At the turn of the century, bell hooks described the overarching lay view of feminism as a negative, man‐hating ideology. Despite the enormous societal overhauls that have occurred in the decades since, it appears that in Japan little has changed. The marginalized position that women occupy in Japanese society is starkly illustrated by Japan's continually low ranking on the Global Gender Gap Index. In this study, we use a single university lesson in advanced elective English classes to stage a one‐shot intervention in feminist pedagogy. The purpose of the study was to assess the students' understanding of and attitude toward feminism and issues related to male privilege before and after the class. We were also interested in evaluating the suitability of the English language class as a vehicle for feminist pedagogy. The results indicated that many students showed a shift in consciousness away from a largely negative view of feminism and an abstract understanding of gender inequality, to a more positive attitude toward feminism and a clearer understanding of the systemic nature of gender inequality. It also found that English language teaching classes were very conducive to feminist pedagogy with language input, group discussion, and reflective writing providing space for consciousness‐raising.
在本世纪初，贝尔-胡克斯（Bell hooks）曾将女权主义描述为一种负面的、仇视男人的意识形态。尽管几十年来日本社会发生了翻天覆地的变化，但似乎并没有什么改变。日本在 "全球性别差距指数"（Global Gender Gap Index）中的排名一直很低，这充分说明了女性在日本社会中的边缘化地位。在本研究中，我们利用大学高级英语选修课中的一堂课，对女权主义教学法进行了一次性干预。研究的目的是评估学生在课前和课后对女权主义和男性特权相关问题的理解和态度。我们还想评估英语课是否适合作为女权主义教学法的载体。结果表明，许多学生的意识发生了转变，从对女权主义的消极看法和对性别不平等的抽象理解，转变为对女权主义持更积极的态度，对性别不平等的系统性有了更清晰的认识。研究还发现，英语语言教学课堂非常有利于女权主义教学法，语言输入、小组讨论和反思性写作为提高意识提供了空间。
{"title":"Feminist Pedagogy in the EFL Classroom in Japan: Evaluating a One‐Shot Intervention Approach","authors":"Yuzuko Nagashima, Luke Lawrence","doi":"10.1002/tesq.3287","DOIUrl":"https://doi.org/10.1002/tesq.3287","url":null,"abstract":"At the turn of the century, bell hooks described the overarching lay view of feminism as a negative, man‐hating ideology. Despite the enormous societal overhauls that have occurred in the decades since, it appears that in Japan little has changed. The marginalized position that women occupy in Japanese society is starkly illustrated by Japan's continually low ranking on the Global Gender Gap Index. In this study, we use a single university lesson in advanced elective English classes to stage a one‐shot intervention in feminist pedagogy. The purpose of the study was to assess the students' understanding of and attitude toward feminism and issues related to male privilege before and after the class. We were also interested in evaluating the suitability of the English language class as a vehicle for feminist pedagogy. The results indicated that many students showed a shift in consciousness away from a largely negative view of feminism and an abstract understanding of gender inequality, to a more positive attitude toward feminism and a clearer understanding of the systemic nature of gender inequality. It also found that English language teaching classes were very conducive to feminist pedagogy with language input, group discussion, and reflective writing providing space for consciousness‐raising.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"31 11","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138948794","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 the contexts of the Southeastern U.S. and globally, the ascendance of parental rights bills has sought to limit what can be discussed in the classroom related to gender and sexuality as well as limiting access to healthcare for transgender, gender non-conforming, and non-binary individuals (HRC, 2023). In language education, scholastic and pedagogical pursuits related to the lived experiences of LGBTQIA+ students in classrooms and educators have emphasized consideration of the interconnectedness between language teachers' identities, pedagogical decisions, and place (Coda, 2021; Fogle & Moser, 2017). In rural spaces, language educators can experience increased emotional labor and marginalization (Acheson et al., 2016; Moser & Wei, 2021); however, there is limited attention to rural LGBTQIA+ language educators in contexts such as the Southeastern U.S. Drawing from a larger mixed methods study of LGBTQIA+ rural language educators in the Southeastern U.S., this study centers on one focal participant, Mariana, a cisgender, pansexual ESL educator. Utilizing Butler's (1990) theory of gender performativity and Crenshaw's (1989) intersectionality, findings draw attention to the intersections between Mariana's gender and sexual identities, rurality, and ethnicity, highlighting the tensions and contradictions related to identity performance, pedagogy decisions, and allyship efforts.
在美国东南部和全球范围内，父母权利法案的兴起试图限制在课堂上讨论与性别和性有关的内容，并限制变性人、性别不符者和非二元个人获得医疗保健的机会（HRC，2023 年）。在语言教育中，与 LGBTQIA+ 学生在课堂上的生活经历相关的学术和教学追求以及教育工作者都强调要考虑语言教师的身份、教学决定和地点之间的相互联系（Coda，2021；Fogle &；Moser，2017）。在农村地区，语言教育工作者可能会经历更多的情感劳动和边缘化（Acheson et al.利用巴特勒（Butler，1990 年）的性别表演性理论和克伦肖（Crenshaw，1989 年）的交叉性理论，研究结果提请人们注意玛丽安娜的性别和性身份、乡村性和种族之间的交叉，突出了与身份表演、教学决策和结盟努力相关的紧张和矛盾。
{"title":"“This Is Your Safe Space”: The Intersections of Rurality, Ethnicity, and LGBTQIA+ Language Educator Identity in the Southeastern U.S.","authors":"James Coda, Kelly M. Moser","doi":"10.1002/tesq.3290","DOIUrl":"https://doi.org/10.1002/tesq.3290","url":null,"abstract":"In the contexts of the Southeastern U.S. and globally, the ascendance of parental rights bills has sought to limit what can be discussed in the classroom related to gender and sexuality as well as limiting access to healthcare for transgender, gender non-conforming, and non-binary individuals (HRC, 2023). In language education, scholastic and pedagogical pursuits related to the lived experiences of LGBTQIA+ students in classrooms and educators have emphasized consideration of the interconnectedness between language teachers' identities, pedagogical decisions, and place (Coda, 2021; Fogle & Moser, 2017). In rural spaces, language educators can experience increased emotional labor and marginalization (Acheson et al., 2016; Moser & Wei, 2021); however, there is limited attention to rural LGBTQIA+ language educators in contexts such as the Southeastern U.S. Drawing from a larger mixed methods study of LGBTQIA+ rural language educators in the Southeastern U.S., this study centers on one focal participant, Mariana, a cisgender, pansexual ESL educator. Utilizing Butler's (1990) theory of gender performativity and Crenshaw's (1989) intersectionality, findings draw attention to the intersections between Mariana's gender and sexual identities, rurality, and ethnicity, highlighting the tensions and contradictions related to identity performance, pedagogy decisions, and allyship efforts.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"21 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138825278","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 study examined the role of writing task types and L2 reading proficiency on young English as a foreign language (EFL) learners' writing performances. The participants were 185 students (Grades 7 and 8) from Denmark, Finland, and the Netherlands. The students responded to a descriptive and an email writing tasks that assessed their writing ability. The written responses were scored holistically and analyzed for aspects of lexical sophistication, syntactic complexity, writing fluency, and idea development. The students were grouped into strong or emergent readers based on their performances on an English reading comprehension test. Results showed that the students' writing performances differed across task types and were associated with their reading proficiency. The students produced more unique and concrete words and more complex syntactic structures and wrote longer essays in the descriptive writing task. Strong readers outperformed the emergent readers in both tasks and in writing fluency and idea development. Findings corroborate previous research on the connection between reading and writing skills and highlight the importance of strengthening young EFL learners' reading skills to support their writing development.
{"title":"The Role of Task Types and Reading Proficiency on Young English as a Foreign Language Learners' Writing Performances","authors":"Ching-Ni Hsieh","doi":"10.1002/tesq.3286","DOIUrl":"https://doi.org/10.1002/tesq.3286","url":null,"abstract":"This study examined the role of writing task types and L2 reading proficiency on young English as a foreign language (EFL) learners' writing performances. The participants were 185 students (Grades 7 and 8) from Denmark, Finland, and the Netherlands. The students responded to a descriptive and an email writing tasks that assessed their writing ability. The written responses were scored holistically and analyzed for aspects of lexical sophistication, syntactic complexity, writing fluency, and idea development. The students were grouped into strong or emergent readers based on their performances on an English reading comprehension test. Results showed that the students' writing performances differed across task types and were associated with their reading proficiency. The students produced more unique and concrete words and more complex syntactic structures and wrote longer essays in the descriptive writing task. Strong readers outperformed the emergent readers in both tasks and in writing fluency and idea development. Findings corroborate previous research on the connection between reading and writing skills and highlight the importance of strengthening young EFL learners' reading skills to support their writing development.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"55 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138825317","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}
{"title":"The Role of the Learner in Task‐Based Language Teaching: Theory and Research MethodsCraigLambert, ScottAubrey, and GavinBui. New York: Routledge, 2023. Pp. xx + 217.","authors":"Phung Dao","doi":"10.1002/tesq.3285","DOIUrl":"https://doi.org/10.1002/tesq.3285","url":null,"abstract":"","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"6 9","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138584895","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}
<h2> INTRODUCTION</h2> <p>Critical reflection is, without doubt, the single most important component of the ELF (English as a lingua franca) awareness framework. ELF awareness has been proposed (Sifakis, <span>2019</span>; Sifakis & Bayyurt, <span>2018</span>) as a comprehensive way of incorporating ELF-related issues and concerns in different English language teaching contexts. As these contexts are vastly diverse, and as ELF itself is not a variety of English that can be “taught” to nonnative speakers (in the same way that Standard English or General American is taught—Seidlhofer, <span>2011</span>), engaging in critical reflection has been perceived as a way of prompting teachers (but also other English language teaching [ELT] stakeholders, including learners) to identify those elements in ELF theorizing that meaningfully relate ELF to their individual teaching situation and develop and implement their own instructional interventions on that basis (Sifakis, <span>2007</span>, <span>2014</span>; Sifakis et al., <span>2022</span>; Sifakis & Kordia, <span>2019</span>).</p> <p>The place and function of reflection in ELT as an effective and indeed essential component of teacher development has not been contested in the relevant literature (see Farrell, <span>2022</span>). As Anderson (<span>2020</span>) notes, there are two dominant perspectives. Dewey's perspective (<span>1933</span>) advocates a rational, scientific approach to teacher reflection, emphasizing active and careful consideration of beliefs and knowledge. On the contrary, Schön (<span>1991</span>) promotes more intuitive reflection, rejecting academic knowledge in favor of experiential or practice-based learning. To date, various models have been proposed that usefully merge the two perspectives. For example, Farrell's (<span>2022</span>) model proposes that growth occurs by reflecting on our teaching philosophy, guiding principles, applied theories, actual practice, and critically examining moral influences on our work and identities. Farrell (<span>2022</span>) then goes on to suggest several techniques fostering teachers' reflection, such as reflective journaling, critical incident analysis, group discussions, and role-playing.</p> <p>The outlook that we put forward in this article follows Farrell's broad framework, but clarifies that the ELF awareness perspective places on participants specific reflective ‘demands’ that require that they: (a) appreciate the implications of ELF for standard varieties of English and the roles of native and non-native users of English; (b) understand the local socio-cultural and even political-economic constraints of their ELT context, namely. those dimensions in the immediate and broader “culture” that will “allow” them to engage in potent ELF-aware instructional interventions (e.g., dealing with the impact of a prevailing testing culture); (c) are cognizant of their own deeper, and often unquestioned, convictions about using and teaching En
{"title":"Situating Reflection Within ELF Awareness: A Practical and Evaluative Orientation","authors":"Nicos Sifakis, Stefania Kordia","doi":"10.1002/tesq.3284","DOIUrl":"https://doi.org/10.1002/tesq.3284","url":null,"abstract":"<h2> INTRODUCTION</h2>\u0000<p>Critical reflection is, without doubt, the single most important component of the ELF (English as a lingua franca) awareness framework. ELF awareness has been proposed (Sifakis, <span>2019</span>; Sifakis & Bayyurt, <span>2018</span>) as a comprehensive way of incorporating ELF-related issues and concerns in different English language teaching contexts. As these contexts are vastly diverse, and as ELF itself is not a variety of English that can be “taught” to nonnative speakers (in the same way that Standard English or General American is taught—Seidlhofer, <span>2011</span>), engaging in critical reflection has been perceived as a way of prompting teachers (but also other English language teaching [ELT] stakeholders, including learners) to identify those elements in ELF theorizing that meaningfully relate ELF to their individual teaching situation and develop and implement their own instructional interventions on that basis (Sifakis, <span>2007</span>, <span>2014</span>; Sifakis et al., <span>2022</span>; Sifakis & Kordia, <span>2019</span>).</p>\u0000<p>The place and function of reflection in ELT as an effective and indeed essential component of teacher development has not been contested in the relevant literature (see Farrell, <span>2022</span>). As Anderson (<span>2020</span>) notes, there are two dominant perspectives. Dewey's perspective (<span>1933</span>) advocates a rational, scientific approach to teacher reflection, emphasizing active and careful consideration of beliefs and knowledge. On the contrary, Schön (<span>1991</span>) promotes more intuitive reflection, rejecting academic knowledge in favor of experiential or practice-based learning. To date, various models have been proposed that usefully merge the two perspectives. For example, Farrell's (<span>2022</span>) model proposes that growth occurs by reflecting on our teaching philosophy, guiding principles, applied theories, actual practice, and critically examining moral influences on our work and identities. Farrell (<span>2022</span>) then goes on to suggest several techniques fostering teachers' reflection, such as reflective journaling, critical incident analysis, group discussions, and role-playing.</p>\u0000<p>The outlook that we put forward in this article follows Farrell's broad framework, but clarifies that the ELF awareness perspective places on participants specific reflective ‘demands’ that require that they: (a) appreciate the implications of ELF for standard varieties of English and the roles of native and non-native users of English; (b) understand the local socio-cultural and even political-economic constraints of their ELT context, namely. those dimensions in the immediate and broader “culture” that will “allow” them to engage in potent ELF-aware instructional interventions (e.g., dealing with the impact of a prevailing testing culture); (c) are cognizant of their own deeper, and often unquestioned, convictions about using and teaching En","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"4 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138568773","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 the United States, individualized language plans (ILPs) have gained traction across K–12 schools. Much like the Individualized Education Programs (IEPs) used in special education, ILPs outline individualized goals, accommodations, and services for multilingual learners for their language development; however, unlike IEPs, ILPs are developed at the local level with no federal oversight or guidance. While scholars have recently called for the implementation of ILPs as a mechanism for promoting systemic change, there is a scarcity of scholarship that critically discusses or examines ILPs. In response to this gap, in this Teaching Issue article, we draw upon a combination of prior research, policy guidance, and our own review of ILP templates mandated or recommended in various states across the United States, to identify the characteristics, affordances, and constraints of ILPs. After discussing the promises and pitfalls of large-scale implementation of these tools, we close this paper with two recommendations for teachers and policymakers who may consider adopting ILPs: to emphasize instructional support and a multiplicity of data and voices.
{"title":"Individualized Language Plans: Promises and Pitfalls","authors":"Sara E. N. Kangas, María Cioè-Peña","doi":"10.1002/tesq.3283","DOIUrl":"https://doi.org/10.1002/tesq.3283","url":null,"abstract":"In the United States, individualized language plans (ILPs) have gained traction across K–12 schools. Much like the Individualized Education Programs (IEPs) used in special education, ILPs outline individualized goals, accommodations, and services for multilingual learners for their language development; however, unlike IEPs, ILPs are developed at the local level with no federal oversight or guidance. While scholars have recently called for the implementation of ILPs as a mechanism for promoting systemic change, there is a scarcity of scholarship that critically discusses or examines ILPs. In response to this gap, in this Teaching Issue article, we draw upon a combination of prior research, policy guidance, and our own review of ILP templates mandated or recommended in various states across the United States, to identify the characteristics, affordances, and constraints of ILPs. After discussing the promises and pitfalls of large-scale implementation of these tools, we close this paper with two recommendations for teachers and policymakers who may consider adopting ILPs: to emphasize instructional support and a multiplicity of data and voices.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"15 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138508614","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}
Although Sociocultural Theory (henceforth, SCT) originated nearly a century ago in the writings of Russian psychologist L. S. Vygotsky, historical circumstances meant that the theory began to influence international research communities only in the 1980s. Since its introduction to the second language (L2) field (e.g., Frawley & Lantolf, 1985), central concepts such as mediation, internalization, and zone of proximal development (ZPD) have become widely invoked to understand processes of instructed L2 development. From the early 2000s onward, much L2 SCT scholarship has sought not merely to analyze learner development but to actively guide it through pedagogical practices informed by the theory (see Lantolf & Poehner, 2014).
To date, relatively few L2 SCT studies have been carried out in conjunction with corpus linguistics. In this paper, we outline central principles from the theory, with particular attention to how they have been brought into the L2 field. Included here is a line of scholarship that has employed the theory to organize L2 curricula around linguistic concepts and to design activities and resources intended to support learner engagement with them. This work, referred to as concept-based language instruction (C-BLI), provides fertile ground for uses of corpora to help teachers understand learner language abilities and to provide examples of language that illustrate the concept under study. After explaining common procedures associated with C-BLI, we offer examples from recent studies that suggest how the integration of this work with corpus linguistics might enrich L2 education. We then provide suggestions for future research.
{"title":"Sociocultural Theory and Corpus-Based English Language Teaching","authors":"Matthew E. Poehner, Xiaofei Lu","doi":"10.1002/tesq.3282","DOIUrl":"https://doi.org/10.1002/tesq.3282","url":null,"abstract":"<h2>1 INTRODUCTION</h2>\u0000<p>Although Sociocultural Theory (henceforth, SCT) originated nearly a century ago in the writings of Russian psychologist L. S. Vygotsky, historical circumstances meant that the theory began to influence international research communities only in the 1980s. Since its introduction to the second language (L2) field (e.g., Frawley & Lantolf, <span>1985</span>), central concepts such as <i>mediation</i>, <i>internalization</i>, and <i>zone of proximal development</i> (ZPD) have become widely invoked to understand processes of instructed L2 development. From the early 2000s onward, much L2 SCT scholarship has sought not merely to analyze learner development but to actively guide it through pedagogical practices informed by the theory (see Lantolf & Poehner, <span>2014</span>).</p>\u0000<p>To date, relatively few L2 SCT studies have been carried out in conjunction with corpus linguistics. In this paper, we outline central principles from the theory, with particular attention to how they have been brought into the L2 field. Included here is a line of scholarship that has employed the theory to organize L2 curricula around linguistic concepts and to design activities and resources intended to support learner engagement with them. This work, referred to as concept-based language instruction (C-BLI), provides fertile ground for uses of corpora to help teachers understand learner language abilities and to provide examples of language that illustrate the concept under study. After explaining common procedures associated with C-BLI, we offer examples from recent studies that suggest how the integration of this work with corpus linguistics might enrich L2 education. We then provide suggestions for future research.</p>","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"15 3","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138508613","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 some time, arguments have been made that for the increased successful use of corpus linguistics (CL), in the form of Data-Driven Learning (DDL; Johns, 1991) in the second language classroom, teacher education programs must play a central role by providing the necessary instruction and triggers. Three means of integrating corpora into teacher education have been identified (Leńko-Szymańska, 2022): as a tool for language awareness, as pedagogically-focussed instruction for DDL, and as a fully-fledged CL course. It is difficult to gauge the effectiveness of these three approaches because we can only rely on the relatively few, but growing, number of research studies that are published. Naturally, the existing studies are based on relatively small numbers of participants, rely mainly on data collected through questionnaires and self-reports, and rarely trace the extended effects of the instruction after the student teachers leave the programs. It is also hard to generalize from these accounts as they are deeply imbedded in their institutional curricula and their local teacher education traditions. Nonetheless, they provide a foundation for the discussion in this paper which proposes a tripartite framework for the integration of instructional CL into language teacher education programs. This consists of corpus literacies, corpus-based language pedagogy, and corpus-based reflective practice. In addition, we present a summary of some useful published resources that can be used to support the integration of such a framework.
{"title":"Corpora in English Language Teacher Education: Research, Integration, and Resources","authors":"Fiona Farr, Agnieszka Leńko-Szymańska","doi":"10.1002/tesq.3281","DOIUrl":"https://doi.org/10.1002/tesq.3281","url":null,"abstract":"For some time, arguments have been made that for the increased successful use of corpus linguistics (CL), in the form of Data-Driven Learning (DDL; Johns, 1991) in the second language classroom, teacher education programs must play a central role by providing the necessary instruction and triggers. Three means of integrating corpora into teacher education have been identified (Leńko-Szymańska, 2022): as a tool for language awareness, as pedagogically-focussed instruction for DDL, and as a fully-fledged CL course. It is difficult to gauge the effectiveness of these three approaches because we can only rely on the relatively few, but growing, number of research studies that are published. Naturally, the existing studies are based on relatively small numbers of participants, rely mainly on data collected through questionnaires and self-reports, and rarely trace the extended effects of the instruction after the student teachers leave the programs. It is also hard to generalize from these accounts as they are deeply imbedded in their institutional curricula and their local teacher education traditions. Nonetheless, they provide a foundation for the discussion in this paper which proposes a tripartite framework for the integration of instructional CL into language teacher education programs. This consists of corpus literacies, corpus-based language pedagogy, and corpus-based reflective practice. In addition, we present a summary of some useful published resources that can be used to support the integration of such a framework.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"18 2","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138508625","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}
Kim H. Song, Lyndsie Marie Schultz, Gregory Child, Sujin Kim, Lisa Dorner
This mixed methods study examined how a National Professional Development Grant project's first cohort (2018–2020) in the Midwest impacted mostly White and monolingual inservice teachers who work with emergent bilingual learners (EBLs). Two research questions (RQs) guided this study: RQ1: What were the inservice teachers English language ideologies and their confidence in teaching EBLs after they completed professional development on racially, linguistically, and culturally (RLC) responsive teaching mindsets and pedagogies? and RQ2: How did the inservice teachers respond to prompts about raciolinguistic ideologies and EBLs' use of Standard American English? Quantitative t‐tests and factor analyses on pre‐post teacher surveys were conducted to investigate RQ1. Qualitative open and axial analyses on teachers' reflections to prompts about language ideologies were completed for RQ2. Quantitative results revealed that a majority of the participating teachers reported improved confidence in developing RLC responsive teaching strategies for EBLs. At the same time, their reflections showed that they persisted in their deeply‐rooted raciolinguistic ideologies about English, even though they intended to acknowledge and appreciate EBLs' use of language varieties.
{"title":"Midwestern In-service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For?","authors":"Kim H. Song, Lyndsie Marie Schultz, Gregory Child, Sujin Kim, Lisa Dorner","doi":"10.1002/tesq.3280","DOIUrl":"https://doi.org/10.1002/tesq.3280","url":null,"abstract":"This mixed methods study examined how a National Professional Development Grant project's first cohort (2018–2020) in the Midwest impacted mostly White and monolingual inservice teachers who work with emergent bilingual learners (EBLs). Two research questions (RQs) guided this study: RQ1: What were the inservice teachers English language ideologies and their confidence in teaching EBLs after they completed professional development on racially, linguistically, and culturally (RLC) responsive teaching mindsets and pedagogies? and RQ2: How did the inservice teachers respond to prompts about raciolinguistic ideologies and EBLs' use of Standard American English? Quantitative t‐tests and factor analyses on pre‐post teacher surveys were conducted to investigate RQ1. Qualitative open and axial analyses on teachers' reflections to prompts about language ideologies were completed for RQ2. Quantitative results revealed that a majority of the participating teachers reported improved confidence in developing RLC responsive teaching strategies for EBLs. At the same time, their reflections showed that they persisted in their deeply‐rooted raciolinguistic ideologies about English, even though they intended to acknowledge and appreciate EBLs' use of language varieties.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"244 4","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138508632","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 topic of gender equality has attracted significant attention in the field of English language teaching and applied linguistics. While there has been much discussion about the representation of gender in the curriculum content and teacher talk, the epistemic cognitive processes underpinning transformative teaching practices have received relatively little attention. This study utilizes the 3R‐EC (reflection, reflexivity, and resolved action for epistemic cognition) framework for teacher reflexivity to explore the epistemic process that guides teachers' pedagogical decision making, beliefs, and practices when they engage in gender education. Using critical ethnography and conversational interviews, the current study shows how epistemic reflexivity as a useful conceptual tool unravels the intricacies of teacher learning and practice in problematizing gendered discourses, and how researcher‐practitioner collaboration (RPC) serves a catalyst for promoting teacher reflexivity. It argues for a holistic approach to teacher reflection and reflective practice in gender education and stresses the importance of transforming teachers into mindful professionals who are critically aware of the gender gap and gender ideologies. Furthermore, it underscores the significance of developing innovative pedagogies for gender inclusivity and diversity in the context of English as a foreign language (EFL).
{"title":"Teacher Reflexivity for Problematizing Gendered Discourses in ELT in China: What Can Researcher‐Practitioner Collaboration Offer?","authors":"Tao Xiong, Lin Zhang","doi":"10.1002/tesq.3275","DOIUrl":"https://doi.org/10.1002/tesq.3275","url":null,"abstract":"The topic of gender equality has attracted significant attention in the field of English language teaching and applied linguistics. While there has been much discussion about the representation of gender in the curriculum content and teacher talk, the epistemic cognitive processes underpinning transformative teaching practices have received relatively little attention. This study utilizes the 3R‐EC (reflection, reflexivity, and resolved action for epistemic cognition) framework for teacher reflexivity to explore the epistemic process that guides teachers' pedagogical decision making, beliefs, and practices when they engage in gender education. Using critical ethnography and conversational interviews, the current study shows how epistemic reflexivity as a useful conceptual tool unravels the intricacies of teacher learning and practice in problematizing gendered discourses, and how researcher‐practitioner collaboration (RPC) serves a catalyst for promoting teacher reflexivity. It argues for a holistic approach to teacher reflection and reflective practice in gender education and stresses the importance of transforming teachers into mindful professionals who are critically aware of the gender gap and gender ideologies. Furthermore, it underscores the significance of developing innovative pedagogies for gender inclusivity and diversity in the context of English as a foreign language (EFL).","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"40 6","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139269033","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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