Pub Date : 2018-12-19DOI: 10.21153/TESOL2018VOL27NO2ART832
Pande Made Sumartini
RESEARCH ON REFLECTIVE PRACTICE IN TESOLThomas S.C. FarrellNew York, USA: Routledge. 2018
法瑞尔(thomas S.C. farrelll)，纽约:劳特利奇出版社，2018
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Pub Date : 2018-12-19DOI: 10.21153/TESOL2018VOL27NO2ART833
Shem Macdonald, A. Keary
This special issue of TESOL in Context focuses on the topic of “Ethics in TESOL”. In it a number of issues are explored including accountability of ESOL teachers to their students and communities, the development of ethical responsibility for professional life and how research can inform and transform practice. Broader questions are raised about where does the notion of ethics take us as a profession in relation to research, practice and advocacy?
{"title":"Editorial: Ethics in TESOL","authors":"Shem Macdonald, A. Keary","doi":"10.21153/TESOL2018VOL27NO2ART833","DOIUrl":"https://doi.org/10.21153/TESOL2018VOL27NO2ART833","url":null,"abstract":"This special issue of TESOL in Context focuses on the topic of “Ethics in TESOL”. In it a number of issues are explored including accountability of ESOL teachers to their students and communities, the development of ethical responsibility for professional life and how research can inform and transform practice. Broader questions are raised about where does the notion of ethics take us as a profession in relation to research, practice and advocacy?","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124940738","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 : 2018-12-19DOI: 10.21153/tesol2018vol27no2art830
Skye Playsted
REFUGEE BACKGROUND STUDENTS TRANSITIONING INTO HIGHER EDUCATION: NAVIGATING COMPLEX SPACESLoshini Naidoo, Jane Wilkinson, Misty Adoniou, and Kiprono LangatSingapore: Springer, 2018
{"title":"REFUGEE BACKGROUND STUDENTS TRANSITIONING INTO HIGHER EDUCATION: NAVIGATING COMPLEX SPACES","authors":"Skye Playsted","doi":"10.21153/tesol2018vol27no2art830","DOIUrl":"https://doi.org/10.21153/tesol2018vol27no2art830","url":null,"abstract":"REFUGEE BACKGROUND STUDENTS TRANSITIONING INTO HIGHER EDUCATION: NAVIGATING COMPLEX SPACESLoshini Naidoo, Jane Wilkinson, Misty Adoniou, and Kiprono LangatSingapore: Springer, 2018","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114176655","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 : 2018-12-19DOI: 10.21153/TESOL2018VOL27NO2ART834
Mervi Kaukko, J. Wilkinson
This article continues the well-established discussion of the ethics of TESOL by adopting a praxis perspective that views TESOL as holistic, ethical and moral task, rather than a technical task of delivering learning outcomes in a new language. This article is informed by the authors’ empirical research in Finnish preparatory classes, and in intensive English language schools in Australia, including interviews with teachers, students and educational leaders. Drawing on literature and this research we consider how English as an Additional Language or Dialect (EALD) and Finnish as a Second Language (F2) teaching can promote “a good life” for the individual learner and human kind.
{"title":"Praxis and language: Teaching newly arrived migrant children to “live well in a world worth living in”","authors":"Mervi Kaukko, J. Wilkinson","doi":"10.21153/TESOL2018VOL27NO2ART834","DOIUrl":"https://doi.org/10.21153/TESOL2018VOL27NO2ART834","url":null,"abstract":"This article continues the well-established discussion of the ethics of TESOL by adopting a praxis perspective that views TESOL as holistic, ethical and moral task, rather than a technical task of delivering learning outcomes in a new language. This article is informed by the authors’ empirical research in Finnish preparatory classes, and in intensive English language schools in Australia, including interviews with teachers, students and educational leaders. Drawing on literature and this research we consider how English as an Additional Language or Dialect (EALD) and Finnish as a Second Language (F2) teaching can promote “a good life” for the individual learner and human kind.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122803231","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 : 2018-12-19DOI: 10.21153/TESOL2018VOL27NO2ART836
Carly Minett
ACTA statementThe aims of the journalGuidelinesCopyrightEditorsJournal CoordinatorEditorial Board
ACTA声明期刊指南的目标版权编辑期刊协调编辑委员会
{"title":"About TESOL in Context","authors":"Carly Minett","doi":"10.21153/TESOL2018VOL27NO2ART836","DOIUrl":"https://doi.org/10.21153/TESOL2018VOL27NO2ART836","url":null,"abstract":"ACTA statementThe aims of the journalGuidelinesCopyrightEditorsJournal CoordinatorEditorial Board","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131016536","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 : 2018-12-19DOI: 10.21153/TESOL2018VOL27NO2ART831
Carolyn Fairjones
TEACHING ENGLISH TO SECOND LANGUAGE LEARNERS IN ACADEMIC CONTEXTS- READING, WRITING, LISTENING AND SPEAKINGJonathan M. Newton, Dana R. Ferris, Christine C.M. Goh, William Grabe, Fredricka L. Stoller, and Larry Vandergrift New York: Routledge, 2018
《在学术语境中向第二语言学习者教授英语——阅读、写作、听力和口语》，jonathan M. Newton, Dana R. Ferris, Christine C.M. Goh, William Grabe, Fredricka L. Stoller和Larry Vandergrift，纽约:Routledge出版社，2018
{"title":"TEACHING ENGLISH TO SECOND LANGUAGE LEARNERS IN ACADEMIC CONTEXTS- READING, WRITING, LISTENING AND SPEAKING","authors":"Carolyn Fairjones","doi":"10.21153/TESOL2018VOL27NO2ART831","DOIUrl":"https://doi.org/10.21153/TESOL2018VOL27NO2ART831","url":null,"abstract":"TEACHING ENGLISH TO SECOND LANGUAGE LEARNERS IN ACADEMIC CONTEXTS- READING, WRITING, LISTENING AND SPEAKINGJonathan M. Newton, Dana R. Ferris, Christine C.M. Goh, William Grabe, Fredricka L. Stoller, and Larry Vandergrift New York: Routledge, 2018","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115118084","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 : 2018-12-19DOI: 10.21153/tesol2018vol27no2art835
Carly Minett
Notes for contributorsAdvertising rates
投稿人须知广告费率
{"title":"Notes for contributors & Advertising rates","authors":"Carly Minett","doi":"10.21153/tesol2018vol27no2art835","DOIUrl":"https://doi.org/10.21153/tesol2018vol27no2art835","url":null,"abstract":"Notes for contributorsAdvertising rates","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123809037","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 : 2018-12-19DOI: 10.21153/TESOL2018VOL27NO2ART829
Alexander Kostogriz
25 years ago, TESOL in Context published a paper on the ethics of TESOL. In this paper, Alan Williams, who was the ACTA Councillor and Policy Committee Convenor at that time, reminded the professional community of some moral predicaments in teaching English to others. On the one hand, he recognised the “productive and socially worthwhile” work that most TESOL educators do in providing access to the dominant variety of English language (e.g., SAE), thereby empowering the speakers of other languages and dialects to become socially mobile. On the other hand, Williams argued that the effective teaching of English to others can also lead to their disempowerment due to the alienating effect of assimilation on cultural and linguistic identities of learners. Over the years, this dilemma has received due attention from some leading educators and researchers in the field who have attempted to address the access paradox from a critical-pragmatic perspective (Janks, 2004, 2010). This article returns to the question of access paradox in TESOL, arguing the primacy of the ethical in professional practice. In particular, it draws on ethics as hospitality in thinking about the ethicality of professional ethics to problematise the possibility of socially-just language and literacy education in multicultural conditions.
{"title":"The question of professional ethics in TESOL: Hospitality as an (im)possible demand?","authors":"Alexander Kostogriz","doi":"10.21153/TESOL2018VOL27NO2ART829","DOIUrl":"https://doi.org/10.21153/TESOL2018VOL27NO2ART829","url":null,"abstract":"25 years ago, TESOL in Context published a paper on the ethics of TESOL. In this paper, Alan Williams, who was the ACTA Councillor and Policy Committee Convenor at that time, reminded the professional community of some moral predicaments in teaching English to others. On the one hand, he recognised the “productive and socially worthwhile” work that most TESOL educators do in providing access to the dominant variety of English language (e.g., SAE), thereby empowering the speakers of other languages and dialects to become socially mobile. On the other hand, Williams argued that the effective teaching of English to others can also lead to their disempowerment due to the alienating effect of assimilation on cultural and linguistic identities of learners. Over the years, this dilemma has received due attention from some leading educators and researchers in the field who have attempted to address the access paradox from a critical-pragmatic perspective (Janks, 2004, 2010). This article returns to the question of access paradox in TESOL, arguing the primacy of the ethical in professional practice. In particular, it draws on ethics as hospitality in thinking about the ethicality of professional ethics to problematise the possibility of socially-just language and literacy education in multicultural conditions.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128217091","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 : 2018-12-19DOI: 10.21153/tesol2018vol27no2art828
Alan Williams
Discussion of ethical considerations in Australian TESOL began 25 years ago, with arguments about the need for TESOL professionals to be aware of the potentially harmful consequences of their work, the loss of first language proficiency, and even the loss of languages themselves (Williams, 1992, 1995). The intervening quarter of a century has seen sweeping changes to the context in which TESOL professionals work and developments in our professional knowledge about the processes and consequences of TESOL professional practice (Canagarajah, 1999; Phillipson, 1992, 2013). In this paper developments in the sociocultural context of TESOL, the general education context and the TESOL professional context are explored. This article revises the arguments about ethical directions in TESOL presented a quarter century ago to take account of these changes. Guiding principles for individuals and professional bodies are identified. It is argued that our role is to sensitively help our learners to explore the potential consequences of the learning of English, and for professional bodies to take an active role in advocacy given the impact of globalization processes, more centralized curriculum and assessment frameworks, and the relatively reduced capacity of individual teachers to influence the institutions that employ them.
{"title":"The Ethics of TESOL a quarter century on","authors":"Alan Williams","doi":"10.21153/tesol2018vol27no2art828","DOIUrl":"https://doi.org/10.21153/tesol2018vol27no2art828","url":null,"abstract":"Discussion of ethical considerations in Australian TESOL began 25 years ago, with arguments about the need for TESOL professionals to be aware of the potentially harmful consequences of their work, the loss of first language proficiency, and even the loss of languages themselves (Williams, 1992, 1995). The intervening quarter of a century has seen sweeping changes to the context in which TESOL professionals work and developments in our professional knowledge about the processes and consequences of TESOL professional practice (Canagarajah, 1999; Phillipson, 1992, 2013). In this paper developments in the sociocultural context of TESOL, the general education context and the TESOL professional context are explored. This article revises the arguments about ethical directions in TESOL presented a quarter century ago to take account of these changes. Guiding principles for individuals and professional bodies are identified. It is argued that our role is to sensitively help our learners to explore the potential consequences of the learning of English, and for professional bodies to take an active role in advocacy given the impact of globalization processes, more centralized curriculum and assessment frameworks, and the relatively reduced capacity of individual teachers to influence the institutions that employ them.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123135682","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 ACROSS THE CURRICULUM & CLIL IN ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) CONTEXTS","authors":"Haoran Zheng","doi":"10.21153/TESOL2018VOL27NO1ART774774","DOIUrl":"https://doi.org/10.21153/TESOL2018VOL27NO1ART774774","url":null,"abstract":"Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts Lin, A. M. Y.Singapore: Springer, 2016","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121108587","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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