Pub Date : 2019-10-01DOI: 10.18806/tesl.v36i1.1302
Victoria Surtees
The trend toward internationalization on Canadian campuses has been simultaneously lauded as an opportunity for promoting campus diversity and criticized for creating a campus environment that is segregated along linguistic and ethnic lines. As a result of these tensions, students labelled as “international” have become the focus of increasing amounts of media attention. In this article, drawing on interviews with undergraduate students (n = 13) from one postsecondary Canadian institution, I examine how the seemingly neutral labels applied to diverse students, such as the category “international,” operate in talk to reproduce deficit understandings of these students, particularly in regard to their English language abilities. I then provide evidence that students also construct more positive representations of international students through references to their experiences of migration and their expertise interacting with speakers of different Englishes. I offer the notion of “language brokers” as a helpful conceptual lens for interpreting this categorization and for reflecting on the contributions that international students make to Canadian higher education. La tendance de l’internationalisation dans les universités canadiennes a simultanément été louée comme une occasion de promouvoir la diversité sur le campus et critiquée pour la ségrégation qu’elle opère dans l’environnement universitaire en fonction de l’appartenance linguistique et ethnique. Ces tensions ont pour effet d’attirer progressivement l’attention des médias sur les étudiants dits « internationaux ». Dans le présent article, je m’appuie sur des entrevues avec des étudiantes et étudiants de premier cycle (n = 13) inscrits dans un établissement postsecondaire canadien pour examiner la façon dont des étiquettes apparemment neutres accolées à des étudiants diversifiés, comme par exemple la catégorie des étudiants « internationaux », crée un langage qui reflète certains déficits de compréhension de tels étudiants, particulièrement en ce qui concerne leurs compétences linguistiques en anglais. J’apporte ensuite la preuve que les étudiants construisent également des représentations plus positives des étudiants internationaux à la lumière de leur expérience migratoire et de la compétence avec laquelle ils interagissent avec des interlocuteurs qui s’expriment dans les multiples variations de l’anglais. J’offre la notion de « courtier en langues » comme lentille conceptuelle utile pour l’interprétation de cette catégorisation et pour une réflexion sur les apports des étudiants internationaux à l’enseignement supérieur au Canada.
加拿大校园的国际化趋势被称赞为促进校园多样性的机会，同时也被批评为创造了一个按照语言和种族界限隔离的校园环境。由于这些紧张关系，被贴上“国际”标签的学生已成为越来越多媒体关注的焦点。在这篇文章中，通过对加拿大一所高等教育机构的本科生(n = 13)的采访，我研究了那些看似中性的标签是如何应用于不同学生的，比如“国际学生”的类别，在谈话中如何再现对这些学生的错误理解，特别是在他们的英语语言能力方面。然后，我提供的证据表明，学生也通过参考他们的移民经历和他们与不同英语使用者互动的专业知识来构建国际学生的更积极的表征。我提出了“语言经纪人”的概念，作为解释这种分类和反思国际学生对加拿大高等教育的贡献的一个有用的概念镜头。“国际化的趋势”与“大学的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”、“加拿大的趋势”。这种紧张关系不会影响到更大的进步，也不会影响到对“国际”的关注。在本文,我'appuie苏尔des entrevues用des等太学生德总理周期(n = 13) inscrits在etablissement postsecondaire法裔加拿大人把考官这样拉不des礼仪apparemment neutres accolees des学生多样化,比如像categorie des学生«internationaux»,克里族联合国言语活动,reflete某些赤字de理解德运输、学生,particulierement en, concerne他们能力linguistiques en英语。J 'apporte套间la证明你们学生construisent des表示+阳性des学生internationaux合理拉卢米埃为了经验migratoire et de la能力用的那个ils interagissent用des interlocuteurs qui s 'expriment在de l 'anglais倍数变化。我提出了一个概念，即"语言上的使节"，即"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交换交换交换交换交换交换。
{"title":"Challenging Deficit Constructions of the International Student Category in Canadian Higher Education","authors":"Victoria Surtees","doi":"10.18806/tesl.v36i1.1302","DOIUrl":"https://doi.org/10.18806/tesl.v36i1.1302","url":null,"abstract":"The trend toward internationalization on Canadian campuses has been simultaneously lauded as an opportunity for promoting campus diversity and criticized for creating a campus environment that is segregated along linguistic and ethnic lines. As a result of these tensions, students labelled as “international” have become the focus of increasing amounts of media attention. In this article, drawing on interviews with undergraduate students (n = 13) from one postsecondary Canadian institution, I examine how the seemingly neutral labels applied to diverse students, such as the category “international,” operate in talk to reproduce deficit understandings of these students, particularly in regard to their English language abilities. I then provide evidence that students also construct more positive representations of international students through references to their experiences of migration and their expertise interacting with speakers of different Englishes. I offer the notion of “language brokers” as a helpful conceptual lens for interpreting this categorization and for reflecting on the contributions that international students make to Canadian higher education. \u0000La tendance de l’internationalisation dans les universités canadiennes a simultanément été louée comme une occasion de promouvoir la diversité sur le campus et critiquée pour la ségrégation qu’elle opère dans l’environnement universitaire en fonction de l’appartenance linguistique et ethnique. Ces tensions ont pour effet d’attirer progressivement l’attention des médias sur les étudiants dits « internationaux ». Dans le présent article, je m’appuie sur des entrevues avec des étudiantes et étudiants de premier cycle (n = 13) inscrits dans un établissement postsecondaire canadien pour examiner la façon dont des étiquettes apparemment neutres accolées à des étudiants diversifiés, comme par exemple la catégorie des étudiants « internationaux », crée un langage qui reflète certains déficits de compréhension de tels étudiants, particulièrement en ce qui concerne leurs compétences linguistiques en anglais. J’apporte ensuite la preuve que les étudiants construisent également des représentations plus positives des étudiants internationaux à la lumière de leur expérience migratoire et de la compétence avec laquelle ils interagissent avec des interlocuteurs qui s’expriment dans les multiples variations de l’anglais. J’offre la notion de « courtier en langues » comme lentille conceptuelle utile pour l’interprétation de cette catégorisation et pour une réflexion sur les apports des étudiants internationaux à l’enseignement supérieur au Canada.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76463513","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 : 2019-09-30DOI: 10.18806/tesl.v36i1.1300
Steve Marshall, D. Moore, C. James, Xiaojie Ning, P. Santos
We present findings from a 1-year study of students’ plurilingualism across the disciplines in Canadian higher education. We analyze how students exercise their plurilingual competence, focusing on the use of Chinese languages as tools for learning at a university in Metro Vancouver, Canada. The following data are presented: field notes taken during classroom observations, transcripts of recordings of students using Chinese languages while working collaboratively, and semistructured interviews with students in which they discuss how they use languages for learning. We weigh the creative and instrumental use of Chinese languages as tools for learning against the dominance of academic English. We suggest that the tension between the use of Chinese languages during the process of learning and academic English for assessment underlies the ambivalence around which student participants perceive and practice plurilingualism in higher education. Nous présentons les conclusions d’une étude d’une durée d’un an sur le plurilinguisme estudiantin à travers les disciplines de l’enseignement supérieur canadien. Nous analysons la façon dont les étudiantes et étudiants exercent leur compétence plurilingue en nous concentrant sur l’utilisation de langues chinoises comme instruments d’apprentissage dans une université du district régional du Grand Vancouver au Canada. Les données suivantes sont présentées : notes prises lors d’observations en classe, transcriptions d’enregistrements d’étudiantes et étudiants communiquant en langues chinoises dans le cadre de travaux en collaboration, et entrevues semi-structurées au cours desquelles ils discutent de la façon dont ils utilisent les langues pour apprendre. Nous établissons une pondération entre l’utilisation créative et instrumentale des langues chinoises comme outils d’apprentissage et la domination de l’anglais académique. Nous suggérons que la tension qui existe entre l’utilisation des langues chinoises en cours d’apprentissage et l’utilisation de l’anglais académique pour l’évaluation souligne l’ambivalence dans laquelle baignent les perceptions et les pratiques plurilingues des étudiantes et étudiants de langues chinoises au niveau de l’enseignement supérieur.
我们提出了一项为期一年的加拿大高等教育学生多语言能力研究的结果。我们分析了学生如何锻炼他们的多语能力，重点是在加拿大大温哥华地区的一所大学使用汉语作为学习工具。本文提供了以下数据:课堂观察时的现场笔记，学生在合作中使用汉语的录音记录，以及与学生讨论他们如何使用语言进行学习的半结构化访谈。我们权衡了汉语作为学习工具的创造性和工具性使用与学术英语的主导地位。我们认为，在学习过程中使用汉语和学术英语进行评估之间的紧张关系是学生在高等教育中感知和实践多语言的矛盾心理的基础。Nous prassentons les conclusion d 'une dancie dancie dancie dancie dancie dancie dancie dancie dancie dancie dancie dancie和sur le plurilinguisme的学生，在跨界学习的过程中，学习的学科，在加拿大学习的过程中，学习的学科。在加拿大的大温哥华地区，有一所大学的数据分析表明，在不同的情况下，有不同的情况下，有不同的情况下，有不同的情况下，有不同的情况下，有不同的情况下，有不同的情况。在课堂上观察到的信息，在课堂上记录到的信息，在课堂上记录到的信息，在课堂上记录到的信息，在课堂上记录到的信息，在课堂上记录到的信息，在课堂上记录到的信息，在课堂上记录到的信息，在课堂上记录到的信息，在课堂上记录到的信息，在课堂上记录到的信息，在课堂上记录到的信息。Nous samtabissonne ponddsamatresentre l ' utilise samadeset instrumentale des langueschinesescomme outls d '学徒etla domination de l ' anglaisacadsammique。在学习过程中使用汉语，在学习过程中使用汉语，在学习过程中使用汉语，在学习过程中使用汉语，在学习过程中使用汉语，在学习过程中使用汉语，在学习过程中使用汉语，在学习过程中使用汉语，在学习过程中使用汉语，在学习过程中使用汉语，在学习过程中使用汉语，在学习过程中使用汉语，在学习过程中使用汉语。
{"title":"Plurilingual Students' Practices in a Canadian University: Chinese Language, Academic English, and Discursive Ambivalence","authors":"Steve Marshall, D. Moore, C. James, Xiaojie Ning, P. Santos","doi":"10.18806/tesl.v36i1.1300","DOIUrl":"https://doi.org/10.18806/tesl.v36i1.1300","url":null,"abstract":"We present findings from a 1-year study of students’ plurilingualism across the disciplines in Canadian higher education. We analyze how students exercise their plurilingual competence, focusing on the use of Chinese languages as tools for learning at a university in Metro Vancouver, Canada. The following data are presented: field notes taken during classroom observations, transcripts of recordings of students using Chinese languages while working collaboratively, and semistructured interviews with students in which they discuss how they use languages for learning. We weigh the creative and instrumental use of Chinese languages as tools for learning against the dominance of academic English. We suggest that the tension between the use of Chinese languages during the process of learning and academic English for assessment underlies the ambivalence around which student participants perceive and practice plurilingualism in higher education. \u0000Nous présentons les conclusions d’une étude d’une durée d’un an sur le plurilinguisme estudiantin à travers les disciplines de l’enseignement supérieur canadien. Nous analysons la façon dont les étudiantes et étudiants exercent leur compétence plurilingue en nous concentrant sur l’utilisation de langues chinoises comme instruments d’apprentissage dans une université du district régional du Grand Vancouver au Canada. Les données suivantes sont présentées : notes prises lors d’observations en classe, transcriptions d’enregistrements d’étudiantes et étudiants communiquant en langues chinoises dans le cadre de travaux en collaboration, et entrevues semi-structurées au cours desquelles ils discutent de la façon dont ils utilisent les langues pour apprendre. Nous établissons une pondération entre l’utilisation créative et instrumentale des langues chinoises comme outils d’apprentissage et la domination de l’anglais académique. Nous suggérons que la tension qui existe entre l’utilisation des langues chinoises en cours d’apprentissage et l’utilisation de l’anglais académique pour l’évaluation souligne l’ambivalence dans laquelle baignent les perceptions et les pratiques plurilingues des étudiantes et étudiants de langues chinoises au niveau de l’enseignement supérieur.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"200 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72567507","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 : 2019-09-30DOI: 10.18806/tesl.v36i1.1299
Saskia Van Viegen, Meike Wernicke, Sandra Zappa-Hollman
We write this editorial to map how we have come to see the sociolinguistic landscape of Canadian postsecondary institutions, noting the ways in which our views have been shaped by our experiences learning, teaching, and conducting research with faculty and students in several Canadian universities. From our standpoint, Canadian postsecondary institutions are experiencing greater participation of international, immigrant, and generation 1.5 students, as well as students who are fi rst in the family to pursue higher education. We are also encountering Indigenous students who are reclaiming Indigenous languages and ways of knowing, recovering learning spaces within Canadian higher education in connection with their communities. Building on Canada’s long-standing multi-ethnic society, these changes have enhanced Canadian postsecondary institutions, enriching the resources that can be drawn upon and used for teaching and learning. What were historically constructed as English or French universities entrenched in a linguistic duality of offi cial bilingualism are now faced with rethinking the monolingual, monoglossic orientations to educational spaces situated in Englishor French-dominant communities and the impact of assimilationist institutional policies (Haque, 2012; Haque & Patrick, 2015) that have contributed to the marginalization of minoritized speakers and the systematic devastation of Indigenous peoples’ languages (Ball & McIvor, 2013; Hare, 2016; Smith, Tuck, & Yang, 2018). At the same time, a multilingual, heteroglossic orientation to language and learning in higher education continues to come up against traditional second/additional language pedagogies and forms of assessment. Such approaches, originating in the monolingual habitus of the fi eld of second language acquisition (SLA), tend to measure linguistic competence according to native speaker-like norms and view the use of other languages in terms of interference or defi cit. Alongside these prevailing mindsets, the political economy and hegemonic status of English in the Western academy contributes to reifying English as the most valued language of education while at the same time fuelling innovative and critical research in language education. Nonetheless, despite the wider perspectives off ered in and through teaching and research in other languages and bi/multilingual education contexts, and the potential for reciprocal productive dialogue across these contexts, this work often remains in silos. That is, much of the current work reconceptualizing traditional theories and approaches to language teaching in Canada has
{"title":"Word from the Guest Editors","authors":"Saskia Van Viegen, Meike Wernicke, Sandra Zappa-Hollman","doi":"10.18806/tesl.v36i1.1299","DOIUrl":"https://doi.org/10.18806/tesl.v36i1.1299","url":null,"abstract":"We write this editorial to map how we have come to see the sociolinguistic landscape of Canadian postsecondary institutions, noting the ways in which our views have been shaped by our experiences learning, teaching, and conducting research with faculty and students in several Canadian universities. From our standpoint, Canadian postsecondary institutions are experiencing greater participation of international, immigrant, and generation 1.5 students, as well as students who are fi rst in the family to pursue higher education. We are also encountering Indigenous students who are reclaiming Indigenous languages and ways of knowing, recovering learning spaces within Canadian higher education in connection with their communities. Building on Canada’s long-standing multi-ethnic society, these changes have enhanced Canadian postsecondary institutions, enriching the resources that can be drawn upon and used for teaching and learning. What were historically constructed as English or French universities entrenched in a linguistic duality of offi cial bilingualism are now faced with rethinking the monolingual, monoglossic orientations to educational spaces situated in Englishor French-dominant communities and the impact of assimilationist institutional policies (Haque, 2012; Haque & Patrick, 2015) that have contributed to the marginalization of minoritized speakers and the systematic devastation of Indigenous peoples’ languages (Ball & McIvor, 2013; Hare, 2016; Smith, Tuck, & Yang, 2018). At the same time, a multilingual, heteroglossic orientation to language and learning in higher education continues to come up against traditional second/additional language pedagogies and forms of assessment. Such approaches, originating in the monolingual habitus of the fi eld of second language acquisition (SLA), tend to measure linguistic competence according to native speaker-like norms and view the use of other languages in terms of interference or defi cit. Alongside these prevailing mindsets, the political economy and hegemonic status of English in the Western academy contributes to reifying English as the most valued language of education while at the same time fuelling innovative and critical research in language education. Nonetheless, despite the wider perspectives off ered in and through teaching and research in other languages and bi/multilingual education contexts, and the potential for reciprocal productive dialogue across these contexts, this work often remains in silos. That is, much of the current work reconceptualizing traditional theories and approaches to language teaching in Canada has","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73551487","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 : 2019-05-31DOI: 10.18806/TESL.V36I2.1298
Theodora Kapoyannis
This article presents qualitative findings from a larger design-based research doctoral study in which I examined the impact of a curricular innovation to challenge the monolingual and monocultural norms of literacy practices and to be responsive to the linguistic and cultural landscape of 21st century classrooms. I collaborated with 11 university preservice teachers and 28 English language learners (ELLs) in Grades 2 and 3 to design and implement a literacy intervention, called the Name Jar Project, focused on cultivating literacy engagement. I used constant comparison analysis to analyze data sources, which included field notes, student artifacts, and preservice teachers’ reflections. This article documents the positive impact of the intervention in supporting the students’ linguistic and cultural needs, affirming their identities, and bolstering their vocabulary development. Cet article présente les constatations qualitatives d’une étude de recherche de doctorat plus importante conforme au modèle méthodologique de recherche-design (design-based research, ou DBR) dans laquelle j’ai examiné l’impact d’une innovation pédagogique conçue pour remettre en cause les normes unilingues et uniculturelles des pratiques de littératie et pour permettre à l’enseignement de s’adapter au paysage linguistique et culturel des salles de classe du 21e siècle. J’ai collaboré avec 11 enseignantes et enseignants universitaires en formation et 28 apprenantes et apprenants de la langue anglaise (English language learners,ou ELLs) de 2e et 3e année afin de concevoir et de mettre en œuvre une intervention en matière de litératie, baptisée Name Jar Project, centrée sur une émarche favorable à la culture de la littératie. J’ai constamment eu recours à des techniques d’analyse comparative pour analyser les sources de données, lesquelles comprenaient des notes, des artefacts associés au prénom de chaque élève et des réflexions d’enseignantes et enseignants en formation. Cet article documente l’impact positif de l’intervention sur la réponse aux besoins linguistiques et culturels des élèves, l’affirmation de leur identité et la stimulation du développement de leur vocabulaire.
{"title":"Literacy Engagement in Multilingual and Multicultural Learning Spaces","authors":"Theodora Kapoyannis","doi":"10.18806/TESL.V36I2.1298","DOIUrl":"https://doi.org/10.18806/TESL.V36I2.1298","url":null,"abstract":"This article presents qualitative findings from a larger design-based research doctoral study in which I examined the impact of a curricular innovation to challenge the monolingual and monocultural norms of literacy practices and to be responsive to the linguistic and cultural landscape of 21st century classrooms. I collaborated with 11 university preservice teachers and 28 English language learners (ELLs) in Grades 2 and 3 to design and implement a literacy intervention, called the Name Jar Project, focused on cultivating literacy engagement. I used constant comparison analysis to analyze data sources, which included field notes, student artifacts, and preservice teachers’ reflections. This article documents the positive impact of the intervention in supporting the students’ linguistic and cultural needs, affirming their identities, and bolstering their vocabulary development. \u0000Cet article présente les constatations qualitatives d’une étude de recherche de doctorat plus importante conforme au modèle méthodologique de recherche-design (design-based research, ou DBR) dans laquelle j’ai examiné l’impact d’une innovation pédagogique conçue pour remettre en cause les normes unilingues et uniculturelles des pratiques de littératie et pour permettre à l’enseignement de s’adapter au paysage linguistique et culturel des salles de classe du 21e siècle. J’ai collaboré avec 11 enseignantes et enseignants universitaires en formation et 28 apprenantes et apprenants de la langue anglaise (English language learners,ou ELLs) de 2e et 3e année afin de concevoir et de mettre en œuvre une intervention en matière de litératie, baptisée Name Jar Project, centrée sur une émarche favorable à la culture de la littératie. J’ai constamment eu recours à des techniques d’analyse comparative pour analyser les sources de données, lesquelles comprenaient des notes, des artefacts associés au prénom de chaque élève et des réflexions d’enseignantes et enseignants en formation. Cet article documente l’impact positif de l’intervention sur la réponse aux besoins linguistiques et culturels des élèves, l’affirmation de leur identité et la stimulation du développement de leur vocabulaire.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84649842","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 : 2019-01-01DOI: 10.18806/tesl.v36i2.1312
Sherry Breshears
This article draws from the concept of precarious employment to be er understand the working conditions of teachers of adult English as an additional language (EAL) learners in Canada. I examine previously published research on the employment situations of this group of educators, drawing from data that have been gathered using interviews and surveys with teachers of adult English language and literacy learners over the past two decades. The fi ndings of the review suggest that precarious employment in the form of part-time and temporary work, low wages, unpaid work hours, and multiple job holding is pervasive in this sector and that such conditions have persisted for decades. I propose that approaches developed in labour studies can assist in generating a be er understanding of the ways that work insecurity aff ects these teachers’ lives and pedagogical practices and suggest directions for further research into the intersections of working conditions and quality of education in this fi eld. In particular, I suggest that precarious employment is produced by language and immigration policy frameworks and funding models and is linked to teacher and student identities. The article concludes by considering ways in which stakeholders can challenge employment insecurity and its associated precarity.
{"title":"Precarious Work of English Language Teaching in Canada","authors":"Sherry Breshears","doi":"10.18806/tesl.v36i2.1312","DOIUrl":"https://doi.org/10.18806/tesl.v36i2.1312","url":null,"abstract":"This article draws from the concept of precarious employment to be er understand the working conditions of teachers of adult English as an additional language (EAL) learners in Canada. I examine previously published research on the employment situations of this group of educators, drawing from data that have been gathered using interviews and surveys with teachers of adult English language and literacy learners over the past two decades. The fi ndings of the review suggest that precarious employment in the form of part-time and temporary work, low wages, unpaid work hours, and multiple job holding is pervasive in this sector and that such conditions have persisted for decades. I propose that approaches developed in labour studies can assist in generating a be er understanding of the ways that work insecurity aff ects these teachers’ lives and pedagogical practices and suggest directions for further research into the intersections of working conditions and quality of education in this fi eld. In particular, I suggest that precarious employment is produced by language and immigration policy frameworks and funding models and is linked to teacher and student identities. The article concludes by considering ways in which stakeholders can challenge employment insecurity and its associated precarity.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"28 1","pages":"26-47"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88025362","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 : 2019-01-01DOI: 10.18806/tesl.v36i2.1315
Joshua Gordon
Recent studies have explored how pronunciation teachers’ knowledge, beliefs, and opinions about teaching influence their classroom practices. In addition, recent research has demonstrated the effectiveness of nonnative-speaking (NNS) teachers in pronunciation instruction. However, very little is known about the knowledge base that allows NNS teachers to implement pronunciation instruction. This is an area that requires further inquiry because of the central role of pronunciation in oral communication, the number of NNS teachers of English worldwide, and because of the communication needs among speakers of different varieties of English. This case study investigated the knowledge base of an experienced in-service NNS pronunciation teacher in an English-as-a-foreign-language context. Using qualitative data-gathering methods (e.g., classroom observation, semistructured interviews, and stimulated-recall interviews), and Shulman’s Knowledge Base Framework, the study demonstrates that the knowledge base that allows an NNS teacher to implement pronunciation teaching is composed of categories of knowledge interrelated in complex ways. Building upon these findings, the study also uncovers how factors such as previous learning and teaching experiences shape the beliefs and pedagogical actions of such teacher in implementing pronunciation instruction. De recentes etudes ont explore la facon dont les connaissances, croyances et opinions pedagogiques des professeurs d’exercices de prononciation influent sur leurs pratiques en classe. Par ailleurs, de recentes recherches ont demontre l’efficacite des locutrices et locuteurs non natifs (NNS) dans l’enseignement de la prononciation. On sait toutefois tres peu de chose sur la base de connaissances qui leur permet de mettre en œuvre un apprentissage de la prononciation. C’est la un domaine ou une enquete plus poussee s’impose compte tenu du role central que joue la prononciation dans la communication orale, du nombre de locutrices et locuteurs non natifs qui enseignent l’anglais a travers le monde et des besoins de communication qui existent entre les locuteurs de plusieurs varietes d’anglais. La presente etude de cas examine la base de connaissances d’une professeure non native experimentee qui enseigne la prononciation dans un contexte d’enseignement de l’anglais comme langue etrangere. A l’aide de methodes de collecte de donnees qualitatives (par ex., l’observation en classe et des entrevues semi-structurees ou fondees sur la methode du rappel stimule) et du Knowledge Base Framework de Shulman, l’etude demontre que la base de connaissances qui permet a une enseignante non native de mettre en œuvre un cours de prononciation se compose de categories de connaissances dont les interdependances sont complexe. En se fondant sur ces conclusions, l’etude revele egalement la facon dont des facteurs comme les experiences anterieures d’apprentissage et d’enseignement faconnent les croyances et les actions pedagogiques d’
最近的研究探讨了语音教师对教学的知识、信念和观点如何影响他们的课堂实践。此外，最近的研究已经证明了非母语教师在语音教学中的有效性。然而，我们对允许NNS教师实施发音教学的知识库知之甚少。这是一个需要进一步研究的领域，因为发音在口语交流中的核心作用，世界范围内英语NNS教师的数量，以及不同种类英语使用者之间的交流需求。本案例研究调查了英语作为外语背景下一位经验丰富的在职NNS发音教师的知识库。通过使用定性数据收集方法(如课堂观察、半结构化访谈和刺激回忆访谈)和Shulman的知识库框架，研究表明，允许NNS教师实施发音教学的知识库是由以复杂方式相互关联的知识类别组成的。在此基础上，本研究还揭示了以往的学习和教学经历等因素如何影响教师在实施语音教学时的信念和教学行为。近年来，研究人员探讨了学生在课堂上的交流、交流和意见、教学方法、教授的练习、发音对学生行为的影响。与此同时，最近的研究也证明了语言对非母语母语者(NNS)的影响和语言对发音的影响。On sait toutefois stres, peu de选择sur la base de connisances qui leur permet de mettre en œuvre un学徒de la发音。在英语中，我们用了两个不同的词，一个是不同的词，一个是不同的词，一个是不同的词，一个是不同的词，一个是不同的词，一个是不同的词，一个是不同的词，另一个是不同的词。本研究的研究对象是英语专业的基础交流、非母语实验对象的交流、英语语音交流和英语交际的语境交流。l 'aide de方法de问题虫数据定性(例,l 'observation en架势et des entrevues半结构化或者fondees苏尔方法du绳降stimule)等杜·德·舒尔曼知识库框架,向我demontre公式connaissances基地这一个enseignante非本地德把œuvre联合国分为发音se组成de类别de connaissances不莱斯interdependances是complexe。当我们得出结论的时候，我的研究揭示了一种平等，一种因素，一种因素，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验，一种经验。
{"title":"The Knowledge Base of L2 Pronunciation Teaching: The Case of a Nonnative-Speaking Teacher","authors":"Joshua Gordon","doi":"10.18806/tesl.v36i2.1315","DOIUrl":"https://doi.org/10.18806/tesl.v36i2.1315","url":null,"abstract":"Recent studies have explored how pronunciation teachers’ knowledge, beliefs, and opinions about teaching influence their classroom practices. In addition, recent research has demonstrated the effectiveness of nonnative-speaking (NNS) teachers in pronunciation instruction. However, very little is known about the knowledge base that allows NNS teachers to implement pronunciation instruction. This is an area that requires further inquiry because of the central role of pronunciation in oral communication, the number of NNS teachers of English worldwide, and because of the communication needs among speakers of different varieties of English. This case study investigated the knowledge base of an experienced in-service NNS pronunciation teacher in an English-as-a-foreign-language context. Using qualitative data-gathering methods (e.g., classroom observation, semistructured interviews, and stimulated-recall interviews), and Shulman’s Knowledge Base Framework, the study demonstrates that the knowledge base that allows an NNS teacher to implement pronunciation teaching is composed of categories of knowledge interrelated in complex ways. Building upon these findings, the study also uncovers how factors such as previous learning and teaching experiences shape the beliefs and pedagogical actions of such teacher in implementing pronunciation instruction. De recentes etudes ont explore la facon dont les connaissances, croyances et opinions pedagogiques des professeurs d’exercices de prononciation influent sur leurs pratiques en classe. Par ailleurs, de recentes recherches ont demontre l’efficacite des locutrices et locuteurs non natifs (NNS) dans l’enseignement de la prononciation. On sait toutefois tres peu de chose sur la base de connaissances qui leur permet de mettre en œuvre un apprentissage de la prononciation. C’est la un domaine ou une enquete plus poussee s’impose compte tenu du role central que joue la prononciation dans la communication orale, du nombre de locutrices et locuteurs non natifs qui enseignent l’anglais a travers le monde et des besoins de communication qui existent entre les locuteurs de plusieurs varietes d’anglais. La presente etude de cas examine la base de connaissances d’une professeure non native experimentee qui enseigne la prononciation dans un contexte d’enseignement de l’anglais comme langue etrangere. A l’aide de methodes de collecte de donnees qualitatives (par ex., l’observation en classe et des entrevues semi-structurees ou fondees sur la methode du rappel stimule) et du Knowledge Base Framework de Shulman, l’etude demontre que la base de connaissances qui permet a une enseignante non native de mettre en œuvre un cours de prononciation se compose de categories de connaissances dont les interdependances sont complexe. En se fondant sur ces conclusions, l’etude revele egalement la facon dont des facteurs comme les experiences anterieures d’apprentissage et d’enseignement faconnent les croyances et les actions pedagogiques d’","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"24 1","pages":"91-117"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80110121","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 : 2019-01-01DOI: 10.18806/tesl.v36i2.1314
A. Vintan, T. Gallagher
The purpose of this study was to explore current practices of collaboration between English as a second language (ESL) and elementary classroom teachers and provide evidence-based recommendations on how to enhance collaborative professional relationships that support the instruction of English Language Learners (ELLs). A qualitative research methodology was employed to explore current practices as well as educational resources used by four ESL teachers as they worked to foster collaborative relationships with classroom teachers. Data collection methods included (a) interviews with ESL teachers reflecting on their beliefs and practices, (b) structured observations of ESL and elementary teachers in classrooms, and (c) analysis of professional planning artifacts (e.g., daybook plans, lesson plans, professional readings, and instructional resources) to document participants’ practices in ESL education. Findings revealed that ESL teachers negotiated collaboration based on a desire to work together and a belief that a cohesive educator team is important in ESL education, however, these ESL teachers encountered barriers such as a lack of training, technology, and tools to facilitate collaboration and limited time to do so. This resulted in limited and informal, surface-level collaboration. Implications of the findings relating to best collaborative practices are discussed. Le but de cette étude était d’explorer les pratiques de collaboration actuelles entre les professeurs d’anglais langue seconde (ESL) et les enseignantes et enseignants au primaire et de fournir des recommandations concernant la façon d’améliorer les relations de collaboration professionnelle en soutien de l’enseignement aux apprenantes et apprenants de la langue anglaise (ELLs). Une méthodologie de recherche qualitative a été employée pour explorer les pratiques actuelles et les ressources didactiques utilisées par quatre professeurs d’anglais langue seconde (ESL) dans un effort pour encourager les relations de collaboration avec des professeurs de classe. Les méthodes de collecte de données ont notamment été (a) des entrevues avec des professeurs d’anglais langue seconde exprimant leurs croyances et décrivant leurs pratiques, (b) des observations structurées de professeurs d’anglais langue seconde et d’enseignantes en enseignants au primaire en classe et (c) l’analyse d’objets de planification professionnelle (par ex. journaux, plans de cours, ouvrages professionnels et matériel didactique) afin de documenter les pratiques des participants en matière d’enseignement de l’anglais langue seconde. Les conclusions ont révélé que les professeurs d’anglais langue seconde négociaient la collaboration en fonction d’une volonté de travailler ensemble et d’une croyance voulant qu’une équipe pédagogique unie soit importante pour l’enseignement de l’anglais langue seconde, mais en se heurtant toutefois à des obstacles tels que le manque de formation, de technologie et d’outils pour faciliter la
{"title":"Collaboration to Support ESL Education: Complexities of the Integrated Model","authors":"A. Vintan, T. Gallagher","doi":"10.18806/tesl.v36i2.1314","DOIUrl":"https://doi.org/10.18806/tesl.v36i2.1314","url":null,"abstract":"The purpose of this study was to explore current practices of collaboration between English as a second language (ESL) and elementary classroom teachers and provide evidence-based recommendations on how to enhance collaborative professional relationships that support the instruction of English Language Learners (ELLs). A qualitative research methodology was employed to explore current practices as well as educational resources used by four ESL teachers as they worked to foster collaborative relationships with classroom teachers. Data collection methods included (a) interviews with ESL teachers reflecting on their beliefs and practices, (b) structured observations of ESL and elementary teachers in classrooms, and (c) analysis of professional planning artifacts (e.g., daybook plans, lesson plans, professional readings, and instructional resources) to document participants’ practices in ESL education. Findings revealed that ESL teachers negotiated collaboration based on a desire to work together and a belief that a cohesive educator team is important in ESL education, however, these ESL teachers encountered barriers such as a lack of training, technology, and tools to facilitate collaboration and limited time to do so. This resulted in limited and informal, surface-level collaboration. Implications of the findings relating to best collaborative practices are discussed. Le but de cette étude était d’explorer les pratiques de collaboration actuelles entre les professeurs d’anglais langue seconde (ESL) et les enseignantes et enseignants au primaire et de fournir des recommandations concernant la façon d’améliorer les relations de collaboration professionnelle en soutien de l’enseignement aux apprenantes et apprenants de la langue anglaise (ELLs). Une méthodologie de recherche qualitative a été employée pour explorer les pratiques actuelles et les ressources didactiques utilisées par quatre professeurs d’anglais langue seconde (ESL) dans un effort pour encourager les relations de collaboration avec des professeurs de classe. Les méthodes de collecte de données ont notamment été (a) des entrevues avec des professeurs d’anglais langue seconde exprimant leurs croyances et décrivant leurs pratiques, (b) des observations structurées de professeurs d’anglais langue seconde et d’enseignantes en enseignants au primaire en classe et (c) l’analyse d’objets de planification professionnelle (par ex. journaux, plans de cours, ouvrages professionnels et matériel didactique) afin de documenter les pratiques des participants en matière d’enseignement de l’anglais langue seconde. Les conclusions ont révélé que les professeurs d’anglais langue seconde négociaient la collaboration en fonction d’une volonté de travailler ensemble et d’une croyance voulant qu’une équipe pédagogique unie soit importante pour l’enseignement de l’anglais langue seconde, mais en se heurtant toutefois à des obstacles tels que le manque de formation, de technologie et d’outils pour faciliter la ","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81312926","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 : 2018-12-31DOI: 10.18806/tesl.v35i2.1287
Li-Shih Huang
Since the time of JoAnn Crandall’s keynote address at the TESL Canada Conference in 1996 outlining the diff erent possible types of professional development activities, and of the appearance of Joanne Pe is’s fi rst refl ective piece in TESL Canada Journal in 1997, in which she called for exploring the development of teaching competence as part of the personal commitment and professional responsibility of teachers, the landscape of professional development has shifted notably. With the advent of new technologies, an abundance of online resources and opportunities and the increasing accessibility and prevalence of social networking sites have enabled teachers to more readily forge connections with other professionals. Yet, at the same time, practitioners continue to face diffi cult challenges in the age of the information revolution with regard to individual, resource, and contextual constraints, even as sustaining one’s intellectual and emotional involvement in development activities throughout one’s career can be challenging as well. Multifaceted studies across several fi elds have illuminated the benefi ts of teachers’ engaging in professional development activities; such studies have encompassed areas such as teacher job satisfaction and commitment, retention, professional connections, collegial support, self-effi cacy and identities, a itudes toward English-language learners, and improvements in pedagogical practices and student learning (e.g., Cabaroglu, 2014; DeAngelis, Wall, & Che, 2013; Farrell, 2011; Ortaçtepe & Akyel, 2015; Song, 2016; Valeo & Faez, 2013). An emerging body of research on practitioners’ professional self-development exists more broadly in teacher education as well (e.g., Avalos, 2011). Over the past decade, the ways in which English-language teaching (ELT) professionals can pursue such self-development have been transformed across space and time and now occur in multiple forms, whether formally structured or informally maintained; these include various traditional approaches (e.g., keeping abreast with research, a ending courses and workshops, joining professional associations, a ending conferences, conducting action research) as well as newer technological modalities (e.g., Facebook, LinkedIn, Twi er, and weblogs, to name a few; see, for instance, Borg, 2013; Davis, 2015; Edwards & Burns, 2016; Huang, 2012; Krutka, Carpenter, & Trust, 2016; Rodesiler & Pace, 2015; Ulvik & Riese, 2016). Such activities also make it possible to provide diff erent types of professional support (e.g., emotional, in the form of listening; appraisal, in the form of feedback; informational, in the form of suggestions and information; and instrumental, in the form of resources; Kelly & Antonio, 2016). In recent years, the insatiable appetite for professional self-development has been manifest in the fact that not a day goes by without mention on
{"title":"A Word from the Guest Editor","authors":"Li-Shih Huang","doi":"10.18806/tesl.v35i2.1287","DOIUrl":"https://doi.org/10.18806/tesl.v35i2.1287","url":null,"abstract":"Since the time of JoAnn Crandall’s keynote address at the TESL Canada Conference in 1996 outlining the diff erent possible types of professional development activities, and of the appearance of Joanne Pe is’s fi rst refl ective piece in TESL Canada Journal in 1997, in which she called for exploring the development of teaching competence as part of the personal commitment and professional responsibility of teachers, the landscape of professional development has shifted notably. With the advent of new technologies, an abundance of online resources and opportunities and the increasing accessibility and prevalence of social networking sites have enabled teachers to more readily forge connections with other professionals. Yet, at the same time, practitioners continue to face diffi cult challenges in the age of the information revolution with regard to individual, resource, and contextual constraints, even as sustaining one’s intellectual and emotional involvement in development activities throughout one’s career can be challenging as well. Multifaceted studies across several fi elds have illuminated the benefi ts of teachers’ engaging in professional development activities; such studies have encompassed areas such as teacher job satisfaction and commitment, retention, professional connections, collegial support, self-effi cacy and identities, a itudes toward English-language learners, and improvements in pedagogical practices and student learning (e.g., Cabaroglu, 2014; DeAngelis, Wall, & Che, 2013; Farrell, 2011; Ortaçtepe & Akyel, 2015; Song, 2016; Valeo & Faez, 2013). An emerging body of research on practitioners’ professional self-development exists more broadly in teacher education as well (e.g., Avalos, 2011). Over the past decade, the ways in which English-language teaching (ELT) professionals can pursue such self-development have been transformed across space and time and now occur in multiple forms, whether formally structured or informally maintained; these include various traditional approaches (e.g., keeping abreast with research, a ending courses and workshops, joining professional associations, a ending conferences, conducting action research) as well as newer technological modalities (e.g., Facebook, LinkedIn, Twi er, and weblogs, to name a few; see, for instance, Borg, 2013; Davis, 2015; Edwards & Burns, 2016; Huang, 2012; Krutka, Carpenter, & Trust, 2016; Rodesiler & Pace, 2015; Ulvik & Riese, 2016). Such activities also make it possible to provide diff erent types of professional support (e.g., emotional, in the form of listening; appraisal, in the form of feedback; informational, in the form of suggestions and information; and instrumental, in the form of resources; Kelly & Antonio, 2016). In recent years, the insatiable appetite for professional self-development has been manifest in the fact that not a day goes by without mention on","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88104862","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 : 2018-12-31DOI: 10.18806/TESL.V35I2.1294
B. Yazan
Using the concepts of identity and agency, this Perspectives article discusses my recent efforts of self-development when designing an identity-oriented Teaching English as a second language (TESL) teacher education course around teacher candidates’ semester-long autoethnography writing assignment called “critical autoethnographic narrative” (CAN). It specifically unpacks the ways I negotiated and enacted my identities of teacher educator and researcher of teacher education while I was incorporating identity as the main goal in teacher candidates’ learning. In closing, this article offers recommendations for TESL teacher educators who consider designing identity-oriented courses and suggests some future research directions. À l’aide des concepts de l’identité et de l’agentivité (ou capacité d’agir), cet article de Perspectives illustre mes récents efforts d’autoperfectionnement alors que je concevais un cours de formation d’enseignantes et enseignants d’anglais langue seconde axé sur l’identité, et ce, autour de l’imposition d’un projet d’écriture autoethnographique d’un semestre appelé « exposé autoethnographique critique » à des candidates et candidats à l’enseignement. L’article révèle spécifiquement la façon dont je suis parvenu à négocier et faire valoir mes identités de formateur d’enseignants et de chercheur en éducation d’enseignants alors que je faisais de l’identité le principal objectif de l’apprentissage des candidats et candidates à l’ enseignement. En terminant, cet article offre des recommandations à l’intention des formateurs d’enseignantes et enseignants d’anglais langue seconde qui songent à concevoir des cours axés sur l’identité, et ce, en plus de proposer des orientations futures en matière de recherche.
{"title":"TESL Teacher Educators' Professional Self-Development, Identity, and Agency","authors":"B. Yazan","doi":"10.18806/TESL.V35I2.1294","DOIUrl":"https://doi.org/10.18806/TESL.V35I2.1294","url":null,"abstract":"Using the concepts of identity and agency, this Perspectives article discusses my recent efforts of self-development when designing an identity-oriented Teaching English as a second language (TESL) teacher education course around teacher candidates’ semester-long autoethnography writing assignment called “critical autoethnographic narrative” (CAN). It specifically unpacks the ways I negotiated and enacted my identities of teacher educator and researcher of teacher education while I was incorporating identity as the main goal in teacher candidates’ learning. In closing, this article offers recommendations for TESL teacher educators who consider designing identity-oriented courses and suggests some future research directions. \u0000À l’aide des concepts de l’identité et de l’agentivité (ou capacité d’agir), cet article de Perspectives illustre mes récents efforts d’autoperfectionnement alors que je concevais un cours de formation d’enseignantes et enseignants d’anglais langue seconde axé sur l’identité, et ce, autour de l’imposition d’un projet d’écriture autoethnographique d’un semestre appelé « exposé autoethnographique critique » à des candidates et candidats à l’enseignement. L’article révèle spécifiquement la façon dont je suis parvenu à négocier et faire valoir mes identités de formateur d’enseignants et de chercheur en éducation d’enseignants alors que je faisais de l’identité le principal objectif de l’apprentissage des candidats et candidates à l’ enseignement. En terminant, cet article offre des recommandations à l’intention des formateurs d’enseignantes et enseignants d’anglais langue seconde qui songent à concevoir des cours axés sur l’identité, et ce, en plus de proposer des orientations futures en matière de recherche.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81516645","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 : 2018-12-31DOI: 10.18806/TESL.V35I2.1297
D. Tyers, J. Sillito
For novice and expert English language teaching professionals alike, it is important to understand the dynamic complexity of the context in which we workto intentionally and strategically forge a relevant and personally meaningful, continuing professional development path. English language teaching has longoutgrown a “one-size-fi ts-all” continuing professional development model. Rather, the context in which we teach influences the knowledge and skills weneed to develop and maintain as we move through our careers. This, in turn, drives the strategic choices we make for our continuing professional development.However, what does context in English language teaching actually mean, and how do we unpack its elements to locate ourselves within it? Using a proposedmodel of nested complex dynamic systems, we can first locate ourselves within a broad socioeconomic, complex dynamic system created by the ongoing interaction of a society’s economy, politics, history, geography, technology, culture, language, and education. We can then locate ourselves within multiple complex dynamic systems in the professional, program, and classroom contexts that give shape to and, at times, constrain our agency. Finally, we can consider ourselves, English language teachers, as complex dynamic systems. Each of us is the unique creation of our interacting education and training, professional experience, and self. This complex dynamic systems model can be used to guide teachers, administrators, and funders to intentionally and strategically select, design, or support continuing professional development, leading to teachers’ building knowledge and practice for ongoing success in a rapidly evolving profession. Qu’il s’agisse de débutants ou de professeurs expérimentés, il est important que les professionnels de l’enseignement de l’anglais comprennent la complexité dynamique du contexte dans lequel nous travaillons afin de pouvoir ouvrir intentionnellement et stratégiquement la voie à un mode de perfectionnement professionnel continu qui soit à la fois pertinent et significatif sur le plan personnel. Il y a longtemps que l’enseignement de l’anglais ne tient plus dans un modèle unique de perfectionnement professionnel continu. Il faut plutôt reconnaître que le contexte dans lequel nous enseignons influe sur les connaissances et les compétences que nous devons développer et entretenir au fil de notre carrière, ce qui a pour effet d’orienter les choix stratégiques que nous effectuons pour notre perfectionnement professionnel continu. Mais que signifie réellement le contexte de l’enseignement de l’anglais, et comment en dégageons-nous les éléments afin de nous y inscrire personnellement? À l’aide d’un modèle suggéré de systèmes dynamiques complexes imbriqués, nous pouvons commencer par nous situer dans un vaste système socioéconomique complexe créé par l’interaction continue de l’économie, de la politique, de l’histoire, de la géographie, de la technologie, de la culture, de la lan
对于初学者和专业英语教学人员来说，理解我们工作环境的动态复杂性是很重要的，我们要有意识地、战略性地打造一条相关的、对个人有意义的、持续的专业发展道路。英语教学早已不再是“一刀切”的持续专业发展模式。相反，我们教学的环境会影响我们在职业生涯中需要发展和保持的知识和技能。这反过来又推动了我们为持续专业发展做出的战略选择。然而，语境在英语教学中的真正含义是什么?我们如何打开它的元素，在其中定位自己?使用我们提出的嵌套复杂动态系统模型，我们首先可以将自己定位在一个广泛的社会经济、复杂的动态系统中，这个系统是由一个社会的经济、政治、历史、地理、技术、文化、语言和教育的持续互动所创造的。然后，我们可以将自己定位在专业、项目和课堂环境中的多个复杂动态系统中，这些系统塑造了我们的能动性，有时也限制了我们的能动性。最后，我们可以把英语教师看作是一个复杂的动态系统。我们每个人都是教育培训、专业经验和自我相互作用的独特产物。这种复杂的动态系统模型可用于指导教师、管理人员和资助者有意地、战略性地选择、设计或支持持续的专业发展，引导教师在快速发展的职业中建立知识和实践，以取得持续的成功。我们将为专业人员提供重要的信息，我们将为专业人员提供信息，我们将为专业人员提供信息，我们将为专业人员提供信息，我们将为专业人员提供信息，我们将为专业人员提供信息，我们将为专业人员提供信息，我们将为专业人员提供信息，我们将为专业人员提供信息，我们将为专业人员提供信息，我们将为专业人员提供信息。将以一种长期坚持的方式，将英伦风格的独特风格和独特的完美风格延续下去。应该是我们reconnaitre, contexte在lequel常识enseignons influe苏尔les connaissances等能力,常识德文郡发展等entretenir盟卡里埃费尔德诺特,这个倒effet d 'orienter莱斯选择内我们一起effectuons倒诺perfectionnement来完成我们继续。Mais que signfie reacementementle le ' enenement de l 'anglais, et comment en en en en - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -À《联合国模式》建议将社会、社会和经济的综合因素与系统的综合因素结合起来，例如:系统的综合因素与系统的综合因素与系统的综合因素与系统的综合因素结合起来，例如:系统的经济、政治、历史、系统的综合因素、技术、文化、语言和系统的综合因素。目前的情况是，目前的情况是，目前的情况是，目前的情况是，目前的情况是，目前的情况是，目前的情况是，目前的情况是，目前的情况是，目前的情况是，目前的情况是，目前的情况是，目前的情况是，目前的情况是，目前的情况是，目前的情况是，目前的情况是，目前的情况是，目前的情况是，目前的情况是。最后，nous pouvons nous consider nous-mêmes, entant que教授d 'anglais, comme des systemmes dynamic综合体。有些时候，我们的产品独特，我们的互动，我们的教育，我们的形成，我们的经验，我们的专业，我们的身份。系统模式、动态模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式、复杂模式等。
{"title":"Locating Continuing Professional Development within a Proposed Complex Dynamic Systems Model for Today's English Language Teaching Profession","authors":"D. Tyers, J. Sillito","doi":"10.18806/TESL.V35I2.1297","DOIUrl":"https://doi.org/10.18806/TESL.V35I2.1297","url":null,"abstract":"For novice and expert English language teaching professionals alike, it is important to understand the dynamic complexity of the context in which we workto intentionally and strategically forge a relevant and personally meaningful, continuing professional development path. English language teaching has longoutgrown a “one-size-fi ts-all” continuing professional development model. Rather, the context in which we teach influences the knowledge and skills weneed to develop and maintain as we move through our careers. This, in turn, drives the strategic choices we make for our continuing professional development.However, what does context in English language teaching actually mean, and how do we unpack its elements to locate ourselves within it? Using a proposedmodel of nested complex dynamic systems, we can first locate ourselves within a broad socioeconomic, complex dynamic system created by the ongoing interaction of a society’s economy, politics, history, geography, technology, culture, language, and education. We can then locate ourselves within multiple complex dynamic systems in the professional, program, and classroom contexts that give shape to and, at times, constrain our agency. Finally, we can consider ourselves, English language teachers, as complex dynamic systems. Each of us is the unique creation of our interacting education and training, professional experience, and self. This complex dynamic systems model can be used to guide teachers, administrators, and funders to intentionally and strategically select, design, or support continuing professional development, leading to teachers’ building knowledge and practice for ongoing success in a rapidly evolving profession. \u0000Qu’il s’agisse de débutants ou de professeurs expérimentés, il est important que les professionnels de l’enseignement de l’anglais comprennent la complexité dynamique du contexte dans lequel nous travaillons afin de pouvoir ouvrir intentionnellement et stratégiquement la voie à un mode de perfectionnement professionnel continu qui soit à la fois pertinent et significatif sur le plan personnel. Il y a longtemps que l’enseignement de l’anglais ne tient plus dans un modèle unique de perfectionnement professionnel continu. Il faut plutôt reconnaître que le contexte dans lequel nous enseignons influe sur les connaissances et les compétences que nous devons développer et entretenir au fil de notre carrière, ce qui a pour effet d’orienter les choix stratégiques que nous effectuons pour notre perfectionnement professionnel continu. Mais que signifie réellement le contexte de l’enseignement de l’anglais, et comment en dégageons-nous les éléments afin de nous y inscrire personnellement? À l’aide d’un modèle suggéré de systèmes dynamiques complexes imbriqués, nous pouvons commencer par nous situer dans un vaste système socioéconomique complexe créé par l’interaction continue de l’économie, de la politique, de l’histoire, de la géographie, de la technologie, de la culture, de la lan","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87426674","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：