org/10.21153/tesol2019vol28no1art906","url":null,"abstract":"There has been increasing attention on mainstream teacher beliefs on English as an Additional Language (EAL) students in their classrooms, particularly in regards to how these beliefs impact on teacher expectations and actions. With many teachers holding deficit beliefs towards EAL students, many have argued that professional development is one way to counter these beliefs. However, with a push for the regional settlement of migrants in Australia, there is limited understanding of mainstream teachers’ beliefs about EAL students in regional contexts. Drawing on Bourdieu’s concepts of habitus and field, this study investigates the beliefs of teachers and principals in two regional secondary schools in Victoria, Australia. The findings suggest that while many teachers hold common misconceptions regarding EAL students, their views regarding the inclusion of these students are generally positive and both the teachers and principals are open to additional training and support. However, the prevailing issue regarding supporting EAL students is time and/or timing—a commodity that both teachers and students do not have. This paper argues that EAL support in a regional context needs to be further interrogated, identifying a variety of approaches, such as professional development for mainstream teachers, additional EAL specialist support, and after-school programs, to better meet the needs of EAL students in regional areas.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117081033","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 : 2019-12-19DOI: 10.21153/tesol2019vol28no1art869
Mei French
Amongst Australian EAL specialists there is increasing recognition of the value of incorporating students’ home languages and cultural knowledge into teaching and learning. However there remains a need for guiding principles for developing effective multilingual and translanguaging approaches for diverse educational contexts. This paper presents some classroom approaches and suggest principles for effective multilingual curriculum and pedagogy. An ethnographic study in an Australian high school revealed that students used their multilingual repertoires to support learning individually, collaboratively and through access to external information. Teachers responded by rejecting, accepting or actively engaging students’ multilingual resources. Analysis of these teaching approaches suggests some principles for effective multilingual classroom practice. Successful multilingual pedagogies require both teachers and students to challenge the “monolingual mindset” (Clyne, 2008) of Australian education. Attention to both vertical and horizontal dimensions of multilingualism (Heugh, 2018) is also crucial. Additional principles include affirming multilingualism, attending to affect, developing shared learning outcomes, defining a social purpose and addressing practical considerations. A key to success is that multilingual and translanguaging pedagogies are developed from students’ existing multilingual practices. It is hoped that proposing these principles can extend discussion and research around the use of multilingual resources in school-based learning.
{"title":"Multilingual pedagogies in practice","authors":"Mei French","doi":"10.21153/tesol2019vol28no1art869","DOIUrl":"https://doi.org/10.21153/tesol2019vol28no1art869","url":null,"abstract":"Amongst Australian EAL specialists there is increasing recognition of the value of incorporating students’ home languages and cultural knowledge into teaching and learning. However there remains a need for guiding principles for developing effective multilingual and translanguaging approaches for diverse educational contexts. This paper presents some classroom approaches and suggest principles for effective multilingual curriculum and pedagogy. An ethnographic study in an Australian high school revealed that students used their multilingual repertoires to support learning individually, collaboratively and through access to external information. Teachers responded by rejecting, accepting or actively engaging students’ multilingual resources. Analysis of these teaching approaches suggests some principles for effective multilingual classroom practice. Successful multilingual pedagogies require both teachers and students to challenge the “monolingual mindset” (Clyne, 2008) of Australian education. Attention to both vertical and horizontal dimensions of multilingualism (Heugh, 2018) is also crucial. Additional principles include affirming multilingualism, attending to affect, developing shared learning outcomes, defining a social purpose and addressing practical considerations. A key to success is that multilingual and translanguaging pedagogies are developed from students’ existing multilingual practices. It is hoped that proposing these principles can extend discussion and research around the use of multilingual resources in school-based learning.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132345280","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 : 2019-12-19DOI: 10.21153/tesol2019vol28no1art907
E. D. de Jong
English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.
{"title":"Expanding EAL expertise: Taking a multilingual stance","authors":"E. D. de Jong","doi":"10.21153/tesol2019vol28no1art907","DOIUrl":"https://doi.org/10.21153/tesol2019vol28no1art907","url":null,"abstract":"English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"73 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114132843","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 : 2019-12-19DOI: 10.21153/tesol2019vol28no1art909
Shem Macdonald
This issue of TESOL in Context picks up on themes running through a number of the presentations as well as the keynotes from the Australian Council of TESOL Associations (ACTA) Conference that took place in Adelaide on 3-5 October, 2018. One of these themes was the readiness of teachers, both pre- and in-service, to adopt a positive view of learners of English as an Additional Language (EAL) and make productive use of the understandings, knowledges and skills that they bring to the classroom, specifically those related to the learners’ language(s). All EAL learners, even those entering formal education at a very young age, come with proficiencies in (a) language(s) and/or dialect(s) other than Standard Australian English. In contrast to the expectation, as observed by Cummins et al. (2005), that learners leave their language(s) at the school door along with their social and cultural expertise, much current discussion and research around schools and other learning centres is actively considering ways to leverage these learner attributes for successful learning (e.g. Duarte, 2019).
{"title":"Editorial: Adopting a multilingual stance: Benefits and challenges for learners and teachers","authors":"Shem Macdonald","doi":"10.21153/tesol2019vol28no1art909","DOIUrl":"https://doi.org/10.21153/tesol2019vol28no1art909","url":null,"abstract":"This issue of TESOL in Context picks up on themes running through a number of the presentations as well as the keynotes from the Australian Council of TESOL Associations (ACTA) Conference that took place in Adelaide on 3-5 October, 2018. One of these themes was the readiness of teachers, both pre- and in-service, to adopt a positive view of learners of English as an Additional Language (EAL) and make productive use of the understandings, knowledges and skills that they bring to the classroom, specifically those related to the learners’ language(s). All EAL learners, even those entering formal education at a very young age, come with proficiencies in (a) language(s) and/or dialect(s) other than Standard Australian English. In contrast to the expectation, as observed by Cummins et al. (2005), that learners leave their language(s) at the school door along with their social and cultural expertise, much current discussion and research around schools and other learning centres is actively considering ways to leverage these learner attributes for successful learning (e.g. Duarte, 2019).","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114527006","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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