Pub Date : 2023-01-16DOI: 10.18806/tesl.v39i2/1376
Subrata Bhowmik
Writing is an important literacy skill for K-12 students’ academic success. For English as a Second Language (ESL) children, developing writing skills involves both learning English and learning to write. This makes ESL writing instruction challenging as teachers have to strike a balance between teaching writing as a literacy skill and as a tool for students’ English language development. Recent research has identified that in-service teachers in K-12 settings lack requisite training in L2 writing, resulting in various challenges in the ESL writing classroom. One such challenge for them is to determine whether the focus of writing instruction should be to teach students how to write (learn-to-write) or to utilize writing as a tool to help students develop the English language (write-to-learn language). Eliciting the theoretical orientations of both learn-to-write (LW) and write-to-learn language (WLL), this article suggests that the LW and WLL approaches are not mutually exclusive for teaching ESL writing. Based on a review of recent research, the paper discusses a systemic functional linguistics (SFL)-informed genre-based writing pedagogy as well as teaching and learning activities that integrate both LW and WLL principles into ESL writing instruction in the elementary classroom.
{"title":"K-12 ESL Writing Instruction: Learning to Write or Writing to Learn Language?","authors":"Subrata Bhowmik","doi":"10.18806/tesl.v39i2/1376","DOIUrl":"https://doi.org/10.18806/tesl.v39i2/1376","url":null,"abstract":"Writing is an important literacy skill for K-12 students’ academic success. For English as a Second Language (ESL) children, developing writing skills involves both learning English and learning to write. This makes ESL writing instruction challenging as teachers have to strike a balance between teaching writing as a literacy skill and as a tool for students’ English language development. Recent research has identified that in-service teachers in K-12 settings lack requisite training in L2 writing, resulting in various challenges in the ESL writing classroom. One such challenge for them is to determine whether the focus of writing instruction should be to teach students how to write (learn-to-write) or to utilize writing as a tool to help students develop the English language (write-to-learn language). Eliciting the theoretical orientations of both learn-to-write (LW) and write-to-learn language (WLL), this article suggests that the LW and WLL approaches are not mutually exclusive for teaching ESL writing. Based on a review of recent research, the paper discusses a systemic functional linguistics (SFL)-informed genre-based writing pedagogy as well as teaching and learning activities that integrate both LW and WLL principles into ESL writing instruction in the elementary classroom.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135695409","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 : 2023-01-14DOI: 10.18806/tesl.v39.i2/1375
Taylor Boreland, Heather Lotherington, Brittany Tomin, Kurt Thumlert
This article discusses a 2021 survey of French as a second language (FSL) teacher candidates (TCs) in Faculties of Education in Ontario whose practice teaching experiences were affected by the COVID-19 pandemic, pivoting them into remote FSL teaching and learning. The survey, which formed a component of a larger mixed method SSHRC-funded research project1, was designed to capture the varied practice teaching experiences of FSL teacher candidates in order to ascertain symmetries and asymmetries in their preferred digital practices, devices and tools for social communication, and for French language teaching and learning. Survey respondents (N=17) from different teacher education programs in universities across Ontario provided a picture of scattered and fragmented approaches to FSL digital pedagogies and hinted at a persistent reliance on traditional FSL pedagogies in the classroom. Digital preferences for teaching and learning were, interestingly, not parallel, and were anchored in common educational tools and platforms that reaffirmed teacher-centred approaches to FSL rather than more innovative, learner-centred, and agentive language teaching and learning. The survey results raise an important question: Has FSL teacher education adequately moved with the communicative changes wrought by socio-technical change and related pedagogical innovations?
{"title":"The use of digital tools in French as a Second Language teacher education in Ontario","authors":"Taylor Boreland, Heather Lotherington, Brittany Tomin, Kurt Thumlert","doi":"10.18806/tesl.v39.i2/1375","DOIUrl":"https://doi.org/10.18806/tesl.v39.i2/1375","url":null,"abstract":"This article discusses a 2021 survey of French as a second language (FSL) teacher candidates (TCs) in Faculties of Education in Ontario whose practice teaching experiences were affected by the COVID-19 pandemic, pivoting them into remote FSL teaching and learning. The survey, which formed a component of a larger mixed method SSHRC-funded research project1, was designed to capture the varied practice teaching experiences of FSL teacher candidates in order to ascertain symmetries and asymmetries in their preferred digital practices, devices and tools for social communication, and for French language teaching and learning. Survey respondents (N=17) from different teacher education programs in universities across Ontario provided a picture of scattered and fragmented approaches to FSL digital pedagogies and hinted at a persistent reliance on traditional FSL pedagogies in the classroom. Digital preferences for teaching and learning were, interestingly, not parallel, and were anchored in common educational tools and platforms that reaffirmed teacher-centred approaches to FSL rather than more innovative, learner-centred, and agentive language teaching and learning. The survey results raise an important question: Has FSL teacher education adequately moved with the communicative changes wrought by socio-technical change and related pedagogical innovations?","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135833688","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 : 2023-01-14DOI: 10.18806/tesl.v39.i1/1375
Taylor Boreland, Heather Lotherington, Brittany Tomin, Kurt Thumlert
This article discusses a 2021 survey of French as a second language (FSL) teacher candidates (TCs) in Faculties of Education in Ontario whose practice teaching experiences were affected by the COVID-19 pandemic, pivoting them into remote FSL teaching and learning. The survey, which formed a component of a larger mixed method SSHRC-funded research project1, was designed to capture the varied practice teaching experiences of FSL teacher candidates in order to ascertain symmetries and asymmetries in their preferred digital practices, devices and tools for social communication, and for French language teaching and learning. Survey respondents (N=17) from different teacher education programs in universities across Ontario provided a picture of scattered and fragmented approaches to FSL digital pedagogies and hinted at a persistent reliance on traditional FSL pedagogies in the classroom. Digital preferences for teaching and learning were, interestingly, not parallel, and were anchored in common educational tools and platforms that reaffirmed teacher-centred approaches to FSL rather than more innovative, learner-centred, and agentive language teaching and learning. The survey results raise an important question: Has FSL teacher education adequately moved with the communicative changes wrought by socio-technical change and related pedagogical innovations?
{"title":"The use of digital tools in French as a Second Language teacher education in Ontario","authors":"Taylor Boreland, Heather Lotherington, Brittany Tomin, Kurt Thumlert","doi":"10.18806/tesl.v39.i1/1375","DOIUrl":"https://doi.org/10.18806/tesl.v39.i1/1375","url":null,"abstract":"This article discusses a 2021 survey of French as a second language (FSL) teacher candidates (TCs) in Faculties of Education in Ontario whose practice teaching experiences were affected by the COVID-19 pandemic, pivoting them into remote FSL teaching and learning. The survey, which formed a component of a larger mixed method SSHRC-funded research project1, was designed to capture the varied practice teaching experiences of FSL teacher candidates in order to ascertain symmetries and asymmetries in their preferred digital practices, devices and tools for social communication, and for French language teaching and learning. Survey respondents (N=17) from different teacher education programs in universities across Ontario provided a picture of scattered and fragmented approaches to FSL digital pedagogies and hinted at a persistent reliance on traditional FSL pedagogies in the classroom. Digital preferences for teaching and learning were, interestingly, not parallel, and were anchored in common educational tools and platforms that reaffirmed teacher-centred approaches to FSL rather than more innovative, learner-centred, and agentive language teaching and learning. The survey results raise an important question: Has FSL teacher education adequately moved with the communicative changes wrought by socio-technical change and related pedagogical innovations?","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86237110","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 : 2023-01-09DOI: 10.18806/tesl.v39.i2/1374
Hesamoddin Shahriari, Masoud Motamedynia
The present study investigated the lexical demands of scripted and unscripted television programs. To that end, two corpora consisting of 286 episodes from 14 different programs, both scripted and unscripted, were analyzed. The results indicated that the 1,000 most frequent word families, plus proper nouns, marginal words, transparent compounds, and acronyms, were required to reach 90% coverage in both scripted and unscripted programs. Furthermore, knowledge of the 2,000 most frequent word families accounted for 95% coverage in the unscripted programs, while, to reach the same threshold in the scripted programs, a vocabulary size of the 3,000 most frequent word families was needed. Regarding 98% coverage, vocabulary knowledge of 4,000 and 6,000 word families was required for the unscripted and scripted programs, respectively. A corpus-driven investigation was also conducted to explore the potential of both types of television programs for incidental vocabulary learning. Accordingly, the results showed that both types of programs may hold relatively great potential for learning words from the 2,000- to 3,000-word levels and might have some potential for the incidental learning of mid-frequency words (i.e., 4,000- to 9,000-word levels). Implications for using both types of television programs in language learning and teaching processes are discussed.
{"title":"Exploring the Vocabulary Makeup of Scripted and Unscripted Television Programs and Their Potential for Incidental Vocabulary Learning","authors":"Hesamoddin Shahriari, Masoud Motamedynia","doi":"10.18806/tesl.v39.i2/1374","DOIUrl":"https://doi.org/10.18806/tesl.v39.i2/1374","url":null,"abstract":"The present study investigated the lexical demands of scripted and unscripted television programs. To that end, two corpora consisting of 286 episodes from 14 different programs, both scripted and unscripted, were analyzed. The results indicated that the 1,000 most frequent word families, plus proper nouns, marginal words, transparent compounds, and acronyms, were required to reach 90% coverage in both scripted and unscripted programs. Furthermore, knowledge of the 2,000 most frequent word families accounted for 95% coverage in the unscripted programs, while, to reach the same threshold in the scripted programs, a vocabulary size of the 3,000 most frequent word families was needed. Regarding 98% coverage, vocabulary knowledge of 4,000 and 6,000 word families was required for the unscripted and scripted programs, respectively. A corpus-driven investigation was also conducted to explore the potential of both types of television programs for incidental vocabulary learning. Accordingly, the results showed that both types of programs may hold relatively great potential for learning words from the 2,000- to 3,000-word levels and might have some potential for the incidental learning of mid-frequency words (i.e., 4,000- to 9,000-word levels). Implications for using both types of television programs in language learning and teaching processes are discussed.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90917175","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 : 2022-09-08DOI: 10.18806/tesl.v39i1/1374
Antonella Valeo, F. Faez
{"title":"A Word from the Editors","authors":"Antonella Valeo, F. Faez","doi":"10.18806/tesl.v39i1/1374","DOIUrl":"https://doi.org/10.18806/tesl.v39i1/1374","url":null,"abstract":"","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78584935","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 : 2022-09-03DOI: 10.18806/tesl.v39i1/1370
D. Detwyler
The 2020 outbreak of the global COVID-19 pandemic imposed emergency remote teaching on adult English as a second language (ESL) programs globally, creating unprecedented challenges not only for language learners but also for instructors. Immense difficulties were produced in the collision between a biological hazard (the novel coronavirus) and the power-inflected social structures that organize language teaching in different locales. In this paper I explore some impacts of the pandemic on three instructors in the single largest adult ESL program in Canada, Language Instruction for Newcomers to Canada (LINC). Grounded in an account of the historical origins and development of the LINC program, a reflexive thematic analysis of instructor responses to vignettes of resonant challenges identified three major issues that were intensified by the pandemic: navigating digital inequities, balancing the teaching of digital literacies and language teaching in an accountability framework, and managing boundaries and expectations. These results are contextualized in the larger conversations around LINC and adult ESL programming globally, and some implications and new directions for the post-pandemic landscape now visible on the horizon are also considered. L’éclosion de la pandémie globale COVID-19 a imposé d’urgence l’enseignement à distance sur les programmes d’enseignement de l’anglais langue seconde (ALS) partout dans le monde, créant ainsi des défis sans précédent pour les apprenants de langues et leurs enseignants. Des difficultés considérables ont résulté de l’intersection explosive entre un danger biologique (le nouveau coronavirus) et les structures sociales basées sur le pouvoir qui organisent l’enseignement des langues dans plusieurs endroits. Dans cet article, j’explore certaines répercussions de la pandémie sur trois enseignants dans le plus grand programme d’enseignement de l’ALS aux adultes au Canada, le programme CLIC (Cours de langue pour les immigrants au Canada). Basée sur un récit des origines historiques et du développement du programme CLIC, l’analyse thématique réflexive des réponses des enseignants à des vignettes illustrant des défis évocateurs a identifié trois enjeux majeurs qui ont été intensifiés par la pandémie : naviguer les inégalités numériques, assurer l’équilibre entre l’enseignement des littératies numériques et l’enseignement de la langue dans un cadre responsable et gérer les limites et les attentes. Ces résultats sont contextualisés dans une discussion plus large sur le programme CLIC et les programmes d’enseignement d’ALS aux adultes autour du monde. Certaines implications et nouvelles directions pour le contexte postpandémie, désormais visible à l’horizon, seront également discutées.
{"title":"Between Waves: LINC Instructors’ Perspectives on Pandemic Teaching","authors":"D. Detwyler","doi":"10.18806/tesl.v39i1/1370","DOIUrl":"https://doi.org/10.18806/tesl.v39i1/1370","url":null,"abstract":"The 2020 outbreak of the global COVID-19 pandemic imposed emergency remote teaching on adult English as a second language (ESL) programs globally, creating unprecedented challenges not only for language learners but also for instructors. Immense difficulties were produced in the collision between a biological hazard (the novel coronavirus) and the power-inflected social structures that organize language teaching in different locales. In this paper I explore some impacts of the pandemic on three instructors in the single largest adult ESL program in Canada, Language Instruction for Newcomers to Canada (LINC). Grounded in an account of the historical origins and development of the LINC program, a reflexive thematic analysis of instructor responses to vignettes of resonant challenges identified three major issues that were intensified by the pandemic: navigating digital inequities, balancing the teaching of digital literacies and language teaching in an accountability framework, and managing boundaries and expectations. These results are contextualized in the larger conversations around LINC and adult ESL programming globally, and some implications and new directions for the post-pandemic landscape now visible on the horizon are also considered. \u0000L’éclosion de la pandémie globale COVID-19 a imposé d’urgence l’enseignement à distance sur les programmes d’enseignement de l’anglais langue seconde (ALS) partout dans le monde, créant ainsi des défis sans précédent pour les apprenants de langues et leurs enseignants. Des difficultés considérables ont résulté de l’intersection explosive entre un danger biologique (le nouveau coronavirus) et les structures sociales basées sur le pouvoir qui organisent l’enseignement des langues dans plusieurs endroits. Dans cet article, j’explore certaines répercussions de la pandémie sur trois enseignants dans le plus grand programme d’enseignement de l’ALS aux adultes au Canada, le programme CLIC (Cours de langue pour les immigrants au Canada). Basée sur un récit des origines historiques et du développement du programme CLIC, l’analyse thématique réflexive des réponses des enseignants à des vignettes illustrant des défis évocateurs a identifié trois enjeux majeurs qui ont été intensifiés par la pandémie : naviguer les inégalités numériques, assurer l’équilibre entre l’enseignement des littératies numériques et l’enseignement de la langue dans un cadre responsable et gérer les limites et les attentes. Ces résultats sont contextualisés dans une discussion plus large sur le programme CLIC et les programmes d’enseignement d’ALS aux adultes autour du monde. Certaines implications et nouvelles directions pour le contexte postpandémie, désormais visible à l’horizon, seront également discutées.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83787258","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 : 2022-09-03DOI: 10.18806/tesl.v39i1/1372
S. Bhowmik
{"title":"Reconceptualizing the Writing Practices of Multilingual Youth: Towards a Symbiotic Approach to In- and Out-of-School Writing","authors":"S. Bhowmik","doi":"10.18806/tesl.v39i1/1372","DOIUrl":"https://doi.org/10.18806/tesl.v39i1/1372","url":null,"abstract":"","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79475946","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 : 2022-09-03DOI: 10.18806/tesl.v39i1/1373
S. Douglas, M. Landry, Christine Doe, Liying Cheng
This study set out to explore English for academic purposes (EAP) student perceptions of their experiences at a university in western Canada. A qualitative approach was used, with 17 students completing a questionnaire toward the end of their EAP program, and one of those students taking part in an interview approximately one year later. Data from the questionnaires and interview were transcribed and descriptively coded, with the codes gathered into salient themes. Thematic analysis identified benefits related to developing academic writing and speaking skills, boosting confidence levels, fostering EAP friendships, providing a transition period, and learning about local culture. However, the analysis also revealed the need for improvements in overall teaching and learning experiences, reading and listening skills development, and sociocultural content. These findings point to the importance of conceptualizing EAP with a wide range of outcomes related to linguistic, academic, social, cultural, and personal growth to support students’ additional language socialization in a postsecondary context. The findings also highlight areas for curriculum renewal and revision and underscore the role these programs can play in building on students’ strengths as they develop their overall competence in an additional language to achieve the goals that matter to them. Cette étude avait pour objectif d’explorer les perceptions d’apprenants de l’anglais sur objectifs académiques (AOA) de leur expérience dans une université de l’ouest du Canada. Une approche qualitative a été privilégiée et 17 apprenants ont complété un questionnaire vers la fin de leur programme d’AOA, un de ces apprenants ayant également participé à un entretien un an plus tard. Les données des questionnaires et de l’entretien ont été transcrites et codées de manière descriptive et les codes ont été regroupés par thèmes saillants. L’analyse thématique a identifié des avantages liés au développement del’écriture académique et des compétences orales, à la promotion des niveaux de confiance et des amitiés dans le cadre du programmes AOA, à l’établissement d’une période de transition et à l’apprentissage de la culture locale. Cependant, l’analyse a également révélé le besoin d’améliorer les expériences globales d’enseignement et d’apprentissage, le développement des compétences de lecture et d’écoute ainsi que le contenu socio-culturel. Ces résultats soulèvent l’importance de conceptualiser l’AOA en termes d’un large éventail de résultats liés à la l’épanouissement académique, social, culturel et personnel afin de soutenir la socialisation des apprenants dans leur langue additionnelle et dans un contexte postsecondaire. Les résultats soulignent également les opportunités de renouvellement et de révision des curriculums et font ressortir le rôle que ces programmes peuvent jouer en s’appuyant sur les forces des apprenants tandis qu’ils développent leur compétence globale dans une langue additionnelle af
本研究旨在探讨以学术为目的的英语(EAP)学生对他们在加拿大西部一所大学的经历的看法。研究采用了定性方法，17名学生在EAP课程结束时完成了一份调查问卷，其中一名学生在大约一年后参加了一次面试。问卷调查和访谈的数据被转录和描述性编码，编码被收集到突出的主题中。专题分析确定了与培养学术写作和口语技能、提高信心水平、培养EAP友谊、提供过渡期以及了解当地文化有关的好处。然而，该分析也揭示了在整体教学体验、阅读和听力技能发展以及社会文化内容方面的改进需求。这些发现指出了将EAP概念化的重要性，它在语言、学术、社会、文化和个人成长方面具有广泛的成果，以支持学生在高等教育背景下的额外语言社会化。研究结果还强调了课程更新和修订的领域，并强调了这些课程在培养学生的优势方面可以发挥的作用，因为他们可以在另一种语言中发展他们的整体能力，以实现对他们重要的目标。在加拿大西部的大学里，有一种叫做“客观的、探索者的、客观的、学术的、经验的、经验的”的说法。一种定性的办法是，将17名学徒和17名享有特权的交换和交换制的学徒与交换和交换制的学徒与交换和交换制的学徒与交换和交换制的学徒与交换和交换制的学徒与交换和交换制的学徒与交换和交换制的学徒与交换和交换制的学徒之间进行比较。调查问卷，交换交换，交换交换，交换交换，交换交换，交换交换，交换交换，交换交换，交换交换，交换交换，交换交换，交换交换，交换交换。我分析了这一问题，确定了它的优势，例如，将它作为交换条件，将它作为交换条件，将它作为交换条件，将它作为交换条件，将它作为交换条件，将它作为交换条件，将它作为交换条件，将它作为交换条件，将它作为交换条件，将它作为交换条件，将它作为交换条件。接下来，我来分析一下，我要分析一下，我要分析一下，我要分析一下，我要分析一下，我要分析一下，我要分析一下，我要分析一下，我要分析一下，我要分析一下，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，我要分析，Ces结果soulevent重要德核心l 'AOA en术语d一个大型eventail de结果是la l 'epanouissement academique,社会,文化等人员afin de soutenir la社会化des apprenants他们在语言additionnelle et在contexte postsecondaire。它的特点是:简单的、不重要的、不重要的、不重要的、不重要的、不重要的、不重要的、不重要的、不重要的、不重要的、不重要的。
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Pub Date : 2022-09-03DOI: 10.18806/tesl.v39i1/1371
C. John
A review of the literature on English second language (L2) writing skills reveals a need for more research on the workplace writing experiences of L2 professionals employed in English as an additional language (EAL) contexts. Through a semi-structured interview and a think-aloud activity, this study gathered qualitative data with the aim of gaining insight into the workplace writing practices, challenges, and strategies of five EAL professionals with developing workplace writing skills, employed in Toronto. The data were initially analyzed using a thematic analysis technique, and upon further exploration, three factors were identified as influential in the development of the participants’ workplace writing skills: motivation, awareness of the role of self, and awareness of the role of others. Une revue de la littérature sur les compétences d’écriture en anglais langue seconde (ALS) révèle la nécessité de mener davantage de recherches à propos des expériences d’écriture dans le milieu de travail des professionnels ayant appris l’ALS et qui travaillent dans des contextes d’anglais en tant que langue additionnelle (ALA). En utilisant des entretiens semi-dirigés et des activités de réflexion à haute voix, cette étude qualitative avait pour objectif de mieux comprendre les pratiques, défis et stratégies d’écriture en milieu de travail de 5 professionnels ALA, ayant des compétences d’écriture en développement et travaillant à Toronto. Les données ont été initialement analysées suivant une technique d’analyse thématique. Des analyses plus approfondies ont mené à l’identification de trois facteurs d’influence dans le développement des compétences d’écriture en milieu de travail chez les participants : la motivation, la conscience du rôle de soi-même et la conscience du rôle des autres.
对英语第二语言(L2)写作技巧的文献回顾表明，需要对在英语作为附加语言(EAL)环境中工作的第二语言专业人员的工作场所写作经验进行更多的研究。通过半结构化访谈和有声思考活动，本研究收集了定性数据，目的是深入了解在多伦多工作的五名EAL专业人员的工作场所写作实践、挑战和策略。数据最初使用主题分析技术进行分析，经过进一步探索，确定了三个因素对参与者工作场所写作技巧的发展有影响:动机、自我角色意识和他人角色意识。在英语第二语言(ALS)中，有一种新的研究方法，即在英语第二语言(ALA)中，有一种新的研究方法，即在英语第二语言(ALS)中，有一种新的研究方法，即在英语第二语言(ALS)中，有一种新的研究方法，即在英语第二语言(ALS)中，有一种新的研究方法，即在英语第二语言(ALS)中，有一种新的研究方法，即在英语第二语言(ALA)中，有一种新的研究方法，即在英语第二语言(ALS)中，有一种新的研究方法，即在英语第二语言(ALA)中，有一种新的研究方法，即在英语第二语言(ALS)中，有一种新的研究方法。例如，在半直接交换和半直接交换交换中，在高级交换和高级交换中，在高级交换中，在高级交换中，在高级交换中，在高级交换中，在高级交换中，在高级交换中，在高级交换中，在高级交换中，在高级交换中，在高级交换中，在高级交换中，在高级交换中，在高级交换中，在高级交换中，在高级交换中，在高级交换中，在高级交换中，在高级交换中，在高级交换中。不能用简单的方法来分析，不能用简单的方法来分析。这些分析和方法包括:确定三个影响因素、确定公司的薪金、确定公司的薪金、确定参与者的薪金环境中的薪金、确定动机、确定rôle de soi-même的薪金和确定rôle de res的薪金。
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Pub Date : 2022-09-03DOI: 10.18806/tesl.v39i1/1368
H. Nguyen, W. Chambers, Marilyn L. Abbott
Digital literacy skills are crucial twenty-first-century skills that are required for the successful use of technology and active engagement in today's world. However, there is a lack of effective resources and guidelines for developing English as a second language (ESL) learners’ digital literacy skills. Due to their increasingly important and influential role in contemporary society, Internet memes hold great potential for language teaching and learning, particularly given their infectious nature. Internet memes are digital compositions that convey concepts and ideas via a variety of media types, including image, text, audio, and video. In this article, we describe the characteristics and value of memes as a digital resource and explore the ways in which memes can be used to enhance ESL learners’ digital skills. Pegrum et al.’s digital literacies framework provides the lens to both examine memes and inform the development of a detailed guide that teachers can use when selecting appropriate memes for use in the ESL classroom. We also provide an exemplar task for using memes to build intermediate ESL learners’ language and digital literacy skills based on the guide and include links to some useful websites for meme resources and meme-related activities. Les compétences en littératie numérique constituent des compétences cruciales du 21e siècle qui sont essentielles pour utiliser la technologie avec succès et s’engager activement dans le monde d’aujourd’hui. Cependant, il existe un manque de ressources efficaces et de lignes directrices pour développer les compétences en littératie numérique des apprenants de l’anglais langue seconde (ALS). En raison de leur rôle important et croissant dans la société contemporaine, les mèmes de l’Internet représentent un grand potentiel pour l’apprentissage et l’enseignement des langues, particulièrement à cause de leur nature contagieuse. Les mèmes sont des œuvres numériques qui transmettent des concepts et des idées à travers des types variés de médias, y compris l’image, le texte, l’audio et la vidéo. Dans cet article, nous décrivons les caractéristiques et la valeur des mèmes en tant que ressources numériques et nous explorons leurs utilisations potentielles pour promouvoir les compétences numériques des apprenants. Nous utilisons le cadre des compétences numériques de Pegrum et al pour examiner les mèmes et soutenir l’élaboration d’un guide détaillé sur lequel les enseignants pourraient s’appuyer pour sélectionner les mèmes appropriés pour une classe d’ALS. Nous présentons également une tâche modèle, basée sur le guide, pour l’utilisation des mèmes dans la promotion des compétences langagières et de littératie numérique d’apprenants intermédiaires d’ALS. De plus, nous suggérons des liens de sites web utiles contenant des ressources sur les mèmes et des activités liées aux mèmes.
数字素养技能是21世纪的关键技能，是当今世界成功使用技术和积极参与所必需的。然而，缺乏有效的资源和指导方针来培养英语作为第二语言(ESL)学习者的数字素养技能。由于网络模因在当代社会中日益重要和有影响力的作用，它在语言教学和学习中具有巨大的潜力，特别是考虑到它的传染性。网络模因是通过各种媒体类型(包括图像、文本、音频和视频)传达概念和想法的数字组合。在这篇文章中，我们描述了模因作为一种数字资源的特点和价值，并探讨了如何利用模因来提高ESL学习者的数字技能。Pegrum等人的数字素养框架提供了一个视角，既可以检查模因，又可以为教师在ESL课堂上选择合适的模因提供详细的指导。我们还提供了一个范例任务，在指南的基础上使用模因来培养中级ESL学习者的语言和数字素养技能，并提供了一些关于模因资源和模因相关活动的有用网站的链接。“有限的公司”和“有限的公司”组成了“有限的公司”，“有限的公司”组成了“有限的公司”，“有限的公司”组成了“有限的公司”，“有限的公司”组成了“有限的公司”，“有限的公司”组成了“有限的公司”，“有限的公司”组成了“有限的公司”，“有限的公司”组成了“有限的公司”。在此之前，将存在一种资源效率模式，即所有的管理人员都可以将其作为交换条件，将其作为交换条件，将其作为交换条件，将其作为交换条件，将其作为交换条件。因特网的原因(reason de leur rôle important et croissant dans la societacress contemporaine)，因特网的原因(mmmes de l 'Internet)代表了人类的巨大潜力(large potentiel)、学徒(学徒)和语言(enseement des langues)，特别是 leur自然传染性(cause de leur nature contagious)。《电子文件》是指电子文件中的电子文件，包括电子文件、电子文件、电子文件、电子文件、电子文件和电子文件。在第2篇文章中，“现有的薪金薪金与其他的薪金薪金相比，有价值的薪金薪金与其他薪金薪金相比，有价值的薪金薪金与其他薪金薪金相比，有价值的薪金薪金与其他薪金薪金相比，有潜力的薪金薪金与其他薪金薪金相比，有潜力的薪金薪金与其他薪金薪金相比，有价值的薪金与其他薪金相比。”通常情况下，我们使用的方法是:将所有的公司和个人作为交换条件，将所有的个人作为交换条件，将所有的个人作为交换条件，将所有的个人作为交换条件，将所有的个人作为交换条件，将所有的个人作为交换条件。在交换模块内，在交换交换模块上，在交换交换模块上，在交换交换模块上使用交换交换模块，在交换交换模块上使用交换交换模块，在交换交换模块上使用交换交换模块。此外，我们还建议，在网站、网站、内容、资源、资源和活动方面，将系统和系统。
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