Pub Date : 2018-08-30DOI: 10.21153/TESOL2018VOL27NO1ART770770
Nicholas Carr, Michiko Weinmann
Over the last two decades, there has been significant debate surrounding the potential benefits, or potential harm, generated from the provision of written corrective feedback (WCF) on the writing of language learners. The majority of research in the field has been conducted within a positivist paradigm, which often adopted experimental research designs that measured language development in the form of correct output of targeted linguistic items, with the output sometimes being limited to a single writing task. Through the use of an interpretive paradigm and a socio-culturally informed theoretical framework, this case study examines language development reflected by progression within the language learners’ zone of proximal development (ZPD), generated via the provision of direct WCF. Retrospective interviews provide rich qualitative data that highlight the experiences of participants as they process three different types of WCF. This case study found that WCF was not able to generate any significant shifts towards self regulation within the participants’ ZPD, and thus learning generated via WCF was, at best, minimal. The need for learners to collaborate in order to co-construct their ZPDs during both the processing of WCF and construction stage of writing tasks was identified. Pedagogical implications for language teachers are discussed.
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Pub Date : 2018-08-30DOI: 10.21153/tesol2018vol27no1art775775
Carly Minett
Contined within.
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Pub Date : 2018-08-30DOI: 10.21153/TESOL2018VOL27NO1ART772772
R. Neilsen, R. Arber
This 2018 issue was initially intended as unthemed, but in fact a theme does emerge from the three papers – that of language learners’ voices, reminding us as educators of how much we need to listen – and the kinds of things we need to listen to more reflexively. Anna Filipi’s paper points to the frequent absence of the voices of international students in investigations, giving an account of their identities through a critical examination of English language learner categorisation. Suma Sumithran then asks how EAL/D teachers speak about their adult students’ language learning experiences, indicating that sometimes students’ voices are not heard in crucial ways, resulting in a perpetuation of cultural stereotyping, even if their teachers engage with them with the best of intentions. In an Australia characterised by cultural and linguistic diversity, an examination of the hybrid and fluid identities of its peoples reveal that ‘othering’ based on geographical nation-state boundaries is highly problematic. Finally, Nicholas Carr and Michiko Weinmann look at written corrective feedback from a sociocultural angle to give an account of how the voices of adult English language learners in Japan reveal their experiences of processing teacher feedback through collaboration, both with peers and with the language teacher.
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Pub Date : 2018-08-30DOI: 10.21153/TESOL2018VOL27NO1ART771771
Suma Sumithran
In a multicultural and settler society such as Australia, perceptions of the cultures and identities of students in the adult EAL classroom may have a significant impact on their language learning experiences. This paper reports on a study investigating how teachers of adult English as an Additional Language (EAL) students in Victoria, Australia, understand their students’ cultural identities, how they speak about their students’ language learning and how they perceive the challenges and opportunities that their students face in the learning process. Recent literature highlights the complexity of culture and identity in the adult EAL classroom, and has identified normalisation of stereotyped characteristics of language learners. Semi-structured interviews with three experienced EAL teachers were conducted, and a phenomenological framework was applied for the qualitative data analysis. The themes that emerged suggest that the teachers had a limited and even superficial understanding of their students’ cultural identities. Cultural stereotyping was evident when describing their students’ language learning experiences, and also when describing the challenges and opportunities that students have in their learning. The implications of these for the students’ additional language development are discussed.
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Pub Date : 2018-08-30DOI: 10.21153/TESOL2018VOL27NO1ART778778
A. Filipi
This paper reports on a small scale study of category building in the context of English language learning. The data for the current study is derived from the interviews with two students, one from China and the other from Mongolia, in two schools in Melbourne. The study uses Membership Categorization Analysis to give an account of identity by examining how categories of English language learner emerge and shift during the course of the interviews. The categories established by the participants in the two interviews were constructed around different attributes belonging to the category of international student. These emerged as a series of categorical binaries including international student and local student, language competence and language deficit, mainstream English and English as an Additional Language (EAL), and home country and Australia. As the participants took part in the interview, they moved towards accounts that integrated multiple viewpoints resulting in dynamically shifting categorisations. Through these categories, it was also possible to show how students were invited to display their learning and knowledge of English, and to give accounts of their English language development.
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Pub Date : 2017-11-13DOI: 10.21153/TESOL2017VOL26NO1ART697697
R. Neilsen, Michiko Weinmann, R. Arber
The factors influencing the multiple contexts of English language provision in Australia are complex, and this issue of TESOL in Context holds a lens to some of them: the first of the three articles presents a historical overview of provision for English as an Additional Language or Dialect (EAL/D, formerly English as a Second Language or ESL) in Australia, the subject of the second is screening for EAL kindergarten children, and the third discusses issues of internationalisation in a K-12 school. Reading these we are reminded that as TESOL professionals we work in an environment of continual change, forced to respond in a frequently ad hoc manner to a number of pressures, including federal and state politics. As far back as 2002 Joe Lo Bianco expressed concern (in this journal) that EAL/D learner needs were still not being met at that time, and the three articles in this issue throw light on why this is still too often the case, despite recent legislative emphasis on a ‘fairer Australia’ (Australian Government, 2011) in which a stronger acknowledgement, understanding and support for linguistic diversity should provide the foundation for a socially just society.
影响澳大利亚英语语言教学的多重语境的因素是复杂的，《语境中的TESOL》这期文章对其中的一些因素进行了探讨:三篇文章中的第一篇介绍了澳大利亚英语作为附加语言或方言(EAL/D，以前的英语作为第二语言或ESL)的历史概况，第二篇的主题是EAL幼儿园儿童的筛选，第三篇讨论了K-12学校的国际化问题。阅读这些文章，我们会意识到，作为TESOL专业人士，我们在一个不断变化的环境中工作，被迫以一种频繁的特殊方式应对各种压力，包括联邦和州的政治压力。早在2002年，Joe Lo Bianco(在本刊上)就表达了对当时EAL/D学习者需求仍未得到满足的担忧，而本期的三篇文章揭示了为什么这种情况仍然经常发生，尽管最近立法强调“更公平的澳大利亚”(澳大利亚政府，2011年)，其中对语言多样性的更强承认、理解和支持应该为社会公正的社会提供基础。
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{"title":"ENGLISH FOR UNI","authors":"Nicholas Carr","doi":"10.21153/TESOL2017VOL26NO1ART706706","DOIUrl":"https://doi.org/10.21153/TESOL2017VOL26NO1ART706706","url":null,"abstract":"A website developed by Julia Miller, Richard Warner, Fiona Henderson, Kayoko Enomoto, Ben McCann, Wang LiJuan, Anne Harris, and Joseph Miller.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125244568","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 : 2017-07-01DOI: 10.21153/TESOL2017VOL26NO1ART704704
Sherry J Hattingh, Margaret Kettle, J. Brownlee
The increase of internationalisation in Australian schools marks this as a significant teaching and learning experience for many teachers, specifically those in the secondary school. This case study of a secondary school investigated the concerns of teachers impacted by the implementation of an internationalisation policy. The study examined the teachers’ responses to issues often associated with internationalisation in schools: pedagogy, curriculum and student inclusion. Four key concerns emerged in the data: (i) feelings of being ill-prepared; (ii) questions about curriculum enactment and student participation; (iii) the need for greater intercultural competence; and (iv) a lack of clarity about the relationship between language and literacy. The paper explores the implications of these concerns for teachers’ practices and professional development as well as the place of international students in the school community.
{"title":"Internationalising a school: teachers’ perspectives on pedagogy, curriculum and inclusion","authors":"Sherry J Hattingh, Margaret Kettle, J. Brownlee","doi":"10.21153/TESOL2017VOL26NO1ART704704","DOIUrl":"https://doi.org/10.21153/TESOL2017VOL26NO1ART704704","url":null,"abstract":"The increase of internationalisation in Australian schools marks this as a significant teaching and learning experience for many teachers, specifically those in the secondary school. This case study of a secondary school investigated the concerns of teachers impacted by the implementation of an internationalisation policy. The study examined the teachers’ responses to issues often associated with internationalisation in schools: pedagogy, curriculum and student inclusion. Four key concerns emerged in the data: (i) feelings of being ill-prepared; (ii) questions about curriculum enactment and student participation; (iii) the need for greater intercultural competence; and (iv) a lack of clarity about the relationship between language and literacy. The paper explores the implications of these concerns for teachers’ practices and professional development as well as the place of international students in the school community.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129355341","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 : 2017-07-01DOI: 10.21153/TESOL2017VOL26NO1ART707707
R. Neilson
Elizabeth Ellis Trends in applied Linguistics: De Gruyter Mouton, 2016, ISBN 978-1-61451-589-0
Elizabeth Ellis应用语言学趋势:De Gruyter Mouton, 2016, ISBN 978-1-61451-589-0
{"title":"THE PLURILINGUAL TESOL TEACHER: THE HIDDEN LANGUAGE LIVES OF TESOL TEACHERS AND WHY THEY MATTER.","authors":"R. Neilson","doi":"10.21153/TESOL2017VOL26NO1ART707707","DOIUrl":"https://doi.org/10.21153/TESOL2017VOL26NO1ART707707","url":null,"abstract":"Elizabeth Ellis Trends in applied Linguistics: De Gruyter Mouton, 2016, ISBN 978-1-61451-589-0","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126200736","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 : 2017-07-01DOI: 10.21153/TESOL2017VOL26NO1ART705705
A. Keary, J. Kirkby
Assessment of young children from culturally and linguistically diverse backgrounds holds the potential to provide important insights into learning. Two researchers investigated an Allied Health screening program that was conducted in three kindergartens in a disadvantaged area of outer Melbourne, Australia. Drawing on narrative inquiry methodology the researchers explored the understandings given to the screening program by Allied Health professionals and Early Childhood teachers and administrators in relation to CALD children. From analysis of interview and focus group data, insights were gained into the way the screening program employed culturally and linguistically responsive practices. Flexible assessment practices, acknowledgement of children’s linguistic abilities and family- centred practice emerged as key strategies to enhance Early Childhood assessment programs that cater to the strengths and needs of young children from CALD backgrounds. However, the investigation demonstrated that issues of equity and compromise are heightened as policy and practice diverge on how to implement these strategies. In conclusion, it is argued, that targeted professional learning could assist Early Childhood teachers to negotiate this divergent space.
{"title":"'Language shades everything': Considerations and implications for assessing young children from culturally and linguistically diverse backgrounds","authors":"A. Keary, J. Kirkby","doi":"10.21153/TESOL2017VOL26NO1ART705705","DOIUrl":"https://doi.org/10.21153/TESOL2017VOL26NO1ART705705","url":null,"abstract":"Assessment of young children from culturally and linguistically diverse backgrounds holds the potential to provide important insights into learning. Two researchers investigated an Allied Health screening program that was conducted in three kindergartens in a disadvantaged area of outer Melbourne, Australia. Drawing on narrative inquiry methodology the researchers explored the understandings given to the screening program by Allied Health professionals and Early Childhood teachers and administrators in relation to CALD children. From analysis of interview and focus group data, insights were gained into the way the screening program employed culturally and linguistically responsive practices. Flexible assessment practices, acknowledgement of children’s linguistic abilities and family- centred practice emerged as key strategies to enhance Early Childhood assessment programs that cater to the strengths and needs of young children from CALD backgrounds. However, the investigation demonstrated that issues of equity and compromise are heightened as policy and practice diverge on how to implement these strategies. In conclusion, it is argued, that targeted professional learning could assist Early Childhood teachers to negotiate this divergent space.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122346005","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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