Important theoretical developments in TESOL education challenge the monolingual mindset, instead valuing and leveraging students' complex linguistic repertoires alongside their funds of knowledge and identity through translanguaging practices to foster literacy development. Through a case study of an arts-rich book making experience facilitated by community organization, Kids' Own Publishing, this article uses assemblage thinking to examine how children's semiotic, knowledge, and identity resources interact to support them to create and sustain meaning making flow and to express distinctive authorial voices. Employing a critical content analysis guided by assemblage thinking, we highlight the literacy skills demonstrated in five students' published eight-page books and show how the interaction of children's meaning-making resources is best understood through an “assemblage” lens, a process which is under-researched. Through this lens, we examine the facilitative role of the arts-rich experience in furnishing vibrant activities, artifacts, and an inspiring physical space that shaped how the children's meaning-making resources came together as flows. We consider implications for literacy learning, including the need to create conditions for all children's meaning making resources to be drawn upon in text creation in an approach that values what all students, whether they identify as monolingual or multilingual, bring to their learning.
{"title":"“My Book Ideas were Spinning in my Head”: Arts-Rich Bookmaking Experiences to Create and Sustain Multilingual Children's Meaning Making Flows and Authorial Voices","authors":"Julie Choi, Rafaela Cleeve Gerkens, Mary Tomsic","doi":"10.1002/tesq.3279","DOIUrl":"https://doi.org/10.1002/tesq.3279","url":null,"abstract":"Important theoretical developments in TESOL education challenge the monolingual mindset, instead valuing and leveraging students' complex linguistic repertoires alongside their funds of knowledge and identity through translanguaging practices to foster literacy development. Through a case study of an arts-rich book making experience facilitated by community organization, Kids' Own Publishing, this article uses assemblage thinking to examine how children's semiotic, knowledge, and identity resources interact to support them to create and sustain meaning making flow and to express distinctive authorial voices. Employing a critical content analysis guided by assemblage thinking, we highlight the literacy skills demonstrated in five students' published eight-page books and show how the interaction of children's meaning-making resources is best understood through an “assemblage” lens, a process which is under-researched. Through this lens, we examine the facilitative role of the arts-rich experience in furnishing vibrant activities, artifacts, and an inspiring physical space that shaped how the children's meaning-making resources came together as flows. We consider implications for literacy learning, including the need to create conditions for all children's meaning making resources to be drawn upon in text creation in an approach that values what all students, whether they identify as monolingual or multilingual, bring to their learning.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"192 4","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138508647","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":"Benefits and Challenges of Using Do-it-yourself Corpora for Academic Writing Development","authors":"Maggie Charles","doi":"10.1002/tesq.3276","DOIUrl":"https://doi.org/10.1002/tesq.3276","url":null,"abstract":"<h2> CONFLICT OF INTEREST</h2>\u0000<p>The author declares none.</p>","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"19 2","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138508622","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}
There is a robust literature examining emotional labor as it is experienced by English language teachers and how it is prompted by the emotional rules of their employers. However, it has not been sufficiently inclusive of native English-speaking Black English language teachers (BELTs). Using the method of autoethnography I examine my experiences with emotional labor as I struggle to manage feelings stemming from race-related stress to present feelings that are aligned with the emotional rules of an intensive English program (IEP) in the United States. Ultimately, this study highlights some of the unique challenges and emotional labor experienced by BELTs, including the endured triggering of race-related stress in response to workplace racial microaggression and how and why, through the process of emotional labor, outward responses are constructed. I argue that enduring emotional labor brings about implicit oppressive messages for BELTs to either detach from their racial identity to some extent or to leave their field. Additionally, I provide suggestions for how TESOL programs housed in U.S. higher education contexts can address anti-Black racism.
{"title":"Understanding the Emotional Labor of English Language Teaching while Black in the United States","authors":"Malik Stevenson","doi":"10.1002/tesq.3274","DOIUrl":"https://doi.org/10.1002/tesq.3274","url":null,"abstract":"There is a robust literature examining emotional labor as it is experienced by English language teachers and how it is prompted by the emotional rules of their employers. However, it has not been sufficiently inclusive of native English-speaking Black English language teachers (BELTs). Using the method of autoethnography I examine my experiences with emotional labor as I struggle to manage feelings stemming from race-related stress to present feelings that are aligned with the emotional rules of an intensive English program (IEP) in the United States. Ultimately, this study highlights some of the unique challenges and emotional labor experienced by BELTs, including the endured triggering of race-related stress in response to workplace racial microaggression and how and why, through the process of emotional labor, outward responses are constructed. I argue that enduring emotional labor brings about implicit oppressive messages for BELTs to either detach from their racial identity to some extent or to leave their field. Additionally, I provide suggestions for how TESOL programs housed in U.S. higher education contexts can address anti-Black racism.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"18 3","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138508624","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}
Abstract This paper discusses the development and implementation of a locally‐sourced corpus to address the specific needs of an ESL writing program. The paper begins with a description of the motivation and development of the Corpus of Ohio Learner and Teacher English (COLTE), a large in‐house corpus consisting of assessed ESL student writing and teacher feedback from first‐year writing courses. The paper illustrates research conducted within the local context using the COLTE and discusses how the program's corpus‐based approach influenced curricular revisions and instructional practice. It addresses the evaluation of these efforts, challenges encountered, and considerations for building and using corpora at the program level. The paper concludes by arguing that stakeholders within programs can work collaboratively to build and use locally‐sourced corpora grounded in their specific setting to explore local practices and address the English language learning and teaching needs of their own particular context.
{"title":"Corpora, Locally Sourced: An Approach to Addressing the Specific Needs of <scp>ESL</scp> Writing Programs","authors":"Joseph J. Lee","doi":"10.1002/tesq.3277","DOIUrl":"https://doi.org/10.1002/tesq.3277","url":null,"abstract":"Abstract This paper discusses the development and implementation of a locally‐sourced corpus to address the specific needs of an ESL writing program. The paper begins with a description of the motivation and development of the Corpus of Ohio Learner and Teacher English (COLTE), a large in‐house corpus consisting of assessed ESL student writing and teacher feedback from first‐year writing courses. The paper illustrates research conducted within the local context using the COLTE and discusses how the program's corpus‐based approach influenced curricular revisions and instructional practice. It addresses the evaluation of these efforts, challenges encountered, and considerations for building and using corpora at the program level. The paper concludes by arguing that stakeholders within programs can work collaboratively to build and use locally‐sourced corpora grounded in their specific setting to explore local practices and address the English language learning and teaching needs of their own particular context.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"9 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135038177","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":"Usage‐Based Approaches to Second Language Acquisition Vis‐à‐Vis Data‐Driven Learning","authors":"Ute Römer","doi":"10.1002/tesq.3278","DOIUrl":"https://doi.org/10.1002/tesq.3278","url":null,"abstract":"None.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"119 26","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135137162","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}
Abstract Little is known about the effect of pre‐reading exposure on collocational learning. This study used eye‐tracking and offline measures (form recall and recognition) to explore the effectiveness of pre‐reading study and reading exposure on the processing and learning of novel collocations. Three learning conditions were evaluated: reading‐only (target items were simply embedded in sentences), study‐only (explicit learning of target items), and pre‐reading study plus reading (explicit learning of target items followed by reading). Pre‐reading study plus reading was the most effective learning condition, while reading‐only was more effective than study‐only. More specifically, studying collocations before reading led to increased attention when encountering the same collocation in subsequent reading. Furthermore, greater attention, in the pre‐reading study phase, as indicated by fixations, was associated with larger collocational gains.
{"title":"Effects of Pre‐Reading Study and Reading Exposure on the Learning and Processing of Collocations","authors":"Abdulaziz Altamimi, Kathy Conklin","doi":"10.1002/tesq.3268","DOIUrl":"https://doi.org/10.1002/tesq.3268","url":null,"abstract":"Abstract Little is known about the effect of pre‐reading exposure on collocational learning. This study used eye‐tracking and offline measures (form recall and recognition) to explore the effectiveness of pre‐reading study and reading exposure on the processing and learning of novel collocations. Three learning conditions were evaluated: reading‐only (target items were simply embedded in sentences), study‐only (explicit learning of target items), and pre‐reading study plus reading (explicit learning of target items followed by reading). Pre‐reading study plus reading was the most effective learning condition, while reading‐only was more effective than study‐only. More specifically, studying collocations before reading led to increased attention when encountering the same collocation in subsequent reading. Furthermore, greater attention, in the pre‐reading study phase, as indicated by fixations, was associated with larger collocational gains.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":" 18","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135241879","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}
ABSTRACT This paper analyses the methodologies in 148 empirical data‐driven learning studies for L2 English in prestige journals to examine best practice. Manual coding and corpus analysis of key words and n‐grams from the past 5 years (2018–2022) explore the field as a whole and how methodologies have evolved, suggesting improvements and future avenues for research.
{"title":"Expanding Methodological Approaches in <scp>DDL</scp> Research","authors":"Alex Boulton, Nina Vyatkina","doi":"10.1002/tesq.3269","DOIUrl":"https://doi.org/10.1002/tesq.3269","url":null,"abstract":"ABSTRACT This paper analyses the methodologies in 148 empirical data‐driven learning studies for L2 English in prestige journals to examine best practice. Manual coding and corpus analysis of key words and n‐grams from the past 5 years (2018–2022) explore the field as a whole and how methodologies have evolved, suggesting improvements and future avenues for research.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":" 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242035","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}
Genre, understood most simply, is a term for grouping texts together, representing broad rhetorical templates that writers draw on to respond to recurring situations: what users see as effective ways of getting things done using language. The importance of genre in second language writing instruction is that it allows teachers to understand and make explicit to students, the ways that texts can be written to achieve particular purposes. It is an approach to writing instruction that goes beyond helping learners to generate content, work through drafts or practice grammatical forms, and allows them to see texts as attempts to communicate with readers. It therefore counteracts any tendency to treat individual texts in isolation from others or to see grammar separately from use. In other words, genre helps teachers to theorize the common-sense labels we use to categorize texts and to unpack the ways they are structured and used; it provides a way of identifying the kinds of texts that students write in their target contexts and organizing courses to meet these needs. Genre, then, is an approach to describing and understanding communication built on a social view of language in context. It is based on the idea that members of a community usually have little difficulty in recognizing similarities in the texts they use frequently and are able to draw on these repeated experiences to read, understand, and perhaps write them relatively easily. This is because writing (and speaking) is based on mutual expectations with writers and readers acting on assumptions about what the other will recognize and expect. In other words, we assemble sense from a text by making connections to prior texts to anticipate the other's actions. Coherence is achieved by activating a relevant schema of prior knowledge which we share with others. We know immediately, for example, whether a text is an essay, a joke, or a recipe, but we can also recognize innovation, irony, and creativity. Genres can thus be seen as a kind of tacit contract between writers and readers, influencing the behavior of text producers and the expectations of receivers. It is the unfamiliarity of these genres which is one reason why writing is often difficult for L2 students. We all have a repertoire of these schemata and develop new ones as we need them, but this does not mean that we simply follow well-worn tracks. We are all different and interpret genres in ways that best suit our goals and personalities so established patterns often form the basis of variations (Tardy, 2009). While genre approaches differ considerably in the emphasis they give to text or context, the research methods they employ, and the types of pedagogies they encourage, text-analytic varieties have had the most impact in classroom applications. These linguistic approaches are influenced by Halliday's (2004) Systemic Functional (SFL) view of language as a system of choices that link texts to particular contexts through patterns of le
{"title":"Genre‐Based Instruction and Corpora","authors":"Ken Hyland","doi":"10.1002/tesq.3273","DOIUrl":"https://doi.org/10.1002/tesq.3273","url":null,"abstract":"Genre, understood most simply, is a term for grouping texts together, representing broad rhetorical templates that writers draw on to respond to recurring situations: what users see as effective ways of getting things done using language. The importance of genre in second language writing instruction is that it allows teachers to understand and make explicit to students, the ways that texts can be written to achieve particular purposes. It is an approach to writing instruction that goes beyond helping learners to generate content, work through drafts or practice grammatical forms, and allows them to see texts as attempts to communicate with readers. It therefore counteracts any tendency to treat individual texts in isolation from others or to see grammar separately from use. In other words, genre helps teachers to theorize the common-sense labels we use to categorize texts and to unpack the ways they are structured and used; it provides a way of identifying the kinds of texts that students write in their target contexts and organizing courses to meet these needs. Genre, then, is an approach to describing and understanding communication built on a social view of language in context. It is based on the idea that members of a community usually have little difficulty in recognizing similarities in the texts they use frequently and are able to draw on these repeated experiences to read, understand, and perhaps write them relatively easily. This is because writing (and speaking) is based on mutual expectations with writers and readers acting on assumptions about what the other will recognize and expect. In other words, we assemble sense from a text by making connections to prior texts to anticipate the other's actions. Coherence is achieved by activating a relevant schema of prior knowledge which we share with others. We know immediately, for example, whether a text is an essay, a joke, or a recipe, but we can also recognize innovation, irony, and creativity. Genres can thus be seen as a kind of tacit contract between writers and readers, influencing the behavior of text producers and the expectations of receivers. It is the unfamiliarity of these genres which is one reason why writing is often difficult for L2 students. We all have a repertoire of these schemata and develop new ones as we need them, but this does not mean that we simply follow well-worn tracks. We are all different and interpret genres in ways that best suit our goals and personalities so established patterns often form the basis of variations (Tardy, 2009). While genre approaches differ considerably in the emphasis they give to text or context, the research methods they employ, and the types of pedagogies they encourage, text-analytic varieties have had the most impact in classroom applications. These linguistic approaches are influenced by Halliday's (2004) Systemic Functional (SFL) view of language as a system of choices that link texts to particular contexts through patterns of le","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"279 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135475097","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}
Abstract Using Bandura’s (1986) social cognitive theory as a theoretical framework, this study explores the relationships between gender stereotypes and language learning experiences, particularly in the context of learning English as a foreign language (EFL). It aims to provide a better understanding of the role of gender stereotypes in the language learning process focusing on how they both influence and are influenced by various behavioral, personal, and environmental processes. To achieve this, a qualitative study based on in‐depth semi‐structured interviews was conducted with a total of 32 participants, including 17 teachers and 15 learners from six different universities in Turkey. Results revealed that both EFL teacher and learner participants were aware of certain gender stereotypes in language learning. These stereotypes were found to create diverse and distinct learning experiences for female and male learners, influenced by behavioral (i.e., perseverance, sense of responsibility), personal (i.e., attributions, emotions), and environmental (i.e., significant others’ expectations) processes. The study further highlighted the deep‐rooted and differential influence of societal norms and cultural expectations on female and male learners’ experiences. These findings emphasize the importance of understanding and addressing gender stereotypes in language education to promote an inclusive and equitable learning environment and support learners’ engagement and success, regardless of their gender.
{"title":"Understanding Gender Stereotypes in the Context of Foreign Language Learning through the Lens of Social Cognitive Theory","authors":"Gulsah Kutuk","doi":"10.1002/tesq.3267","DOIUrl":"https://doi.org/10.1002/tesq.3267","url":null,"abstract":"Abstract Using Bandura’s (1986) social cognitive theory as a theoretical framework, this study explores the relationships between gender stereotypes and language learning experiences, particularly in the context of learning English as a foreign language (EFL). It aims to provide a better understanding of the role of gender stereotypes in the language learning process focusing on how they both influence and are influenced by various behavioral, personal, and environmental processes. To achieve this, a qualitative study based on in‐depth semi‐structured interviews was conducted with a total of 32 participants, including 17 teachers and 15 learners from six different universities in Turkey. Results revealed that both EFL teacher and learner participants were aware of certain gender stereotypes in language learning. These stereotypes were found to create diverse and distinct learning experiences for female and male learners, influenced by behavioral (i.e., perseverance, sense of responsibility), personal (i.e., attributions, emotions), and environmental (i.e., significant others’ expectations) processes. The study further highlighted the deep‐rooted and differential influence of societal norms and cultural expectations on female and male learners’ experiences. These findings emphasize the importance of understanding and addressing gender stereotypes in language education to promote an inclusive and equitable learning environment and support learners’ engagement and success, regardless of their gender.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135476122","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":"Metacognition and Data‐Driven Learning","authors":"Masatoshi Sato","doi":"10.1002/tesq.3271","DOIUrl":"https://doi.org/10.1002/tesq.3271","url":null,"abstract":"The author declares no conflicts of interest.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"6 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135634276","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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