The aim of this study was to test the notion of ecological citizenship empirically in the English language classroom in an underrepresented region, Latin America. A pedagogic project aimed at the development of students as ecological citizens was designed and implemented in 2019 in four English language classrooms in a public secondary school in Argentina. Participants were 111 teenagers aged 15–17 taking their fourth or fifth years. The project addressed the theme ‘the world we want’ using the UN sustainable development goals as a foundation, in particular, those concerned with environmental issues. The study is theoretically grounded on the notion of ecological citizenship and the research question is: How can language education contribute to securing a livable planet? Data types include Instagram publications (video, text, and a variety of semiotic resources); Instagram comments; student artifacts created in class (graphs, charts, tables, icons); infographics sewed together to make a quilt; a project video; the Autobiography of Intercultural Encounters; and a final student survey. Qualitative analysis was done in three phases and findings indicate that the creative arts and community engagement in combination fostered students' development as ecological citizens in this context. Implications for language education are considered.
{"title":"How Can Language Education Contribute to Securing a Livable Planet?","authors":"Melina Porto","doi":"10.1002/tesq.3321","DOIUrl":"https://doi.org/10.1002/tesq.3321","url":null,"abstract":"The aim of this study was to test the notion of ecological citizenship empirically in the English language classroom in an underrepresented region, Latin America. A pedagogic project aimed at the development of students as ecological citizens was designed and implemented in 2019 in four English language classrooms in a public secondary school in Argentina. Participants were 111 teenagers aged 15–17 taking their fourth or fifth years. The project addressed the theme ‘the world we want’ using the UN sustainable development goals as a foundation, in particular, those concerned with environmental issues. The study is theoretically grounded on the notion of ecological citizenship and the research question is: How can language education contribute to securing a livable planet? Data types include Instagram publications (video, text, and a variety of semiotic resources); Instagram comments; student artifacts created in class (graphs, charts, tables, icons); infographics sewed together to make a quilt; a project video; the Autobiography of Intercultural Encounters; and a final student survey. Qualitative analysis was done in three phases and findings indicate that the creative arts and community engagement in combination fostered students' development as ecological citizens in this context. Implications for language education are considered.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"32 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For decades now, researchers and academics have lamented the mismatch between the representation of English in the classroom and the way the language is used in real‐world contexts. Much of teaching is bound by curricula that determine not only the contents of their teaching but also the materials and assessment methods they use, they are crucial to investigating changes within TESOL, which is especially true for the public school system in Germany. It therefore seems pertinent to turn our attention toward the administrative and prescriptive side of the decision‐making process in public school systems. In other words, to understand the ways in which Global Englishes can be, and have been, represented within classroom teaching contexts, it is necessary to scrutinize language curricula and mandatory textbooks. To appropriately evaluate necessary changes and developments toward GELT, we need to take a longitudinal view and identify changes over time, however small they may be. This study outlines changes in the conceptualization of English language and English communication over the last 5o years in accordance with relevant GELT themes in German secondary school. A selection of TESOL curricula alongside TESOL textbooks were analyzed as representative of changes in teaching practice. Structuring content analysis was used to identify changes in the representation of key themes. The curriculum analysis suggests keen awareness of the role English plays as a global communication tool from the 1990s, while the conceptualization of its speakers, speaking contexts, and relevant skills remain largely unchanged as the content analysis revealed a strong attachment to native speaker and standard English ideology throughout the curricula and textbooks.
{"title":"Charting the Globe. A Qualitative Longitudinal Analysis of the Englishes in German Curricula and Textbooks","authors":"Mona Nishizaki","doi":"10.1002/tesq.3327","DOIUrl":"https://doi.org/10.1002/tesq.3327","url":null,"abstract":"For decades now, researchers and academics have lamented the mismatch between the representation of English in the classroom and the way the language is used in real‐world contexts. Much of teaching is bound by curricula that determine not only the contents of their teaching but also the materials and assessment methods they use, they are crucial to investigating changes within TESOL, which is especially true for the public school system in Germany. It therefore seems pertinent to turn our attention toward the administrative and prescriptive side of the decision‐making process in public school systems. In other words, to understand the ways in which Global Englishes can be, and have been, represented within classroom teaching contexts, it is necessary to scrutinize language curricula and mandatory textbooks. To appropriately evaluate necessary changes and developments toward GELT, we need to take a longitudinal view and identify changes over time, however small they may be. This study outlines changes in the conceptualization of English language and English communication over the last 5o years in accordance with relevant GELT themes in German secondary school. A selection of TESOL curricula alongside TESOL textbooks were analyzed as representative of changes in teaching practice. Structuring content analysis was used to identify changes in the representation of key themes. The curriculum analysis suggests keen awareness of the role English plays as a global communication tool from the 1990s, while the conceptualization of its speakers, speaking contexts, and relevant skills remain largely unchanged as the content analysis revealed a strong attachment to native speaker and standard English ideology throughout the curricula and textbooks.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"18 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140799441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Academic literacy development is shaped by multiple individual and contextual factors that mutually interact with one another. Previous studies have identified some of the factors, but few explored their complex and dynamic interactions in students' writing practices. The study adopts a case study method to examine EFL learners' academic literacy development from an ecological perspective. Findings reveal that (1) affordances and constraints are not predetermined categories but are interactive and emergent; (2) personal traits largely shape the way learners perceive, appropriate, and interact with contextual affordances; (3) complex person‐environment interactions are generally situated within the dialectical relationship between agency and structure in connected literate activities; (4) the way students characterize and shape their relations with contextual affordances/constraints bears developmental effects. The study unveils complex person‐environment interactions in EFL learners' academic literacy development while shedding light on relevant pedagogical practices.
{"title":"Exploring EFL Learners' Academic Literacy Development: An Ecological Perspective","authors":"Dongying Li, Lian Zhang","doi":"10.1002/tesq.3325","DOIUrl":"https://doi.org/10.1002/tesq.3325","url":null,"abstract":"Academic literacy development is shaped by multiple individual and contextual factors that mutually interact with one another. Previous studies have identified some of the factors, but few explored their complex and dynamic interactions in students' writing practices. The study adopts a case study method to examine EFL learners' academic literacy development from an ecological perspective. Findings reveal that (1) affordances and constraints are not predetermined categories but are interactive and emergent; (2) personal traits largely shape the way learners perceive, appropriate, and interact with contextual affordances; (3) complex person‐environment interactions are generally situated within the dialectical relationship between agency and structure in connected literate activities; (4) the way students characterize and shape their relations with contextual affordances/constraints bears developmental effects. The study unveils complex person‐environment interactions in EFL learners' academic literacy development while shedding light on relevant pedagogical practices.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"25 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140799440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Megan Madigan Peercy, Francis John Troyan, Daisy E. Fredricks, Melanie Hardy‐Skeberdis
Twenty‐five years ago, Freeman and Johnson positioned language teacher education (LTE) and practice as a socially learned and sociohistorically situated activity. Although this shift substantially broadened and contextualized our understanding of educator learning and practice, further substantive work is needed in LTE to offer an equitable experience for multilingual students, through more attention to the practices that teachers and teacher educators can leverage to support humanizing pedagogies. To date, humanizing pedagogies that are oriented toward advocacy and social justice have not been deeply woven into the pedagogical content knowledge expected of ESOL teachers of multilingual students. One area that is rich for further development is how we address content and language instruction in ESOL teacher preparation and practice, arguably considered the bedrock of their content knowledge. Drawing upon the call to offer opportunities for teachers to foster humanizing approaches to teaching and learning by connecting “ways of being” with “ways of doing” (Ladson‐Billings, 2008), in this conceptual paper, we question current tenets of preparing teachers to engage in content and language instruction, and argue that we need to find ways of preparing teachers for content and language instruction that support their enactment of humanizing pedagogy.
{"title":"Calling for a Humanizing Turn in Language Teacher Education: Problematizing Content and Language Instruction","authors":"Megan Madigan Peercy, Francis John Troyan, Daisy E. Fredricks, Melanie Hardy‐Skeberdis","doi":"10.1002/tesq.3319","DOIUrl":"https://doi.org/10.1002/tesq.3319","url":null,"abstract":"Twenty‐five years ago, Freeman and Johnson positioned language teacher education (LTE) and practice as a socially learned and sociohistorically situated activity. Although this shift substantially broadened and contextualized our understanding of educator learning and practice, further substantive work is needed in LTE to offer an equitable experience for multilingual students, through more attention to the practices that teachers and teacher educators can leverage to support humanizing pedagogies. To date, humanizing pedagogies that are oriented toward advocacy and social justice have not been deeply woven into the pedagogical content knowledge expected of ESOL teachers of multilingual students. One area that is rich for further development is how we address content and language instruction in ESOL teacher preparation and practice, arguably considered the bedrock of their content knowledge. Drawing upon the call to offer opportunities for teachers to foster humanizing approaches to teaching and learning by connecting “ways of being” with “ways of doing” (Ladson‐Billings, 2008), in this conceptual paper, we question current tenets of preparing teachers to engage in content and language instruction, and argue that we need to find ways of preparing teachers for content and language instruction that support their enactment of humanizing pedagogy.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"38 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140630296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increased global use of English has brought calls for a reconceptualization of English language teaching (ELT). Despite several frameworks for implementing Global Englishes (GE) into ELT, little research considers the effects of curriculum intervention or how such intervention varies across contexts. Addressing this gap, this comparative case study examines two graduate‐level English language instructors who completed a ‘GE Pedagogies’ course in fall 2022 and implemented the skills gained in their spring 2023 teaching. Data was elicited through teacher research, with an analytical emphasis on the teachers' reflection journals. We present a narrative for each teacher that describes their processes for implementing GE into their courses. Comparative analysis of the two narratives indicated that despite a shared goal to raise students' awareness of GE and develop intercultural communication skills, one teacher's practices were more limited due to the specific needs of her course. As such, she had to pursue GE goals through somewhat different means. Our findings indicate that while implementing GE into ELT is indeed possible, flexibility in reference to how this is done is required.
{"title":"A Comparative Case Study of GELT Implementation in U.S.‐Based University English Language Programs","authors":"Dustin Crowther, Akiko Doyama, Milang Shin, Betsy Gilliland","doi":"10.1002/tesq.3322","DOIUrl":"https://doi.org/10.1002/tesq.3322","url":null,"abstract":"The increased global use of English has brought calls for a reconceptualization of English language teaching (ELT). Despite several frameworks for implementing Global Englishes (GE) into ELT, little research considers the effects of curriculum intervention or how such intervention varies across contexts. Addressing this gap, this comparative case study examines two graduate‐level English language instructors who completed a ‘GE Pedagogies’ course in fall 2022 and implemented the skills gained in their spring 2023 teaching. Data was elicited through teacher research, with an analytical emphasis on the teachers' reflection journals. We present a narrative for each teacher that describes their processes for implementing GE into their courses. Comparative analysis of the two narratives indicated that despite a shared goal to raise students' awareness of GE and develop intercultural communication skills, one teacher's practices were more limited due to the specific needs of her course. As such, she had to pursue GE goals through somewhat different means. Our findings indicate that while implementing GE into ELT is indeed possible, flexibility in reference to how this is done is required.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"14 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140585371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this Teaching Issues article, we make the case for using Integrated Performance Assessments (IPAs) to get a better picture of ELLs/MLLs learning progress and language development and thus, contributing to more equitable learning environments in both instruction and assessment practices. An Integrated Performance Assessment allows learners to use the three modes of communication—interpretive, interpersonal, and presentational—to communicate their learning and demonstrate language development in an integrated way. We show how IPAs can be used as assessments for, of, and as learning; they promote more authentic teaching and assessment methods, in both formative and summative ways. To illustrate the potential opportunities IPAs can offer over traditional teaching and assessment methods, we share a classroom‐ready example designed by a teacher who participated in a 15‐month professional development project. We posit that IPAs value the resources ELLs/MLLs bring to the classroom and allow them to use these resources in their learning, as well as promote authentic language use and provide a window into ELLs’/MLLs’ progress in ways that advance their learning and language development through collaboration and interaction.
{"title":"Integrated Performance Assessments: Providing Equitable Instruction and Assessment for ELLs/MLLs","authors":"Gretchen P. Oliver, Karen M. Gregory","doi":"10.1002/tesq.3324","DOIUrl":"https://doi.org/10.1002/tesq.3324","url":null,"abstract":"In this Teaching Issues article, we make the case for using Integrated Performance Assessments (IPAs) to get a better picture of ELLs/MLLs learning progress and language development and thus, contributing to more equitable learning environments in both instruction and assessment practices. An Integrated Performance Assessment allows learners to use the three modes of communication—interpretive, interpersonal, and presentational—to communicate their learning and demonstrate language development in an integrated way. We show how IPAs can be used as assessments for, of, and as learning; they promote more authentic teaching and assessment methods, in both formative and summative ways. To illustrate the potential opportunities IPAs can offer over traditional teaching and assessment methods, we share a classroom‐ready example designed by a teacher who participated in a 15‐month professional development project. We posit that IPAs value the resources ELLs/MLLs bring to the classroom and allow them to use these resources in their learning, as well as promote authentic language use and provide a window into ELLs’/MLLs’ progress in ways that advance their learning and language development through collaboration and interaction.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"26 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140585340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The author reports no conflict of interest regarding this review.
利益冲突作者报告与本综述无利益冲突。
{"title":"Teaching English Pronunciation for a Global World Robin Walker and Gemma ArcherOxford: Oxford University Press. 2024. pp. viii+100. ISBN 9780194088985","authors":"Jingna Li","doi":"10.1002/tesq.3318","DOIUrl":"https://doi.org/10.1002/tesq.3318","url":null,"abstract":"<h2> CONFLICT OF INTEREST</h2>\u0000<p>The author reports no conflict of interest regarding this review.</p>","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"15 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140147986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Will Baker, Sonia Morán Panero, José Aldemar Álvarez Valencia, Sami Alhasnawi, Yusop Boonsuk, Phuong Le Hoang Ngo, Maritza M. Martínez‐Sánchez, Norbella Miranda, Gloria J. Ronzón‐Montiel
English is core to HE (higher education) globally, with both HE and English seen as pathways to success for students. Yet, access to English is unequal and colonial ideologies associate English with Anglophone settings. Much of the research on English in HE has focused on elite institutions and students, while the majority of the world's HE students remain comparatively under‐researched. This paper reports on a mixed‐methods study of TESOL in five linguistically and socioculturally diverse HE settings in Colombia, Mexico, Iraq, Thailand, and Vietnam. The aims were to explore the roles and perceptions of English, TESOL, and other languages in policy and practice, (including multilingualism and Global Englishes) and how these related to processes of dis/empowerment and de/colonialization of HE. We sought to uncover the extent to which TESOL and English allowed or restricted access to opportunities of empowerment for different groups of students on their way to and through HE, and how English intersected with a range of dimensions of potential marginalization or privilege, particularly socioeconomic status, ethnicity, and rurality. We present findings from students through a questionnaire (n = 1820) and interviews with students, teachers, and administrators at each of the sites (n = 150).
{"title":"Decolonizing English in Higher Education: Global Englishes and TESOL as Opportunities or Barriers (SI on Global Englishes and TESOL)","authors":"Will Baker, Sonia Morán Panero, José Aldemar Álvarez Valencia, Sami Alhasnawi, Yusop Boonsuk, Phuong Le Hoang Ngo, Maritza M. Martínez‐Sánchez, Norbella Miranda, Gloria J. Ronzón‐Montiel","doi":"10.1002/tesq.3317","DOIUrl":"https://doi.org/10.1002/tesq.3317","url":null,"abstract":"English is core to HE (higher education) globally, with both HE and English seen as pathways to success for students. Yet, access to English is unequal and colonial ideologies associate English with Anglophone settings. Much of the research on English in HE has focused on elite institutions and students, while the majority of the world's HE students remain comparatively under‐researched. This paper reports on a mixed‐methods study of TESOL in five linguistically and socioculturally diverse HE settings in Colombia, Mexico, Iraq, Thailand, and Vietnam. The aims were to explore the roles and perceptions of English, TESOL, and other languages in policy and practice, (including multilingualism and Global Englishes) and how these related to processes of dis/empowerment and de/colonialization of HE. We sought to uncover the extent to which TESOL and English allowed or restricted access to opportunities of empowerment for different groups of students on their way to and through HE, and how English intersected with a range of dimensions of potential marginalization or privilege, particularly socioeconomic status, ethnicity, and rurality. We present findings from students through a questionnaire (<jats:italic>n</jats:italic> = 1820) and interviews with students, teachers, and administrators at each of the sites (<jats:italic>n</jats:italic> = 150).","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"28 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Canagarajah S. Decolonizing Academic Writing Pedagogies for Multilingual Students. TESOL J. 2024; 58: 280–306. https://doi.org/10.1002/tesq.3231
In the above article, in-text citations ‘Souza Santos (2016)’ and ‘De Souza Santos’ should have been ‘De Sousa Santos (2016)’ and ‘De Sousa Santos’, respectively. The reference should have been:
De Sousa Santos, B. (2016). Epistemologies of the south. New York: Routledge.
‘“Entextualization” is a sociolinguistic term defined as (“the process of coming to textual formedness”—Silverstein, 2019, p. 56)' should have been ‘“Entextualization” is a sociolinguistic term defined as “the process of coming to textual formedness” (Silverstein, 2019, p. 56)'.
‘He observes that the சங்கம் (Sangam) literature, starting to be composed around the second century BCE, was written in palm leaves and stones after oral composition’ should have been ‘He observes that the சங்கம் (Sangam) literature, starting to be composed around the second century BCE, was written on palm leaves and stones after oral composition’.
These have been corrected in the article. We apologize for the errors.
Canagarajah S. Decolonizing Academic Writing Pedagogies for Multilingual Students.TESOL J. 2024; 58: 280-306. https://doi.org/10.1002/tesq.3231In 上述文章中，文中引用的 "Souza Santos (2016) "和 "De Souza Santos "应分别为 "De Sousa Santos (2016) "和 "De Sousa Santos"。参考文献应为：De Sousa Santos, B. (2016).Epistemologies of the south.New York：Routledge.'"Entextualization" is a sociolinguistic term defined as ("the process of coming to textual formedness"-Silverstein, 2019, p. 56)' should have been '"Entextualization" is a sociolinguistic term defined as "the process of coming to textual formedness" (Silverstein, 2019, p. 56)'。他观察到，大约在公元前二世纪开始创作的சங்கம்（桑伽姆）文献，是在口头创作之后用棕榈叶和石头书写的 "应为 "他观察到，大约在公元前二世纪开始创作的சங்க்（桑伽姆）文献，是在口头创作之后用棕榈叶和石头书写的"。我们对这些错误表示歉意。
{"title":"Correction to “Decolonizing Academic Writing Pedagogies for Multilingual Students”","authors":"","doi":"10.1002/tesq.3315","DOIUrl":"https://doi.org/10.1002/tesq.3315","url":null,"abstract":"<p>Canagarajah S. Decolonizing Academic Writing Pedagogies for Multilingual Students. <i>TESOL J</i>. 2024; 58: 280–306. https://doi.org/10.1002/tesq.3231</p>\u0000<p>In the above article, in-text citations ‘Souza Santos (2016)’ and ‘De Souza Santos’ should have been ‘De Sousa Santos (2016)’ and ‘De Sousa Santos’, respectively. The reference should have been:</p>\u0000<p>De Sousa Santos, B. (2016). <i>Epistemologies of the south</i>. New York: Routledge.</p>\u0000<p>‘“Entextualization” is a sociolinguistic term defined as <b>(</b>“the process of coming to textual formedness”<b>—</b>Silverstein, 2019, p. 56)' should have been ‘“Entextualization” is a sociolinguistic term defined as “the process of coming to textual formedness” <b>(</b>Silverstein, 2019, p. 56)'.</p>\u0000<p>‘He observes that the சங்கம் (Sangam) literature, starting to be composed around the second century BCE, was written <b>in</b> palm leaves and stones after oral composition’ should have been ‘He observes that the சங்கம் (Sangam) literature, starting to be composed around the second century BCE, was written <b>on</b> palm leaves and stones after oral composition’.</p>\u0000<p>These have been corrected in the article. We apologize for the errors.</p>","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"16 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While the concept of big ideas has been widely promoted in different subject areas such as history and STEM, its pedagogical power has received little attention in second language education. In view of this gap, this paper seeks to conceptualize and practicalize this notion by addressing two fundamental questions regarding the “what” and “how” of big ideas in English‐as‐a‐foreign‐language (EFL) classrooms. Specifically, the paper proposes a tentative, heuristic framework that views big ideas as a composite of three distinct yet interrelated dimensions regarding knowledge, domain, and learning. In light of the framework, the paper argues for the need to adopt big ideas as curriculum organizers in language teaching while employing an infusion, inductive approach to helping students analyze, comprehend, and apply big ideas in the process of language learning.
{"title":"Unleashing the Potential of Big Ideas in Language Education: What and How?","authors":"Rui Yuan, Tiefu Zhang, Qiang Wang","doi":"10.1002/tesq.3314","DOIUrl":"https://doi.org/10.1002/tesq.3314","url":null,"abstract":"While the concept of big ideas has been widely promoted in different subject areas such as history and STEM, its pedagogical power has received little attention in second language education. In view of this gap, this paper seeks to conceptualize and practicalize this notion by addressing two fundamental questions regarding the “what” and “how” of big ideas in English‐as‐a‐foreign‐language (EFL) classrooms. Specifically, the paper proposes a tentative, heuristic framework that views big ideas as a composite of three distinct yet interrelated dimensions regarding knowledge, domain, and learning. In light of the framework, the paper argues for the need to adopt big ideas as curriculum organizers in language teaching while employing an infusion, inductive approach to helping students analyze, comprehend, and apply big ideas in the process of language learning.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"27 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139968844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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