This article shares findings from the implementation of an ongoing National Professional Development (NPD) project that advances second language literacy and biliteracy in secondary content areas. The project is part of a research–practice partnership between a large public university and two school districts in south Texas that engages in‐service secondary school teachers seeking additional certification in English as a Second Language or Bilingual Education. Project activities adapt linguistically responsive theoretical and research perspectives to impact secondary teachers' knowledge, dispositions/beliefs, and practices. Analysis examines how secondary in‐service content‐area teachers reflect, narrate, and enact their professional identities as linguistically responsive teachers of emergent bilinguals (EBs) through professional learning activities. Findings describe how participants negotiated their identities as teachers of linguistically responsive instruction for EBs, as demonstrated through their engagement of reflective practices, digital language stories, and enactments of sociocultural pedagogical practices.
{"title":"Linguistically responsive teacher identity construction through reflections on sociocultural pedagogical practices: Collaborating with secondary content area teachers of emergent bilinguals","authors":"Jorge Solís, Kristen Lindahl, Bedrettin Yazan","doi":"10.1002/tesj.882","DOIUrl":"https://doi.org/10.1002/tesj.882","url":null,"abstract":"This article shares findings from the implementation of an ongoing National Professional Development (NPD) project that advances second language literacy and biliteracy in secondary content areas. The project is part of a research–practice partnership between a large public university and two school districts in south Texas that engages in‐service secondary school teachers seeking additional certification in English as a Second Language or Bilingual Education. Project activities adapt linguistically responsive theoretical and research perspectives to impact secondary teachers' knowledge, dispositions/beliefs, and practices. Analysis examines how secondary in‐service content‐area teachers reflect, narrate, and enact their professional identities as linguistically responsive teachers of emergent bilinguals (EBs) through professional learning activities. Findings describe how participants negotiated their identities as teachers of linguistically responsive instruction for EBs, as demonstrated through their engagement of reflective practices, digital language stories, and enactments of sociocultural pedagogical practices.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142264666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research on language teacher identity and its development has shown that it can be crucial for teacher education to understand how identity development takes place. The few findings to date on language teacher educators and their identities show individual negotiation processes and antinomies, particularly due to transitions from teacher to teacher educator, the parallel roles of researcher and teacher educator, and so on. The project presented here examines the language teacher educator identities of 12 professionals within a highly structured training program in Germany through narrative inquiry as a means to allow for the reconstruction of biographies, identities, and practices. The narratives illustrate the normative settings of the structured system, such as set curricular guidelines, which can rarely be fulfilled by the teacher trainees, a lack of trust and professional relationship, or the struggle of the teacher educators between advisor on the one hand and evaluator on the other. The results provide implications and recommendations for other institutionalised settings in which language teacher educators work.
{"title":"The (im)possible mission of language teacher educators in Germany: Identity formation, development, and practice in institutionalised settings","authors":"David Gerlach","doi":"10.1002/tesj.878","DOIUrl":"https://doi.org/10.1002/tesj.878","url":null,"abstract":"Research on language teacher identity and its development has shown that it can be crucial for teacher education to understand how identity development takes place. The few findings to date on language teacher educators and their identities show individual negotiation processes and antinomies, particularly due to transitions from teacher to teacher educator, the parallel roles of researcher and teacher educator, and so on. The project presented here examines the language teacher educator identities of 12 professionals within a highly structured training program in Germany through narrative inquiry as a means to allow for the reconstruction of biographies, identities, and practices. The narratives illustrate the normative settings of the structured system, such as set curricular guidelines, which can rarely be fulfilled by the teacher trainees, a lack of trust and professional relationship, or the struggle of the teacher educators between advisor on the one hand and evaluator on the other. The results provide implications and recommendations for other institutionalised settings in which language teacher educators work.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142264775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kristen L. Pratt, Andrea M. Emerson, Jaclyn Caires‐Hurley, Maria Dantas‐Whitney
School readiness research points to familial assets as tools for enriching home–literacy and home–school partnerships. This research informs an urgent call for reimagining educator preparedness relative to bridging students' lived experiences at home and school. Developing a multidimensional approach to effectively partnering with multilingual families that centers families as knowledge holders has potential to interrupt persistent opportunity gaps for ethnoracially and linguistically diverse learners. This conceptual paper presents a reconceptualizing of educator preparedness through what we call a home–school connection framework. This framework situates seven principal tenets—asset‐based culturally sustaining foundations, bilingual and bicultural mirrors, authentic cariño (Curry, 2021; Kwon, 2020; Martínez‐Álvarez, 2020; Valenzuela, 1999), reciprocal collaboration, anti‐bias awareness, community valuing of multicultural literature, and familial capital. This framework is applied in practice across each tenet. Preliminary findings suggest the importance of shifting dispositional stance away from educators serving families and toward educators purposefully partnering with families honoring familial engagement capital to inform multilingual multiliteracies in educational spaces.
{"title":"Home–school connection framework: Elevating multilingual familial engagement capital to build bridges","authors":"Kristen L. Pratt, Andrea M. Emerson, Jaclyn Caires‐Hurley, Maria Dantas‐Whitney","doi":"10.1002/tesj.880","DOIUrl":"https://doi.org/10.1002/tesj.880","url":null,"abstract":"School readiness research points to familial assets as tools for enriching home–literacy and home–school partnerships. This research informs an urgent call for reimagining educator preparedness relative to bridging students' lived experiences at home and school. Developing a multidimensional approach to effectively partnering with multilingual families that centers families as knowledge holders has potential to interrupt persistent opportunity gaps for ethnoracially and linguistically diverse learners. This conceptual paper presents a reconceptualizing of educator preparedness through what we call a <jats:italic>home–school connection</jats:italic> framework. This framework situates seven principal tenets—asset‐based culturally sustaining foundations, bilingual and bicultural mirrors, authentic <jats:italic>cariño</jats:italic> (Curry, 2021; Kwon, 2020; Martínez‐Álvarez, 2020; Valenzuela, 1999), reciprocal collaboration, anti‐bias awareness, community valuing of multicultural literature, and familial capital. This framework is applied in practice across each tenet. Preliminary findings suggest the importance of shifting dispositional stance away from educators serving families and toward educators purposefully partnering with families honoring familial engagement capital to inform multilingual multiliteracies in educational spaces.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142264667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the impact of social media discourses, espoused by neoliberal and consumerist ideologies, on a language teacher educator's (LTE) identity negotiation. Through a collaborative case study, it examines Hassan's (the second author) experiences with social media in the Iranian English language teaching (ELT) context over three years. The data consist of extensive email discussions and four online meetings between the authors over one year. The analysis of Hassan's narratives reveals dominant social media discourses emphasizing sameness, omniscience, and commercialized luxurious lifestyles. These discourses often equate social media visibility with professional qualifications, pressuring Hassan to conform to trends that conflict with his sense of professionalism and authenticity. Hassan's emotional struggles and identity tensions led to critical reflection and ongoing negotiation of his professional identity. The findings underscore the need for professional development programs that support LTEs in navigating the pressures of self‐branding while maintaining their professionalism. Additionally, the study calls for further research into the long‐term effects of social media on professional identity and well‐being across diverse cultural and institutional contexts.
{"title":"Consumerist discourses on social media and language teacher educator identity tensions","authors":"Juyoung Song, Hassan Nejadghanbar","doi":"10.1002/tesj.877","DOIUrl":"https://doi.org/10.1002/tesj.877","url":null,"abstract":"This study investigates the impact of social media discourses, espoused by neoliberal and consumerist ideologies, on a language teacher educator's (LTE) identity negotiation. Through a collaborative case study, it examines Hassan's (the second author) experiences with social media in the Iranian English language teaching (ELT) context over three years. The data consist of extensive email discussions and four online meetings between the authors over one year. The analysis of Hassan's narratives reveals dominant social media discourses emphasizing sameness, omniscience, and commercialized luxurious lifestyles. These discourses often equate social media visibility with professional qualifications, pressuring Hassan to conform to trends that conflict with his sense of professionalism and authenticity. Hassan's emotional struggles and identity tensions led to critical reflection and ongoing negotiation of his professional identity. The findings underscore the need for professional development programs that support LTEs in navigating the pressures of self‐branding while maintaining their professionalism. Additionally, the study calls for further research into the long‐term effects of social media on professional identity and well‐being across diverse cultural and institutional contexts.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142264912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ryan W. Pontier, María del Pilar Delgado, Teresa J. Medina, Susanne Peña, Mido Chang
This conceptual article focuses on how a National Professional Development grant through the Office of English Language Acquisition in the U.S. Department of Education supported multilingual paraprofessionals' equitable access to and participation in high‐quality, ongoing professional development aimed at supporting young multilingual learners, and how they leveraged both prior and newfound knowledge and experiences during their participation. We understood that paraprofessionals had been positioned as less white, less English‐speaking, and less knowledgeable than their teacher counterparts and knew that their engagement needed to be utilized as a resource. Thus, we broadly draw on the concept of equity but specifically on the notions of funds of knowledge, translanguaging, and raciolinguistics as we document our process of working with Pre‐K–second grade paraprofessionals.
{"title":"An equitable approach to leveraging multilingual paraprofessional learning","authors":"Ryan W. Pontier, María del Pilar Delgado, Teresa J. Medina, Susanne Peña, Mido Chang","doi":"10.1002/tesj.875","DOIUrl":"https://doi.org/10.1002/tesj.875","url":null,"abstract":"This conceptual article focuses on how a National Professional Development grant through the Office of English Language Acquisition in the U.S. Department of Education supported multilingual paraprofessionals' equitable access to and participation in high‐quality, ongoing professional development aimed at supporting young multilingual learners, and how they leveraged both prior and newfound knowledge and experiences during their participation. We understood that paraprofessionals had been positioned as less white, less English‐speaking, and less knowledgeable than their teacher counterparts and knew that their engagement needed to be utilized as a resource. Thus, we broadly draw on the concept of equity but specifically on the notions of funds of knowledge, translanguaging, and raciolinguistics as we document our process of working with Pre‐K–second grade paraprofessionals.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142194794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"SOCIAL JUSTICE AND THE LANGUAGE CLASSROOM: REFLECTION, ACTION, AND TRANSFORMATION, By Deniz OrtaçtepeHart, Edinburgh University Press. ISBN 978–14744–9176‐1 (Paperback, Price USD 29.95); 978–14744–9175‐4 (Hardcover, Price USD 120.00); 978–14744–9178‐5 (eBook, Price USD 29.95); 978–14744–9177‐8 (PDF, Price USD 29.95). 208 pages","authors":"Ata Ghaderi, Sam Saeedian","doi":"10.1002/tesj.861","DOIUrl":"https://doi.org/10.1002/tesj.861","url":null,"abstract":"","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142194792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Erin Hogan, Sarah Fishstrom, Tim T. Andress, Leticia Martinez, Sharon Vaughn
This article describes a curricular program for use in middle school social studies classrooms that supports the development of emergent bilinguals' language, literacy skills, and acquisition of content knowledge. The program leverages four supports found to be impactful for emergent bilinguals: 1) foregrounding content to increase students' readiness to learn language through content instruction; 2) making meaningful and relevant connections to students' cultural and linguistic backgrounds in complex disciplinary texts and activities; 3) engaging students in discussions and collaborations through heterogeneous teams that include students with a variety of linguistic proficiencies; and 4) using formative assessment to increase feedback and instructional responsiveness. The article presents illustrative examples of how these supports were embedded within a unit on ancient Greece and offers guidance on how middle school social studies teachers can incorporate supports in their units.
{"title":"Instructional practices for secondary social studies teachers: Describing a curricular program designed to improve language, content knowledge and literacy outcomes for emergent bilinguals","authors":"Erin Hogan, Sarah Fishstrom, Tim T. Andress, Leticia Martinez, Sharon Vaughn","doi":"10.1002/tesj.866","DOIUrl":"https://doi.org/10.1002/tesj.866","url":null,"abstract":"This article describes a curricular program for use in middle school social studies classrooms that supports the development of emergent bilinguals' language, literacy skills, and acquisition of content knowledge. The program leverages four supports found to be impactful for emergent bilinguals: 1) foregrounding content to increase students' readiness to learn language through content instruction; 2) making meaningful and relevant connections to students' cultural and linguistic backgrounds in complex disciplinary texts and activities; 3) engaging students in discussions and collaborations through heterogeneous teams that include students with a variety of linguistic proficiencies; and 4) using formative assessment to increase feedback and instructional responsiveness. The article presents illustrative examples of how these supports were embedded within a unit on ancient Greece and offers guidance on how middle school social studies teachers can incorporate supports in their units.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142194795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this conceptual feature article, we explore how our language teacher educator (LTE) identities have been shaped through collaboration around practice‐based research as we have engaged in more than a decade of self‐study of teacher education practices (S‐STEP) work. We consider three key aspects of our collaborative identities: (1) we have a shared identity and purpose as LTE researchers; (2) we also have individual LTE identities and so heterogeneity within our group is a strength; and (3) our shared and individual LTE identities are nested within a mutual community of trust. We have found that all three of these components are necessary to develop and sustain our collaborative work, which has a dual goal of contributing to the field while we strengthen our own practices. It is our hope this article can help guide LTEs who are seeking to develop their identities and expertise and searching for communities in which to do so.
{"title":"Language teacher educators' identity development through self‐study: A case for collaboration and community","authors":"Elena Andrei, April S. Salerno, Amanda K. Kibler","doi":"10.1002/tesj.871","DOIUrl":"https://doi.org/10.1002/tesj.871","url":null,"abstract":"In this conceptual feature article, we explore how our language teacher educator (LTE) identities have been shaped through collaboration around practice‐based research as we have engaged in more than a decade of self‐study of teacher education practices (S‐STEP) work. We consider three key aspects of our collaborative identities: (1) we have a shared identity and purpose as LTE researchers; (2) we also have individual LTE identities and so heterogeneity within our group is a strength; and (3) our shared and individual LTE identities are nested within a mutual community of trust. We have found that all three of these components are necessary to develop and sustain our collaborative work, which has a dual goal of contributing to the field while we strengthen our own practices. It is our hope this article can help guide LTEs who are seeking to develop their identities and expertise and searching for communities in which to do so.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142194793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over decades, the body of research about the experiences and perceptions of prospective teachers of English during their teaching practicum has grown substantially. However, little research is currently available on the role of the wider educational context in shaping the TESOL practicum. The current study attempts to fill this gap by differentiating the wider educational context from the local situational context through providing details and insights about prospective teachers' intricate interactions with their wider educational context. In this study, the researchers used an exploratory qualitative research design. Following analysis of 24 participants' written observation reports collected over a 10‐week period, they conducted a focus group discussion with five participants. Findings revealed four key themes pertaining to the Turkish educational context, showing that several factors beyond the control of prospective teachers inevitably affect their practicum experience. In conclusion, this study delves into the complexity of the TESOL practicum by highlighting the intricate interplay between the wider educational context and prospective teachers' experiences. It is suggested that investigating context‐bound factors and gaining a deeper understanding of the elements that frame prospective teachers' perceptions of their wider educational context could ultimately result in more principled and effective teacher education.
{"title":"Influence of the wider educational context on the English language teaching practicum","authors":"Tunay Taş, Ayça Aslan","doi":"10.1002/tesj.868","DOIUrl":"https://doi.org/10.1002/tesj.868","url":null,"abstract":"Over decades, the body of research about the experiences and perceptions of prospective teachers of English during their teaching practicum has grown substantially. However, little research is currently available on the role of the wider educational context in shaping the TESOL practicum. The current study attempts to fill this gap by differentiating the wider educational context from the local situational context through providing details and insights about prospective teachers' intricate interactions with their wider educational context. In this study, the researchers used an exploratory qualitative research design. Following analysis of 24 participants' written observation reports collected over a 10‐week period, they conducted a focus group discussion with five participants. Findings revealed four key themes pertaining to the Turkish educational context, showing that several factors beyond the control of prospective teachers inevitably affect their practicum experience. In conclusion, this study delves into the complexity of the TESOL practicum by highlighting the intricate interplay between the wider educational context and prospective teachers' experiences. It is suggested that investigating context‐bound factors and gaining a deeper understanding of the elements that frame prospective teachers' perceptions of their wider educational context could ultimately result in more principled and effective teacher education.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142194798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"THE ROUTLEDGE HANDBOOK OF THE PSYCHOLOGY OF LANGUAGE LEARNING AND TEACHING, Edited by TammyGregersen and SarahMercer, Routledge. Hardcover ISBN 978–03–67‐33723‐0, Price GBP 172.00. e‐Book ISBN: 978–04–29‐32149‐8, Price GBP 35.19. 446 pages","authors":"Jianling Zhan, Chuyi Zhou","doi":"10.1002/tesj.864","DOIUrl":"https://doi.org/10.1002/tesj.864","url":null,"abstract":"","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142224956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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