{"title":"Introduction to the special issue: Renewal and reconceptualization of supervision in TESOL","authors":"Laura Baecher, Fiona Copland, Steve Mann","doi":"10.1002/tesj.839","DOIUrl":"https://doi.org/10.1002/tesj.839","url":null,"abstract":"","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141153888","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}
Teacher talk is one of the key instructional components in English language teaching classrooms. This study used reflective practice and stimulated recall to investigate teacher beliefs and practices about teacher talk. Data came from two participants who teach English as a second language (ESL) courses at a private university in the United States. Findings of the study illustrated a disconnect between teacher beliefs and practices regarding teacher talk, suggested that quality and quantity of teacher talk are intertwined constructs that cannot be understood in isolation of each other, and highlighted the role of silent time in teacher talk. Implications for how stimulated recall through reflective practice can be used as a teacher education tool are discussed.
{"title":"Stimulated recall, teacher beliefs, and teacher practices: Using structured reflective practice to examine teacher talk","authors":"Aram Ali Ahmed, Christine Montecillo Leider","doi":"10.1002/tesj.838","DOIUrl":"https://doi.org/10.1002/tesj.838","url":null,"abstract":"Teacher talk is one of the key instructional components in English language teaching classrooms. This study used reflective practice and stimulated recall to investigate teacher beliefs and practices about teacher talk. Data came from two participants who teach English as a second language (ESL) courses at a private university in the United States. Findings of the study illustrated a disconnect between teacher beliefs and practices regarding teacher talk, suggested that quality and quantity of teacher talk are intertwined constructs that cannot be understood in isolation of each other, and highlighted the role of silent time in teacher talk. Implications for how stimulated recall through reflective practice can be used as a teacher education tool are discussed.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140974530","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 explored the teacher identity development of Asian teaching assistants (ATA) at a U.S. university. The researchers used a qualitative design with two semi‐structured interviews with each of the three participants. Findings suggest that ATAs were unprepared for racial diversity and experienced anti‐Asian sentiment in the classroom during the COVID‐19 pandemic. They struggled to make sense of the content of the courses they were teaching due to a lack of systematic training. Some constructed teacher identity through a challenging process: moving from being self‐doubting, nervous, and frustrated to being comfortable, confident, and even creative. The findings suggest that universities should pay attention to the preparation of international teaching assistants (ITA) for teaching in a multicultural U.S. context with unfamiliar student expectations for teaching and learning.
{"title":"Exploring teacher identity development: Asian teaching assistants' experience at a U.S. university","authors":"Yangyang Zhu, Janet Alsup","doi":"10.1002/tesj.836","DOIUrl":"https://doi.org/10.1002/tesj.836","url":null,"abstract":"This study explored the teacher identity development of Asian teaching assistants (ATA) at a U.S. university. The researchers used a qualitative design with two semi‐structured interviews with each of the three participants. Findings suggest that ATAs were unprepared for racial diversity and experienced anti‐Asian sentiment in the classroom during the COVID‐19 pandemic. They struggled to make sense of the content of the courses they were teaching due to a lack of systematic training. Some constructed teacher identity through a challenging process: moving from being self‐doubting, nervous, and frustrated to being comfortable, confident, and even creative. The findings suggest that universities should pay attention to the preparation of international teaching assistants (ITA) for teaching in a multicultural U.S. context with unfamiliar student expectations for teaching and learning.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140932953","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}
Testing practices and the construct of English both serve separately and interactionally to promote activities of modernity and coloniality. Tests categorize and rank learning and knowledge in discrete, static ways. The construct of the English language through standardization and other processes upholds linguistic purism ideologies. Such concerns in both areas lead to the guiding question: What and whose purposes are being served with testing in English? In engaging with this question, the author posits that decolonizing approaches to testing and the construct of English are needed. In this article, she presents assessment practices developed within Indigenous learning contexts that can inform general approaches to assessment and language with implications for English language testing. In doing so, the article offers actions toward imaginative and creative reconfigurations of English testing according to epistemologies of communities that have confronted colonialist activities.
{"title":"Decolonizing English language testing","authors":"Jamie L. Schissel","doi":"10.1002/tesj.832","DOIUrl":"https://doi.org/10.1002/tesj.832","url":null,"abstract":"Testing practices and the construct of English both serve separately and interactionally to promote activities of modernity and coloniality. Tests categorize and rank learning and knowledge in discrete, static ways. The construct of the English language through standardization and other processes upholds linguistic purism ideologies. Such concerns in both areas lead to the guiding question: <jats:italic>What and whose purposes are being served with testing in English?</jats:italic> In engaging with this question, the author posits that decolonizing approaches to testing <jats:italic>and</jats:italic> the construct of English are needed. In this article, she presents assessment practices developed within Indigenous learning contexts that can inform general approaches to assessment and language with implications for English language testing. In doing so, the article offers actions toward imaginative and creative reconfigurations of English testing according to epistemologies of communities that have confronted colonialist activities.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140840786","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":"CORE PRACTICES FOR TEACHING MULTILINGUAL STUDENTS: HUMANIZING PEDAGOGIES FOR EQUITY By Megan MadiganPeercy, Johanna M.Tigert, and Daisy E.FredricksTeachers College Press. ISBN 978–08077–6820‐4 (paperback USD 34.95). ISBN 978–08077–6821‐1 (hardcover USD 105.00). ISBN 978–08077–8165‐4 (e‐book USD 34.95). 176 pages","authors":"Christine Montecillo Leider, Elizabeth Emmons","doi":"10.1002/tesj.837","DOIUrl":"https://doi.org/10.1002/tesj.837","url":null,"abstract":"","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140840732","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 the United States, many actors are pushing for the use of grade point average (GPA) as the main placement tool for gatekeeper math and English courses for community college students (Quarles, 2022; Scott‐Clayton, 2018; Turk, 2017). One community college system (pseudonymously, SXCC) in a New England state has begun placing students in initial math and English classes based on self‐reported GPA. There have been studies on the effects of placement changes of this type (Belfield & Crosta, 2012; Hodara & Cox, 2016; Ngo & Kwon, 2014; Scott‐Clayton, 2012). However, studies have not included the effects of these changes on multilingual learners (MLLs).Using a census of every MLL placed in SXCC in the summer and fall of 2020 and the spring of 2021 (N = 12,603), a MANOVA found that MLL students in the SXCC system who were placed using previous placement methods had a higher overall GPA than students placed using self‐reported GPA (M = 3.32, SD = 0.740; M = 2.01, SD = 1.27, respectively) and had higher satisfactory academic progress (SAP) (M = 102.98, SD = 51.52; M = 57.66, SD = 55.53, respectively), and took longer to enroll in English 101 (M = 5.11, SD = 3.55; M = 2.36, SD = 1.76, respectively).
{"title":"The effects of placement method on multilingual learner success in higher education","authors":"William Key","doi":"10.1002/tesj.835","DOIUrl":"https://doi.org/10.1002/tesj.835","url":null,"abstract":"In the United States, many actors are pushing for the use of grade point average (GPA) as the main placement tool for gatekeeper math and English courses for community college students (Quarles, 2022; Scott‐Clayton, 2018; Turk, 2017). One community college system (pseudonymously, SXCC) in a New England state has begun placing students in initial math and English classes based on self‐reported GPA. There have been studies on the effects of placement changes of this type (Belfield & Crosta, 2012; Hodara & Cox, 2016; Ngo & Kwon, 2014; Scott‐Clayton, 2012). However, studies have not included the effects of these changes on multilingual learners (MLLs).Using a census of every MLL placed in SXCC in the summer and fall of 2020 and the spring of 2021 (<jats:italic>N</jats:italic> = 12,603), a MANOVA found that MLL students in the SXCC system who were placed using previous placement methods had a higher overall GPA than students placed using self‐reported GPA (<jats:italic>M</jats:italic> = 3.32, <jats:italic>SD</jats:italic> = 0.740; <jats:italic>M</jats:italic> = 2.01, <jats:italic>SD</jats:italic> = 1.27, respectively) and had higher satisfactory academic progress (SAP) (<jats:italic>M</jats:italic> = 102.98, <jats:italic>SD</jats:italic> = 51.52; <jats:italic>M</jats:italic> = 57.66, <jats:italic>SD</jats:italic> = 55.53, respectively), and took longer to enroll in English 101 (<jats:italic>M</jats:italic> = 5.11, <jats:italic>SD</jats:italic> = 3.55; <jats:italic>M</jats:italic> = 2.36, <jats:italic>SD</jats:italic> = 1.76, respectively).","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140841342","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":"PRAGMATICS IN LANGUAGETEACHING: FROMRESEARCH TO PRACTICE By JúliaBarón, María LuzCelaya, and PeterWatkinsRoutledge. ISBN: 978–1‐032‐01820‐1 (paperback). price GBP 29.59; ISBN: 978–1‐003‐18021‐0 (eBook), price GBP 29.59. 124 pages","authors":"Su Lai, Maria Economidou‐Kogetsidis","doi":"10.1002/tesj.834","DOIUrl":"https://doi.org/10.1002/tesj.834","url":null,"abstract":"","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140805880","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}
Advocacy is widely expected of teachers working with multilingual learners (MLs) and is included in TESOL standards and teacher education scholarship. Recent research on language teacher advocacy demonstrates the importance and necessity of advocacy for MLs and their families. However, few studies document how teachers collaboratively advocate for their MLs and how they develop collaborative alliances to implement their advocacy. This article contributes to the growing conversation of how teachers advocate collaboratively for MLs by examining a cohort of teachers from their English as a second language (ESL) certification courses into their teaching practice. Dialogic discourse analyses of 3 years of discussions show how teachers develop their community advocacy plans and stances collaboratively. The authors conclude with implications for preparing teachers to advocate collaboratively for MLs and their families.
{"title":"Collaborative advocacy for multilingual learners: Developments from coursework into practice","authors":"Sora Suh, Catherine J. Michener","doi":"10.1002/tesj.827","DOIUrl":"https://doi.org/10.1002/tesj.827","url":null,"abstract":"Advocacy is widely expected of teachers working with multilingual learners (MLs) and is included in TESOL standards and teacher education scholarship. Recent research on language teacher advocacy demonstrates the importance and necessity of advocacy for MLs and their families. However, few studies document how teachers collaboratively advocate for their MLs and how they develop collaborative alliances to implement their advocacy. This article contributes to the growing conversation of how teachers advocate collaboratively for MLs by examining a cohort of teachers from their English as a second language (ESL) certification courses into their teaching practice. Dialogic discourse analyses of 3 years of discussions show how teachers develop their community advocacy plans and stances collaboratively. The authors conclude with implications for preparing teachers to advocate collaboratively for MLs and their families.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140658892","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 article contributes to the TESOL paradigm by highlighting ways in which bodies of Black feminist thought, transnational feminism, and transnational Black feminism endeavors antiracist practices and support students via English language teaching (ELT). The author utilizes the Transnational Black feminist (TBF) framework—intersectionality, scholar activism, solidarity building, and attention to borders and boundaries—to guide the article. The author provides definitions for racial equity and racial justice and explains what these terms mean in practice when adopting the TBF lens in the English language classroom. The article shows how racial equity and racial justice can be effectively incorporated with a method of L.O.V.E. (Lifting others, Offering support, Valuing others, and Evolving self) that embodies the work of TBF.
{"title":"Transnational Black feminism: L.O.V.E. as a practice of freedom, equity, and justice in English language teaching","authors":"Quanisha Charles","doi":"10.1002/tesj.831","DOIUrl":"https://doi.org/10.1002/tesj.831","url":null,"abstract":"This article contributes to the TESOL paradigm by highlighting ways in which bodies of Black feminist thought, transnational feminism, and transnational Black feminism endeavors antiracist practices and support students via English language teaching (ELT). The author utilizes the Transnational Black feminist (TBF) framework—intersectionality, scholar activism, solidarity building, and attention to borders and boundaries—to guide the article. The author provides definitions for racial equity and racial justice and explains what these terms mean in practice when adopting the TBF lens in the English language classroom. The article shows how racial equity and racial justice can be effectively incorporated with a method of L.O.V.E. (Lifting others, Offering support, Valuing others, and Evolving self) that embodies the work of TBF.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140660172","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}
Teacher educators are typically involved in preparing preservice teachers (PSTs) in initial programs through teaching courses and supervising practicum experiences, including the culminating student teaching practicum. Using self‐study of teacher education practices (S‐STEPs) during supervision, the authors describe a scaffolded process of learning to supervise teacher candidates and engage in reflections about their experiences working collaboratively. This narrative account by a more experienced supervisor and a new supervisor uses samples of feedback to teacher candidates to demonstrate a collaborative process based on multimodal observational field notes, which included sample discourse from the classroom to exemplify interactions, teaching activities, and photographs of classroom activities. Both researchers participated in joint meetings with (1) PSTs to discuss feedback, (2) mentor teachers to discuss progress of PSTs, and (3) all PSTs to discuss themes that emerged from observations and assessments, something unique to this collaboration. The authors discuss how their collaboration led to curriculum changes to a TESOL methods, curriculum, and assessment course influenced by observations in the field. The article concludes with implications and recommendations for other teacher educators interested in collaborative supervision.
{"title":"The preparation of supervisors through collaborative supervision: A narrative account","authors":"Luciana C. de Oliveira, Loren Jones","doi":"10.1002/tesj.830","DOIUrl":"https://doi.org/10.1002/tesj.830","url":null,"abstract":"Teacher educators are typically involved in preparing preservice teachers (PSTs) in initial programs through teaching courses and supervising practicum experiences, including the culminating student teaching practicum. Using self‐study of teacher education practices (S‐STEPs) during supervision, the authors describe a scaffolded process of learning to supervise teacher candidates and engage in reflections about their experiences working collaboratively. This narrative account by a more experienced supervisor and a new supervisor uses samples of feedback to teacher candidates to demonstrate a collaborative process based on multimodal observational field notes, which included sample discourse from the classroom to exemplify interactions, teaching activities, and photographs of classroom activities. Both researchers participated in joint meetings with (1) PSTs to discuss feedback, (2) mentor teachers to discuss progress of PSTs, and (3) all PSTs to discuss themes that emerged from observations and assessments, something unique to this collaboration. The authors discuss how their collaboration led to curriculum changes to a TESOL methods, curriculum, and assessment course influenced by observations in the field. The article concludes with implications and recommendations for other teacher educators interested in collaborative supervision.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140667023","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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