{"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":"7 1","pages":""},"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":"31 1","pages":""},"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":"36 1","pages":""},"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}
{"title":"INTERCULTURAL CITIZENSHIP IN LANGUAGEEDUCATION: TEACHINGAND LEARNING THROUGH SOCIAL ACTION Edited by KaishanKong and Allison J.SpenaderMultilingual Matters. ISBN 978–180041–575‐1. Price USD 39.95 (paperback). 216 pages","authors":"Xinying Wu, Bin Shao","doi":"10.1002/tesj.829","DOIUrl":"https://doi.org/10.1002/tesj.829","url":null,"abstract":"","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"125 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569279","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 study the author combines translingualism and raciolinguistic perspectives to analyze the language ideologies and idealized listening/reading subject positions that undergird discourses on English language teaching in Pakistan. Drawing on data from national policy documents, the national curriculum for English, and English proficiency assessment reports, he shows how discourses on English as a medium of instruction, the English language curriculum, and assessment in Pakistan are fraught with deficit ideologies that emphasize a particular view of English proficiency that serves as an imaginary line of demarcation between proficient and deficient English teachers and reinforce linguistic and socioeconomic hierarchies. Instead of reified, Anglo-normative orientations to English proficiency, the author proposes a translingual orientation that places students' multilingual identities at the center of English language teaching (ELT) practices. He concludes with a call for ELT practitioners and critical language scholars to develop organic links between classroom translingualism and political activism in order to dismantle socioeconomic hierarchies.
{"title":"Unravelling the deficit ideologies in English language education in Pakistan: A decolonial perspective","authors":"Hassan Syed","doi":"10.1002/tesj.828","DOIUrl":"https://doi.org/10.1002/tesj.828","url":null,"abstract":"In this study the author combines translingualism and raciolinguistic perspectives to analyze the language ideologies and idealized listening/reading subject positions that undergird discourses on English language teaching in Pakistan. Drawing on data from national policy documents, the national curriculum for English, and English proficiency assessment reports, he shows how discourses on English as a medium of instruction, the English language curriculum, and assessment in Pakistan are fraught with deficit ideologies that emphasize a particular view of English proficiency that serves as an imaginary line of demarcation between proficient and deficient English teachers and reinforce linguistic and socioeconomic hierarchies. Instead of reified, Anglo-normative orientations to English proficiency, the author proposes a translingual orientation that places students' multilingual identities at the center of English language teaching (ELT) practices. He concludes with a call for ELT practitioners and critical language scholars to develop organic links between classroom translingualism and political activism in order to dismantle socioeconomic hierarchies.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"17 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569180","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":"Exploring a TESOL supervisor's role in building mentor teacher community in professional learning sessions","authors":"Amanda Moody Maestranzi","doi":"10.1002/tesj.818","DOIUrl":"https://doi.org/10.1002/tesj.818","url":null,"abstract":"","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"31 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569246","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 suggests ways in which teacher supervisors and trainers on short courses can reposition their role by making the feedback conference more collaborative and trainee‐led. The authors argue that by taking a more dialogic approach and exploring critical incidents, trainee teachers can develop reflective skills and take more ownership of their development.
{"title":"Repositioning the role of supervisors on short initial preparation courses","authors":"Richard Chinn, Melissa Lamb","doi":"10.1002/tesj.826","DOIUrl":"https://doi.org/10.1002/tesj.826","url":null,"abstract":"This article suggests ways in which teacher supervisors and trainers on short courses can reposition their role by making the feedback conference more collaborative and trainee‐led. The authors argue that by taking a more dialogic approach and exploring critical incidents, trainee teachers can develop reflective skills and take more ownership of their development.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"2014 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569242","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 public schools in the United States, the work of an ESOL student teacher is characterized by relationships with multiple mentors, including a university supervisor. Through retrospective narrative accounts, this study examines what currently practicing teachers of multilingual learners retained of their supervisors' feedback from their student teaching days, and what nuggets of supervisory wisdom continue to resonate with them throughout their teaching careers. The researchers developed this qualitative study using a social constructivist lens informed by Carless and Winstone's (2023) feedback literacy dimensions. Interviews were conducted with eight current teachers to probe their recollections of supervision and integration of supervisory feedback into their practice. Findings suggest that the participants recalled a sprinkling of memories and continued to draw on a few pieces of supervisory advice in their current practice. Supervisors and student teachers demonstrated design, relational, and pragmatic dimensions of feedback literacy, though the relational (i.e., the quality of the relationship between supervisor and student teacher) was the most enduring, even if the specifics of the supervisory feedback faded. Implications suggest that teacher education programs can hone the purpose, mission, and methods of supervision by targeting the dimensions of feedback literacy to make supervisory feedback more constructive and impactful.
{"title":"Memory and relationships: A look into teachers' recollection of supervisory feedback","authors":"Beth Clark-Gareca, Teresa Bruno Warkentin","doi":"10.1002/tesj.823","DOIUrl":"https://doi.org/10.1002/tesj.823","url":null,"abstract":"In public schools in the United States, the work of an ESOL student teacher is characterized by relationships with multiple mentors, including a university supervisor. Through retrospective narrative accounts, this study examines what currently practicing teachers of multilingual learners retained of their supervisors' feedback from their student teaching days, and what nuggets of supervisory wisdom continue to resonate with them throughout their teaching careers. The researchers developed this qualitative study using a social constructivist lens informed by Carless and Winstone's (2023) feedback literacy dimensions. Interviews were conducted with eight current teachers to probe their recollections of supervision and integration of supervisory feedback into their practice. Findings suggest that the participants recalled a sprinkling of memories and continued to draw on a few pieces of supervisory advice in their current practice. Supervisors and student teachers demonstrated design, relational, and pragmatic dimensions of feedback literacy, though the relational (i.e., the quality of the relationship between supervisor and student teacher) was the most enduring, even if the specifics of the supervisory feedback faded. Implications suggest that teacher education programs can hone the purpose, mission, and methods of supervision by targeting the dimensions of feedback literacy to make supervisory feedback more constructive and impactful.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"26 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140300369","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}
A genre‐based approach to second language (L2) writing instruction has received traction due to its impact on helping L2 students improve their writing skills. This approach to teaching writing is particularly useful for young English language learners (ELLs), as it simultaneously focuses on their English language and writing skills development. Despite this, the genre‐based approach is often criticized for its apparent prescriptiveness. In this article, we make the case that a genre approach to writing instruction is a boon not a barrier to ELLs in elementary contexts. Drawing on the scholarship in early childhood literacy and L2 writing, we posit that a genre approach to writing instruction is helpful to elementary ELLs for the following reasons: (a) it is a phased approach, (b) it provides experiential learning opportunities, (c) it is goal‐oriented, and (d) it helps make students self‐efficacious and autonomous. Using these reasons as reference points, we also discuss implications for teaching and learning.
{"title":"Using a genre‐based approach to teach writing to elementary ESL students: A boon or a barrier?","authors":"Aicha Zohbie, Subrata Bhowmik","doi":"10.1002/tesj.819","DOIUrl":"https://doi.org/10.1002/tesj.819","url":null,"abstract":"A genre‐based approach to second language (L2) writing instruction has received traction due to its impact on helping L2 students improve their writing skills. This approach to teaching writing is particularly useful for young English language learners (ELLs), as it simultaneously focuses on their English language and writing skills development. Despite this, the genre‐based approach is often criticized for its apparent prescriptiveness. In this article, we make the case that a genre approach to writing instruction is a boon not a barrier to ELLs in elementary contexts. Drawing on the scholarship in early childhood literacy and L2 writing, we posit that a genre approach to writing instruction is helpful to elementary ELLs for the following reasons: (a) it is a phased approach, (b) it provides experiential learning opportunities, (c) it is goal‐oriented, and (d) it helps make students self‐efficacious and autonomous. Using these reasons as reference points, we also discuss implications for teaching and learning.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"17 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140196764","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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