Tieu Thuy Chung, Peter Crosthwaite, Cam Thi Hong Cao, Carolina Tavares de Carvalho
Data-driven learning (DDL) is an increasingly popular area of research for language teaching and is gradually being incorporated into teacher education programs globally. However, assessing teacher trainees' (self-reported) corpus literacy, and its impact on eventually (and successfully) incorporating corpora into language teaching, is an ongoing issue. This paper explores the experiences of in-service English language teacher trainees in developing both corpus literacy and corpus-based language pedagogy skills in Vietnam. The study finds a disconnect between participants' high self-reported corpus literacy skills, high intention to conduct corpus-based language teaching, and their ability to convert said intention and literacy into viable ideas for corpus-based language teaching within their lesson planning. Potential reasons include difficulties conceptualizing DDL's integration into lesson objectives, selection of inappropriate corpora for the target audience, issues planning DDL activities for primary-age learners, and Vietnamese-specific issues mainly around access to technology. Accordingly, we present several recommendations for improving the assessment of DDL trainees' actual integration of DDL into their teaching practice.
{"title":"Walking the Walk? (Mis)alignment of EFL Teachers' Self-Reported Corpus Literacy Skills and Their Competence in Planning and Implementing Corpus-Based Language Pedagogy","authors":"Tieu Thuy Chung, Peter Crosthwaite, Cam Thi Hong Cao, Carolina Tavares de Carvalho","doi":"10.1002/tesq.3299","DOIUrl":"https://doi.org/10.1002/tesq.3299","url":null,"abstract":"Data-driven learning (DDL) is an increasingly popular area of research for language teaching and is gradually being incorporated into teacher education programs globally. However, assessing teacher trainees' (self-reported) corpus literacy, and its impact on eventually (and successfully) incorporating corpora into language teaching, is an ongoing issue. This paper explores the experiences of in-service English language teacher trainees in developing both corpus literacy and corpus-based language pedagogy skills in Vietnam. The study finds a disconnect between participants' high self-reported corpus literacy skills, high intention to conduct corpus-based language teaching, and their ability to convert said intention and literacy into viable ideas for corpus-based language teaching within their lesson planning. Potential reasons include difficulties conceptualizing DDL's integration into lesson objectives, selection of inappropriate corpora for the target audience, issues planning DDL activities for primary-age learners, and Vietnamese-specific issues mainly around access to technology. Accordingly, we present several recommendations for improving the assessment of DDL trainees' actual integration of DDL into their teaching practice.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"71 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139376331","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}
This article comprises two international studies. Study 1 aimed to develop a scale to measure the frequency of learners' voluntary, informal, out‐of‐school engagement with English, so‐called Extramural English (EE) activities. It involved three stages – pilot study, exploratory factor analysis, and confirmatory factor analysis – followed by measuring the test–retest reliability and known‐groups validity of the scale. L2 English learners (N = 907; mean age: 17) from Scandinavia (Denmark, Norway, and Sweden) and Turkey participated. The analyses led to a 32‐item EE Scale that loaded onto eight factors: EE Digital Creativity, Gaming, Internalized, Music, Niche Activities, Reading and Listening, Social Interaction, and Viewing. Study 2, in which the scale was implemented, aimed to explore the frequency of EE activities and examined whether EE predicts learners' perceived speaking ability in different settings. Learners from Scandinavia (N = 197) and Asia (N = 125; China and Turkey) participated. Data analyses showed that both samples engaged most frequently in EE Music, Viewing and Reading and Listening. Ordinal regression analysis revealed that EE predicts perceived speaking ability in both contexts, but differently so. Thus, EE seems to play different roles for learning English in the different settings. Implications are discussed regarding the context‐specific nature of EE.
本文包括两项国际研究。研究 1 的目的是制定一个量表，测量学习者自愿、非正式、校外参与英语（即所谓的校外英语（EE）活动）的频率。研究包括三个阶段--试点研究、探索性因素分析和确认性因素分析--然后测量量表的重测信度和已知群体效度。来自斯堪的纳维亚（丹麦、挪威和瑞典）和土耳其的 L2 英语学习者（N = 907；平均年龄：17 岁）参加了研究。分析得出了一个包含 32 个项目的 EE 量表，该量表包含 8 个因子：EE 数字创意、游戏、内化、音乐、利基活动、阅读与聆听、社交互动和观看。研究 2 采用了该量表，旨在探索 EE 活动的频率，并研究 EE 是否能预测学习者在不同环境中的感知口语能力。来自斯堪的纳维亚（N = 197）和亚洲（N = 125；中国和土耳其）的学习者参加了这项研究。数据分析显示，这两个样本最常参与的 EE 活动是音乐、观看和阅读与聆听。序数回归分析表明，在这两种情境中，EE 对感知的口语能力都有预测作用，但作用不同。因此，在不同的环境中，英语环境似乎对英语学习起着不同的作用。本文还讨论了 EE 的特定语境性质所带来的影响。
{"title":"Extramural English in Scandinavia and Asia: Scale Development, Learner Engagement, and Perceived Speaking Ability","authors":"Pia Sundqvist, M. S. Uztosun","doi":"10.1002/tesq.3296","DOIUrl":"https://doi.org/10.1002/tesq.3296","url":null,"abstract":"This article comprises two international studies. Study 1 aimed to develop a scale to measure the frequency of learners' voluntary, informal, out‐of‐school engagement with English, so‐called Extramural English (EE) activities. It involved three stages – pilot study, exploratory factor analysis, and confirmatory factor analysis – followed by measuring the test–retest reliability and known‐groups validity of the scale. L2 English learners (N = 907; mean age: 17) from Scandinavia (Denmark, Norway, and Sweden) and Turkey participated. The analyses led to a 32‐item EE Scale that loaded onto eight factors: EE Digital Creativity, Gaming, Internalized, Music, Niche Activities, Reading and Listening, Social Interaction, and Viewing. Study 2, in which the scale was implemented, aimed to explore the frequency of EE activities and examined whether EE predicts learners' perceived speaking ability in different settings. Learners from Scandinavia (N = 197) and Asia (N = 125; China and Turkey) participated. Data analyses showed that both samples engaged most frequently in EE Music, Viewing and Reading and Listening. Ordinal regression analysis revealed that EE predicts perceived speaking ability in both contexts, but differently so. Thus, EE seems to play different roles for learning English in the different settings. Implications are discussed regarding the context‐specific nature of EE.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"302 4","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139152422","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}
Amanda K. Kibler, Virginia Lesser, Martha Castellón Palacios, Martha Sandstead, Sara Wiger, Karrie S. Woodruff, Jaclyn B. Bovee
Collaborative teaching models serving secondary multilingual learners designated as English Learners (ELs) have become increasingly prominent but remain understudied. This study draws upon an ecological framework and uses quantitative and qualitative survey findings from a national sample of school districts in the United States to investigate the prevalence and use of collaborative practices. The study examines variations in how collaborative models are structured and implemented, as well as how they vary by district characteristics. Findings suggest that collaborative practices are present in many types of districts but are typically more common in larger, urban districts with higher percentages of EL-designated students. Collaborative practices are more prevalent at middle school (grades 6–8) than high school (grades 9–12) levels but tend to occur across multiple key content areas. In relation to coteaching in particular, findings align with previous research on inequitable status and teaching responsibilities faced by some ESL teachers. District supports for collaboration vary, with professional development more prominent than teacher release time for collaborative planning. Overall, findings indicate that district resources and instructional capacity play important roles in the implementation of collaborative practices, and organizational capacity may influence the status of ESL teachers in these models.
{"title":"A National Survey of Collaborative Practices for Secondary Multilingual Learners Designated as English Learners","authors":"Amanda K. Kibler, Virginia Lesser, Martha Castellón Palacios, Martha Sandstead, Sara Wiger, Karrie S. Woodruff, Jaclyn B. Bovee","doi":"10.1002/tesq.3295","DOIUrl":"https://doi.org/10.1002/tesq.3295","url":null,"abstract":"Collaborative teaching models serving secondary multilingual learners designated as English Learners (ELs) have become increasingly prominent but remain understudied. This study draws upon an ecological framework and uses quantitative and qualitative survey findings from a national sample of school districts in the United States to investigate the prevalence and use of collaborative practices. The study examines variations in how collaborative models are structured and implemented, as well as how they vary by district characteristics. Findings suggest that collaborative practices are present in many types of districts but are typically more common in larger, urban districts with higher percentages of EL-designated students. Collaborative practices are more prevalent at middle school (grades 6–8) than high school (grades 9–12) levels but tend to occur across multiple key content areas. In relation to coteaching in particular, findings align with previous research on inequitable status and teaching responsibilities faced by some ESL teachers. District supports for collaboration vary, with professional development more prominent than teacher release time for collaborative planning. Overall, findings indicate that district resources and instructional capacity play important roles in the implementation of collaborative practices, and organizational capacity may influence the status of ESL teachers in these models.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"132 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139063467","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}
Numerous studies have compared the effect of input mode (video-based vs. audio-only) on the listening comprehension of adult second language (L2) learners. However, there is a notable absence of research regarding how various types of audio-visual input in a listening test affect young learners' listening comprehension. To address this gap, this study examined the effects of audio-visual input type and text listenability on the listening comprehension performance of 50 English language learners (ELLs) in Grades 3–5 in the U.S. In this study, participants completed a computer-delivered English listening test comprising three test forms, each containing six passages. These passages included a combination of three video passages and three audio-only passages. The video passages were carefully designed to balance two key variables in a counter-balancing manner: the listenability of the text, assessed using Lexile Audio Measure, and the nature of visual elements, which encompassed speaker-only visuals, visual-only elements, and a combination of speaker-and-visuals. This study found that students performed equally well on both video-based and audio-only passages, and the type of visuals accompanying the content did not have a statistically significant impact on students' listening comprehension scores. However, the listenability of the text significantly influenced students' listening scores, especially in the context of audio-only passages. Furthermore, responses to a post-test questionnaire revealed that students had a positive perception of all three types of audio-visual input. This study contributes to our understanding of how audio-visual input types and text listenability affect the listening comprehension performance of Grades 3–5 ELLs.
{"title":"Effects of the Type of Audio-visual Input and Listenability on Young L2 Learners' Listening Comprehension","authors":"Sun-Young Shin, Senyung Lee","doi":"10.1002/tesq.3298","DOIUrl":"https://doi.org/10.1002/tesq.3298","url":null,"abstract":"Numerous studies have compared the effect of input mode (video-based vs. audio-only) on the listening comprehension of adult second language (L2) learners. However, there is a notable absence of research regarding how various types of audio-visual input in a listening test affect young learners' listening comprehension. To address this gap, this study examined the effects of audio-visual input type and text listenability on the listening comprehension performance of 50 English language learners (ELLs) in Grades 3–5 in the U.S. In this study, participants completed a computer-delivered English listening test comprising three test forms, each containing six passages. These passages included a combination of three video passages and three audio-only passages. The video passages were carefully designed to balance two key variables in a counter-balancing manner: the listenability of the text, assessed using Lexile Audio Measure, and the nature of visual elements, which encompassed speaker-only visuals, visual-only elements, and a combination of speaker-and-visuals. This study found that students performed equally well on both video-based and audio-only passages, and the type of visuals accompanying the content did not have a statistically significant impact on students' listening comprehension scores. However, the listenability of the text significantly influenced students' listening scores, especially in the context of audio-only passages. Furthermore, responses to a post-test questionnaire revealed that students had a positive perception of all three types of audio-visual input. This study contributes to our understanding of how audio-visual input types and text listenability affect the listening comprehension performance of Grades 3–5 ELLs.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"205 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139056380","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}
Learner corpora have been used extensively in corpus research to identify gaps and errors within learner writing but have rarely been directly used in corpus-informed instruction (CII). Importantly, scholars in CII have pointed out that “it is as important to see what learners can do as well as what they can't” when using learner corpora (Boulton & Thomas, 2012; p. 13). Learner corpora can also offer greater alignment with the genres students are writing (Seidlhofer, 2002). In our Brief Report, we take up Lu, Casal, and Liu's (2021) call for greater synergy of genre and corpus pedagogy by examining the impact of using a learner corpus to enhance students' language awareness and genre-specific knowledge within an English as an Additional Language (EAL) first-year writing classroom. We also move beyond error analysis to encourage an asset-based model to learner CII (Staples, 2022).
{"title":"Learner Corpora in Corpus-Informed Instruction: Moving Toward an Asset- and Genre-Based Model","authors":"Shelley Staples, Anh Dang, Hui Wang","doi":"10.1002/tesq.3293","DOIUrl":"https://doi.org/10.1002/tesq.3293","url":null,"abstract":"Learner corpora have been used extensively in corpus research to identify gaps and errors within learner writing but have rarely been directly used in corpus-informed instruction (CII). Importantly, scholars in CII have pointed out that “it is as important to see what learners can do as well as what they can't” when using learner corpora (Boulton & Thomas, 2012; p. 13). Learner corpora can also offer greater alignment with the genres students are writing (Seidlhofer, 2002). In our Brief Report, we take up Lu, Casal, and Liu's (2021) call for greater synergy of genre and corpus pedagogy by examining the impact of using a learner corpus to enhance students' language awareness and genre-specific knowledge within an English as an Additional Language (EAL) first-year writing classroom. We also move beyond error analysis to encourage an asset-based model to learner CII (Staples, 2022).","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"32 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139056510","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 existing literature in TESOL has revealed the multilayered, dynamic, and situated nature of teacher identity, but how language teachers construct their identities during curriculum reforms receives relatively limited attention, particularly in the context of teaching English for specific purposes (ESP). Theoretically anchored by the notion of contradiction in activity theory, this study investigates an ESP teacher's identity transformation in a Chinese university. Drawing on data from semi‐structured interviews, classroom observations, and artifacts (policy documents and course materials), the findings reveal that the participant constructed her identities including “a skiff drifting in the dark,” “an optimistic warrior,” and “a nonconformist” through the teaching reform mediated by the corporatized culture and accountability system in higher education. The process of identity transformation was accompanied by her identity‐driven efforts to resolve various contradictions and seek the delicate equilibrium between her agency and object‐oriented reform. The study offers practical recommendations on teacher development and curriculum reforms for both language teachers and other stakeholders (e.g., teacher educators and school leaders) in different educational contexts.
{"title":"Exploring Contradiction‐Driven Language Teacher Identity Transformation During Curriculum Reforms: A Chinese Tale","authors":"Kailun Wang, R. Yuan, Icy Lee","doi":"10.1002/tesq.3294","DOIUrl":"https://doi.org/10.1002/tesq.3294","url":null,"abstract":"The existing literature in TESOL has revealed the multilayered, dynamic, and situated nature of teacher identity, but how language teachers construct their identities during curriculum reforms receives relatively limited attention, particularly in the context of teaching English for specific purposes (ESP). Theoretically anchored by the notion of contradiction in activity theory, this study investigates an ESP teacher's identity transformation in a Chinese university. Drawing on data from semi‐structured interviews, classroom observations, and artifacts (policy documents and course materials), the findings reveal that the participant constructed her identities including “a skiff drifting in the dark,” “an optimistic warrior,” and “a nonconformist” through the teaching reform mediated by the corporatized culture and accountability system in higher education. The process of identity transformation was accompanied by her identity‐driven efforts to resolve various contradictions and seek the delicate equilibrium between her agency and object‐oriented reform. The study offers practical recommendations on teacher development and curriculum reforms for both language teachers and other stakeholders (e.g., teacher educators and school leaders) in different educational contexts.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"89 10","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139154857","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}
Seldom have studies linked the early-career teacher attrition problem to teachers' emotion labor, especially with a longitudinal design. Grounded in the poststructural approach, we designed a longitudinal study to investigate qualitatively how a second-year English-as-a-foreign-language (EFL) teacher's emotion labor triggered by implicit feeling rules contributed to her resignation. We interviewed the novice EFL teacher about her experiences of teaching practice and emotion labor. Findings revealed that: (1) The sources of feeling rules could be complex but were mainly institutional wills, professional norms, and social expectations; (2) many factors triggering emotion labor existed in educational institutions, indicating the necessity of institutional reform; (3) the long-term residual effects of emotion labor led to teacher attrition through the mediation of elevated burnout and decreased teacher wellbeing. Our study considers the teacher's resignation as her resistance to feeling rules and provides empirical evidence for the link between the power imbalance behind emotion labor and early-career resignation. These findings point to a possible need for institutional support and reform as effective methods to increase teachers' wellbeing and career longevity.
{"title":"“Good for me to Leave it for Good”: A Longitudinal Study on How Emotion Labor in Teaching Contributes to a Beginning EFL Teacher's Resignation","authors":"Yujie Zhang, Lawrence Jun Zhang","doi":"10.1002/tesq.3289","DOIUrl":"https://doi.org/10.1002/tesq.3289","url":null,"abstract":"Seldom have studies linked the early-career teacher attrition problem to teachers' emotion labor, especially with a longitudinal design. Grounded in the poststructural approach, we designed a longitudinal study to investigate qualitatively how a second-year English-as-a-foreign-language (EFL) teacher's emotion labor triggered by implicit feeling rules contributed to her resignation. We interviewed the novice EFL teacher about her experiences of teaching practice and emotion labor. Findings revealed that: (1) The sources of feeling rules could be complex but were mainly institutional wills, professional norms, and social expectations; (2) many factors triggering emotion labor existed in educational institutions, indicating the necessity of institutional reform; (3) the long-term residual effects of emotion labor led to teacher attrition through the mediation of elevated burnout and decreased teacher wellbeing. Our study considers the teacher's resignation as her resistance to feeling rules and provides empirical evidence for the link between the power imbalance behind emotion labor and early-career resignation. These findings point to a possible need for institutional support and reform as effective methods to increase teachers' wellbeing and career longevity.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"33 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139056814","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}
Despite the recent proliferation of Global Englishes courses both quantitatively (in terms of the number of programs offered worldwide) and qualitatively (in various sizes, forms, modes, and modalities), large-scale systematic investigations across various contexts are conspicuously underrepresented within the existing body of literature. Departing from this foundational premise, the current study seeks to address this gap through an exploratory content analysis of Global Englishes course syllabi (n = 104) offered within English, TESOL, or applied linguistics programs situated in diverse geographical settings. Positioning course syllabi as a primary data source and deconstructing them with a critical interpretative lens offer powerful insights into teacher educators' positionality of Global Englishes and the pedagogical parameters that shape their instructional decisions. Research results indicated that the courses within the dataset predominantly positioned Global Englishes in terms of its globalinguistic status, geospatial variation, and the heterogeneity characterizing its uses and users. Furthermore, the pedagogical goals of these courses primarily gravitated toward the cultivation of lower-order thinking skills mainly through scholarship emanating from the Global North and were assessed by written assignments, examinations, and oral presentations. The apparent gap in pedagogical content, practices, and experiences needed to cultivate a robust professional knowledge base centered on Global Englishes suggests that these courses, as currently structured, run the risk of being perceived merely as “politically correct”, tokenistic and trivialized additions “about” and not “for” Global Englishes.
{"title":"What's in the Syllabus? Deconstructing Global Englishes Course Syllabi","authors":"Ali Fuad Selvi","doi":"10.1002/tesq.3288","DOIUrl":"https://doi.org/10.1002/tesq.3288","url":null,"abstract":"Despite the recent proliferation of Global Englishes courses both quantitatively (in terms of the number of programs offered worldwide) and qualitatively (in various sizes, forms, modes, and modalities), large-scale systematic investigations across various contexts are conspicuously underrepresented within the existing body of literature. Departing from this foundational premise, the current study seeks to address this gap through an exploratory content analysis of Global Englishes course syllabi (<i>n</i> = 104) offered within English, TESOL, or applied linguistics programs situated in diverse geographical settings. Positioning course syllabi as a primary data source and deconstructing them with a critical interpretative lens offer powerful insights into teacher educators' positionality of Global Englishes and the pedagogical parameters that shape their instructional decisions. Research results indicated that the courses within the dataset predominantly positioned Global Englishes in terms of its globalinguistic status, geospatial variation, and the heterogeneity characterizing its uses and users. Furthermore, the pedagogical goals of these courses primarily gravitated toward the cultivation of lower-order thinking skills mainly through scholarship emanating from the Global North and were assessed by written assignments, examinations, and oral presentations. The apparent gap in pedagogical content, practices, and experiences needed to cultivate a robust professional knowledge base centered on Global Englishes suggests that these courses, as currently structured, run the risk of being perceived merely as “politically correct”, tokenistic and trivialized additions “about” and not “for” Global Englishes.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"99 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139056451","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}
Language teacher identities and emotions are deeply sociocultural phenomena. Although intersectionality has asserted itself as a powerful framework in other fields, it is just beginning to emerge in language teacher education. This article argues that intersectionality provides a powerful conceptual lens for analyzing the complex and varied connections between language teacher identity and emotions. It also claims that emotions originate in the spaces between different social factors. Specifically, the article investigates the following questions: How do English-as a-second-language teachers construct their emotions in narratives and what discourses of emotion do they evoke? How are emotions generated within the intersectional spaces of facets of their social identities? To address these, the article focuses on the micro-level of analysis and the daily emotional experiences of two language teachers. The findings show how the focal participants navigate the complex emotional landscapes of teaching and how these are mediated by the intersections of different social identity markers such as gender, race, non-native speaking status, and socioeconomic status.
{"title":"“It's Just a Feeling!”: Emotions and Intersectionality in Language Teacher Narratives","authors":"Gergana Vitanova","doi":"10.1002/tesq.3297","DOIUrl":"https://doi.org/10.1002/tesq.3297","url":null,"abstract":"Language teacher identities and emotions are deeply sociocultural phenomena. Although intersectionality has asserted itself as a powerful framework in other fields, it is just beginning to emerge in language teacher education. This article argues that intersectionality provides a powerful conceptual lens for analyzing the complex and varied connections between language teacher identity and emotions. It also claims that emotions originate in the spaces between different social factors. Specifically, the article investigates the following questions: How do English-as a-second-language teachers construct their emotions in narratives and what discourses of emotion do they evoke? How are emotions generated within the intersectional spaces of facets of their social identities? To address these, the article focuses on the micro-level of analysis and the daily emotional experiences of two language teachers. The findings show how the focal participants navigate the complex emotional landscapes of teaching and how these are mediated by the intersections of different social identity markers such as gender, race, non-native speaking status, and socioeconomic status.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"12 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139056740","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}
Anti‐Black racism can be difficult to discuss in English language teaching because teachers often feel unprepared. This article describes our experiences as researchers and educators from a duoethnographic self‐study to understanding the possibilities of addressing social justice issues in an adult English as a second language (ESL) classroom. Using the concepts of anti‐racism and solidarity, we explored how teachers can plan, deliver, and evaluate lessons that resonate with the students' academic needs, while also addressing discrimination against marginalized communities. We gathered data from conversations via Zoom and electronic communications as well as various classroom materials and analyzed them to find emerging themes. The data revealed that addressing anti‐Black racism in the ESL classroom comes with tensions about sparking trauma among students, a lack of time to prepare the content, and how to create safe spaces for students. This article proposes that despite the difficulties teachers might experience when addressing these topics, vigorous work must be done to actively challenge the privileges and oppression that are present not only in classroom practices but also in personal experiences.
{"title":"Addressing Anti‐Black Racism in English Language Teaching: Experiences from Duoethnography Research","authors":"Wales Wong, Yecid Ortega","doi":"10.1002/tesq.3291","DOIUrl":"https://doi.org/10.1002/tesq.3291","url":null,"abstract":"Anti‐Black racism can be difficult to discuss in English language teaching because teachers often feel unprepared. This article describes our experiences as researchers and educators from a duoethnographic self‐study to understanding the possibilities of addressing social justice issues in an adult English as a second language (ESL) classroom. Using the concepts of anti‐racism and solidarity, we explored how teachers can plan, deliver, and evaluate lessons that resonate with the students' academic needs, while also addressing discrimination against marginalized communities. We gathered data from conversations via Zoom and electronic communications as well as various classroom materials and analyzed them to find emerging themes. The data revealed that addressing anti‐Black racism in the ESL classroom comes with tensions about sparking trauma among students, a lack of time to prepare the content, and how to create safe spaces for students. This article proposes that despite the difficulties teachers might experience when addressing these topics, vigorous work must be done to actively challenge the privileges and oppression that are present not only in classroom practices but also in personal experiences.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"66 4","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138945742","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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