Margaret Wood, Scott Sterling, Tove Larsson, Luke Plonsky, Merja Kytö, Kate Yaw
This forum piece reports on a brief survey of current quantitative research ethics training materials in Applied Linguistics (AL). This survey was conducted as a step towards an increased understanding of the ways in which we, as a field, train students and researchers to conduct quantitative research ethically. The survey was carried out in the process of creating research ethics training materials as part of a grant‐funded project related to questionable research practices (QRPs). Through manual and computer‐assisted searches in twenty‐four textbooks and twenty‐three course syllabi from the past five years, three themes emerged: (1) research ethics is most often conceptualized in terms of IRB‐related topics, (2) when ‘ethical gray‐zone’ issues are mentioned, the focus is primarily on methodological transparency, data sharing/open science, and selecting the appropriate research design and statistical tests, and (3) materials tend to address the topic of research ethics in a single section or chapter, or in a single day or week of a course. Against this background, we provide three recommendations that our field can implement to provide more robust and thorough research ethics training for students and researchers in TESOL and Applied Linguistics: (1) expand our conceptualization of research ethics to include ethical gray‐zone issues, (2) be thorough and explicit in our discussion of ethical issues related to research decisions, and (3) incorporate research ethics as a recurring theme throughout textbooks and courses.
{"title":"Researchers Training Researchers: Ethics Training in Quantitative Applied Linguistics","authors":"Margaret Wood, Scott Sterling, Tove Larsson, Luke Plonsky, Merja Kytö, Kate Yaw","doi":"10.1002/tesq.3323","DOIUrl":"https://doi.org/10.1002/tesq.3323","url":null,"abstract":"This forum piece reports on a brief survey of current quantitative research ethics training materials in Applied Linguistics (AL). This survey was conducted as a step towards an increased understanding of the ways in which we, as a field, train students and researchers to conduct quantitative research ethically. The survey was carried out in the process of creating research ethics training materials as part of a grant‐funded project related to questionable research practices (QRPs). Through manual and computer‐assisted searches in twenty‐four textbooks and twenty‐three course syllabi from the past five years, three themes emerged: (1) research ethics is most often conceptualized in terms of IRB‐related topics, (2) when ‘ethical gray‐zone’ issues are mentioned, the focus is primarily on methodological transparency, data sharing/open science, and selecting the appropriate research design and statistical tests, and (3) materials tend to address the topic of research ethics in a single section or chapter, or in a single day or week of a course. Against this background, we provide three recommendations that our field can implement to provide more robust and thorough research ethics training for students and researchers in TESOL and Applied Linguistics: (1) expand our conceptualization of research ethics to include ethical gray‐zone issues, (2) be thorough and explicit in our discussion of ethical issues related to research decisions, and (3) incorporate research ethics as a recurring theme throughout textbooks and courses.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925733","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 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Margreet Vogelzang, I. Tsimpli, Anusha Balasubramanian, Minati Panda, S. Alladi, Abhigna Reddy, Lina Mukhopadhyay, J. Treffers-Daller, Theodoros Marinis
In a highly multilingual country like India, challenges and opportunities arise in education and language policy. Although multilingualism is often associated with developmental advantages, Indian primary school children generally show low learning outcomes, specifically on literacy. Here we examine the influence of mother tongue education and multilingualism on the reading skills and reading comprehension of 1272 Indian primary school children from low SES homes. The children performed the ASER literacy task in both the regional, majority language and in English, which was followed by newly developed reading comprehension questions. The results show that minority language speakers from monolingual households—who do not receive mother tongue education—underperform compared to majority language speakers when reading in the majority language. When reading in English, growing up in a multilingual household improves children's performance. Finally, in sites which have a larger proportion of mother tongue‐educated children, children perform better in literacy in the regional language and worse in English. Overall, these results provide insight into the influence of mother tongue education and multilingualism on reading abilities and show that more support is needed for minority language speakers to develop literacy in the majority language, and for all children to develop literacy in English.
{"title":"Effects of Mother Tongue Education and Multilingualism on Reading Skills in the Regional Language and English in India","authors":"Margreet Vogelzang, I. Tsimpli, Anusha Balasubramanian, Minati Panda, S. Alladi, Abhigna Reddy, Lina Mukhopadhyay, J. Treffers-Daller, Theodoros Marinis","doi":"10.1002/tesq.3326","DOIUrl":"https://doi.org/10.1002/tesq.3326","url":null,"abstract":"In a highly multilingual country like India, challenges and opportunities arise in education and language policy. Although multilingualism is often associated with developmental advantages, Indian primary school children generally show low learning outcomes, specifically on literacy. Here we examine the influence of mother tongue education and multilingualism on the reading skills and reading comprehension of 1272 Indian primary school children from low SES homes. The children performed the ASER literacy task in both the regional, majority language and in English, which was followed by newly developed reading comprehension questions. The results show that minority language speakers from monolingual households—who do not receive mother tongue education—underperform compared to majority language speakers when reading in the majority language. When reading in English, growing up in a multilingual household improves children's performance. Finally, in sites which have a larger proportion of mother tongue‐educated children, children perform better in literacy in the regional language and worse in English. Overall, these results provide insight into the influence of mother tongue education and multilingualism on reading abilities and show that more support is needed for minority language speakers to develop literacy in the majority language, and for all children to develop literacy in English.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140654089","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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Recent years have witnessed the ethnographic turn in academic writing research and the multimodal turn in classroom discourse studies. Most research proposal genre studies have only provided generic guidelines, and most EAP intervention studies have only provided pre‐ and post‐intervention learning outcomes but have not examined actual in‐depth classroom teaching and after‐class consultative processes of proposal development. This paper fills these gaps by following the view of genre as contextualized social practices and adopting interactional ethnography (IE) logic‐of‐inquiry to analyze video‐recorded linked EAP classroom interactions and WeChat‐mediated individual consultations focusing on postgraduate students' topic selection. IE‐guided reasoning and analysis may make the invisible research topic developmental processes transparent by utilizing IE analytic tools to visualize these dynamic and complex processes, identify cultural patterns of academic literacy practices, and (re)theorize educational phenomena. The IE approach may complement the well‐established three approaches to student writing (i.e., study skills, academic socialization, academic literacies) as the fourth approach for its deep theorizing, micro‐ethnographic discourse‐based analysis, and video‐enabled IE‐guided analytic tools. This study may make a methodological contribution to the EAP field through the IE as an epistemology with analytical tools and propose a tri‐level four‐step IE analytic model for teacher‐researchers' self‐reflexive professional development.
{"title":"Selection of a Topic of a Research Proposal of Emerging Academic Writers in a Blended Linked EAP Course: An Interactional Ethnographic Perspective","authors":"Haiyan Lai","doi":"10.1002/tesq.3316","DOIUrl":"https://doi.org/10.1002/tesq.3316","url":null,"abstract":"Recent years have witnessed the ethnographic turn in academic writing research and the multimodal turn in classroom discourse studies. Most research proposal genre studies have only provided generic guidelines, and most EAP intervention studies have only provided pre‐ and post‐intervention learning outcomes but have not examined actual in‐depth classroom teaching and after‐class consultative processes of proposal development. This paper fills these gaps by following the view of genre as contextualized social practices and adopting interactional ethnography (IE) logic‐of‐inquiry to analyze video‐recorded linked EAP classroom interactions and WeChat‐mediated individual consultations focusing on postgraduate students' topic selection. IE‐guided reasoning and analysis may make the invisible research topic developmental processes transparent by utilizing IE analytic tools to visualize these dynamic and complex processes, identify cultural patterns of academic literacy practices, and (re)theorize educational phenomena. The IE approach may complement the well‐established three approaches to student writing (i.e., study skills, academic socialization, academic literacies) as the fourth approach for its deep theorizing, micro‐ethnographic discourse‐based analysis, and video‐enabled IE‐guided analytic tools. This study may make a methodological contribution to the EAP field through the IE as an epistemology with analytical tools and propose a tri‐level four‐step IE analytic model for teacher‐researchers' self‐reflexive professional development.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140380401","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 recent and significant progress made in natural language processing and artificial intelligence (AI) has the potential to drastically influence the field of language education, many language educators and administrators remain unfamiliar with these recent technological advances and their pedagogical implications. The primary purpose of this paper is to raise the awareness of language educators regarding ethical and pedagogical issues stemming from student, teacher, and administrator use of generative AI tools such as large language models (LLMs) and AI chatbots. These issues include ethical ways of teaching with AI, questions of ownership, writing skills development, the accuracy and reliability of generated output, the potential to widen the educational divide, and AI bias. We conclude by offering suggestions for language educators and calling for further discussion.
{"title":"Using Artificial Intelligence in TESOL: Some Ethical and Pedagogical Considerations","authors":"Austin Pack, Jeffrey Maloney","doi":"10.1002/tesq.3320","DOIUrl":"https://doi.org/10.1002/tesq.3320","url":null,"abstract":"While recent and significant progress made in natural language processing and artificial intelligence (AI) has the potential to drastically influence the field of language education, many language educators and administrators remain unfamiliar with these recent technological advances and their pedagogical implications. The primary purpose of this paper is to raise the awareness of language educators regarding ethical and pedagogical issues stemming from student, teacher, and administrator use of generative AI tools such as large language models (LLMs) and AI chatbots. These issues include ethical ways of teaching with AI, questions of ownership, writing skills development, the accuracy and reliability of generated output, the potential to widen the educational divide, and AI bias. We conclude by offering suggestions for language educators and calling for further discussion.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140212237","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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