Given the internationalization of higher education and the increasingly diversifying student population in higher education institutions worldwide, it is critical to reevaluate the teaching and learning environment in higher education classrooms. Although inclusion and inclusive pedagogy emerged as essential orientations in education, gaps in educational opportunities, access, and achievements persist. This practical guide is intended to inform and promote inclusive pedagogy, specifically for culturally and linguistically diverse students in higher education settings across various disciplines. The guidelines for culturally and linguistically responsive instruction in higher education offer a brief outline of the theoretical foundation and practical self-reflective questions with recommended strategies to implement in curriculum, assessment, and instructional designs. With the hope of providing a welcoming classroom for culturally and linguistically diverse students where their knowledge and experiences are valued, the article ends with discussions to establish a more inclusive higher education learning ecology.
{"title":"Guidelines for culturally and linguistically responsive instruction in higher education","authors":"Hyunjin Jinna Kim","doi":"10.1002/tesj.807","DOIUrl":"https://doi.org/10.1002/tesj.807","url":null,"abstract":"Given the internationalization of higher education and the increasingly diversifying student population in higher education institutions worldwide, it is critical to reevaluate the teaching and learning environment in higher education classrooms. Although inclusion and inclusive pedagogy emerged as essential orientations in education, gaps in educational opportunities, access, and achievements persist. This practical guide is intended to inform and promote inclusive pedagogy, specifically for culturally and linguistically diverse students in higher education settings across various disciplines. The guidelines for culturally and linguistically responsive instruction in higher education offer a brief outline of the theoretical foundation and practical self-reflective questions with recommended strategies to implement in curriculum, assessment, and instructional designs. With the hope of providing a welcoming classroom for culturally and linguistically diverse students where their knowledge and experiences are valued, the article ends with discussions to establish a more inclusive higher education learning ecology.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"15 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139946074","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}
To examine speaker role models (SRMs) in second language acquisition (SLA), this study explored the sociolinguistic English as a lingua franca (ELF) perspective targeting international intelligibility. Thus, it examined the way ELF learners align with self-selected English speakers and anonymous (audio-recorded) English speakers as potential SRMs. The researchers asked the participants, 57 Iranian English majors, “Who do you want to sound like in English and why?” and analyzed their answers in the context of their SRMs and envisioned selves in imagined communities (ICs). The study's findings revealed that most participants had SRMs with three sets of characteristics—high English language proficiency and intelligibility, likeable personal attributes, and notable professional accomplishments. To explore anonymous English speakers in particular as potential SRMs, the researchers asked participants to rate anonymous speakers' intelligibility and likeability. The findings established that, based on the sound of their voices alone, anonymous audiorecorded speakers were less likely to be selected as SRMs. Further, the study found no significant difference between anonymous native and nonnative speakers, celebrities and others, for whom accent intelligibility and likeability increased but did not determine the likelihood of selecting them as their SRMs. Based on its findings, this study draws implications for language and teacher education and offers classroom applications with specific activities.
{"title":"Who do learners of English as a lingua franca want to sound like? English speaker role models and envisioned selves in imagined communities","authors":"Lilia Savova, Maryam Azarnoosh","doi":"10.1002/tesj.809","DOIUrl":"https://doi.org/10.1002/tesj.809","url":null,"abstract":"To examine speaker role models (SRMs) in second language acquisition (SLA), this study explored the sociolinguistic <i>English as a lingua franca</i> (ELF) perspective targeting international intelligibility. Thus, it examined the way ELF learners align with self-selected English speakers and anonymous (audio-recorded) English speakers as potential SRMs. The researchers asked the participants, 57 Iranian English majors, “Who do you want to sound like in English and why?” and analyzed their answers in the context of their SRMs and envisioned selves in imagined communities (ICs). The study's findings revealed that most participants had SRMs with three sets of characteristics—high English language proficiency and intelligibility, likeable personal attributes, and notable professional accomplishments. To explore anonymous English speakers in particular as potential SRMs, the researchers asked participants to rate anonymous speakers' intelligibility and likeability. The findings established that, based on the sound of their voices alone, anonymous audiorecorded speakers were less likely to be selected as SRMs. Further, the study found no significant difference between anonymous native and nonnative speakers, celebrities and others, for whom accent intelligibility and likeability increased but did not determine the likelihood of selecting them as their SRMs. Based on its findings, this study draws implications for language and teacher education and offers classroom applications with specific activities.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"8 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139946007","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}
With a focus on Culturally and Linguistically Diverse (CaLD) women, this article will discuss the underlying gender inequalities and stereotypes these women experience in Australian tertiary institutions through reflections of translingual discrimination. Translingual discrimination refers to the ideologies and practices that produce unequal linguistic power relationships between CaLD communities and dominant communities of the host society, focusing on the central role that language plays in the enduring relevance of discrimination disparity. Because of CaLD women's translingual identities, these groups experience such aspects of translingual discrimination as accentism, naming practices, linguistic subordination, deskilling, and stereotyping, which eventually affect their well‐being and economic security. CaLD women need a linguistically and culturally “safe space” where they will be supported and appreciated based on their capabilities and skills and not subjected to objectification, femininity evaluations, and derogatory actions. Opportunities for women should persist because, unfortunately, in men‐dominated fields, these opportunities are still necessary to support and include women.
{"title":"“Women are capable too!” Exploring intersectionality and challenging CaLD gender stereotypes at Australian universities","authors":"Ana Tankosić, Sender Dovchin","doi":"10.1002/tesj.806","DOIUrl":"https://doi.org/10.1002/tesj.806","url":null,"abstract":"With a focus on Culturally and Linguistically Diverse (CaLD) women, this article will discuss the underlying gender inequalities and stereotypes these women experience in Australian tertiary institutions through reflections of <jats:italic>translingual discrimination</jats:italic>. Translingual discrimination refers to the ideologies and practices that produce unequal linguistic power relationships between CaLD communities and dominant communities of the host society, focusing on the central role that language plays in the enduring relevance of discrimination disparity. Because of CaLD women's translingual identities, these groups experience such aspects of translingual discrimination as accentism, naming practices, linguistic subordination, deskilling, and stereotyping, which eventually affect their well‐being and economic security. CaLD women need a linguistically and culturally “safe space” where they will be supported and appreciated based on their capabilities and skills and not subjected to objectification, femininity evaluations, and derogatory actions. Opportunities for women should persist because, unfortunately, in men‐dominated fields, these opportunities are still necessary to support and include women.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"74 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139946307","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}
Building queer allyship is an in-the-making, incomplete, and situated process in and beyond TESOL. In this article, I propose that the concept of queer allyship is not a conceptual but practical and calling-for-action approach on an everyday life basis. Queer allyship describes allies who work together to challenge common heteronormative and cisgender assumptions of oneself to think queer and provoke actions in relational systems of support (ACTS). In this article, I invite the readers to think queer with me about the missing aspect of queer allyship in TESOL, address the importance of doing this work, and offer some queer considerations for teachers and administrators to try in their own spaces. I conclude the article by acknowledging two things. One, everyone can queer their own thinking and actions; therefore, everyone can be queers themselves. Two, doing queer allyship work should not be the sole responsibility of anyone—it is ecological work, which demands collective and communal care for and with all students and teachers.
{"title":"Queer allyship in TESOL: We need to ACTS now!","authors":"Ethan Trinh","doi":"10.1002/tesj.801","DOIUrl":"https://doi.org/10.1002/tesj.801","url":null,"abstract":"Building queer allyship is an in-the-making, incomplete, and situated process in and beyond TESOL. In this article, I propose that the concept of <i>queer allyship</i> is not a conceptual but practical and calling-for-action approach on an everyday life basis. Queer allyship describes <b>a</b>llies who work together to challenge <b>c</b>ommon heteronormative and cisgender assumptions of oneself to <b>t</b>hink queer and provoke actions in relational <b>s</b>ystems of support (ACTS). In this article, I invite the readers to think queer with me about the missing aspect of queer allyship in TESOL, address the importance of doing this work, and offer some queer considerations for teachers and administrators to try in their own spaces. I conclude the article by acknowledging two things. One, everyone can queer their own thinking and actions; therefore, everyone can be queers themselves. Two, doing queer allyship work should not be the sole responsibility of anyone—it is ecological work, which demands collective and communal care <i>for and with</i> all students and teachers.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"12 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139922230","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}
Racism in TESOL and other academic fields is nothing new, nor are discussions on the topic. However, a majority of the racist encounters discussed in existing literature report on the negative experiences of language teachers and/or students. An area that has historically been ignored and is long due exploration is the negative experiences of nonnative English-speaking leaders (NNESLs), especially when they lead and/or interact with colleagues among whom ideologies of Whiteness and native English speakerism are dominant. With an aim to fill this gap, this article provides a narrative inquiry of an NNESL's experiences of facing epistemological and institutional racism as she leads a division within an International Branch Campus (IBC) of a U.S. university in an English as an international language (EIL) context in the Middle East. As the NNESL attempts to introduce necessary innovations and policy changes, her capacity as a change maker is questioned, partly due to her nationality, nonnativeness, race, and gender. This article is an attempt to uncover the racial discrimination experienced by NNESLs by providing examples of epistemological and institutional racism embedded in racist discourses and practices, and how it, directly or indirectly, plays a significant role in power relations, institutional structures, and identities, and has implications for the field of TESOL leadership.
{"title":"Intersectional lens to the study of racism in TESOL leadership: A narrative inquiry of a Nonnative English-speaking leader (NNESL) exposing epistemological and institutional racism","authors":"Kashif Raza, Zohreh Eslami","doi":"10.1002/tesj.803","DOIUrl":"https://doi.org/10.1002/tesj.803","url":null,"abstract":"Racism in TESOL and other academic fields is nothing new, nor are discussions on the topic. However, a majority of the racist encounters discussed in existing literature report on the negative experiences of language teachers and/or students. An area that has historically been ignored and is long due exploration is the negative experiences of nonnative English-speaking leaders (NNESLs), especially when they lead and/or interact with colleagues among whom ideologies of Whiteness and native English speakerism are dominant. With an aim to fill this gap, this article provides a narrative inquiry of an NNESL's experiences of facing epistemological and institutional racism as she leads a division within an International Branch Campus (IBC) of a U.S. university in an English as an international language (EIL) context in the Middle East. As the NNESL attempts to introduce necessary innovations and policy changes, her capacity as a change maker is questioned, partly due to her nationality, nonnativeness, race, and gender. This article is an attempt to uncover the racial discrimination experienced by NNESLs by providing examples of epistemological and institutional racism embedded in racist discourses and practices, and how it, directly or indirectly, plays a significant role in power relations, institutional structures, and identities, and has implications for the field of TESOL leadership.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"37 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139922458","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 examines major themes in 24 contemporary Canadian picture books to identify their potential to support children who are newcomers to Canada. Transition to a new country can be challenging for children and picture books are an effective tool for supporting their cultural and often linguistic transition. Through multimodal content analysis, the authors identify major themes that emerge from the visual and textual data in the books. Analysis identified prevailing themes related to family, food, multiculturalism, and geographic information. Each theme offers valuable insights into the diverse perspectives represented in the texts, providing a foundation for meaningful pedagogical applications for immigrant and newcomer children.
{"title":"Supporting newcomer children's cultural transitions with contemporary Canadian picture books","authors":"Sunny C. Li, Brittany Adam","doi":"10.1002/tesj.802","DOIUrl":"https://doi.org/10.1002/tesj.802","url":null,"abstract":"This article examines major themes in 24 contemporary Canadian picture books to identify their potential to support children who are newcomers to Canada. Transition to a new country can be challenging for children and picture books are an effective tool for supporting their cultural and often linguistic transition. Through multimodal content analysis, the authors identify major themes that emerge from the visual and textual data in the books. Analysis identified prevailing themes related to family, food, multiculturalism, and geographic information. Each theme offers valuable insights into the diverse perspectives represented in the texts, providing a foundation for meaningful pedagogical applications for immigrant and newcomer children.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"37 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139922232","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}
Teachers often repeat language learning tasks and materials with students year after year. Although some tasks do not render satisfactory outcomes, students' performances can serve as valuable historical autoethnographic data that teachers can reflect on to improve their teaching materials and language learning tasks. In this article, using autoethnography as a pedagogical tool, I share my thinking and experiences regarding one task type (the simile task), which I have used with students over the years to develop creative language use (language creativity). I reflect on various similes produced and attempt to discover how to redesign the somewhat imperfect task to optimize creative language use. In particular, I try to find new constraints that can be set up to funnel the creative behaviour of the teacher and students. Before promoting students' creativity, teachers must nurture their creativity under various self-imposed constraints. Teachers' personal experience is a valuable source when implementing creative language teaching. This article shows two task constraints that can be set up to stimulate creativity in language learning tasks: exclusionary constraints (avoiding confirmation-based salient patterns) and focusing constraints (requiring the use of violation-based salient patterns). It also shows how we can identify micro-constraints to be excluded or focused on.
{"title":"Finding constraints to foster creativity in language learning tasks: An autoethnographic approach","authors":"Tan Bee Tin","doi":"10.1002/tesj.792","DOIUrl":"https://doi.org/10.1002/tesj.792","url":null,"abstract":"Teachers often repeat language learning tasks and materials with students year after year. Although some tasks do not render satisfactory outcomes, students' performances can serve as valuable historical autoethnographic data that teachers can reflect on to improve their teaching materials and language learning tasks. In this article, using autoethnography as a pedagogical tool, I share my thinking and experiences regarding one task type (the simile task), which I have used with students over the years to develop creative language use (language creativity). I reflect on various similes produced and attempt to discover how to redesign the somewhat imperfect task to optimize creative language use. In particular, I try to find new constraints that can be set up to funnel the creative behaviour of the teacher and students. Before promoting students' creativity, teachers must nurture their creativity under various self-imposed constraints. Teachers' personal experience is a valuable source when implementing creative language teaching. This article shows two task constraints that can be set up to stimulate creativity in language learning tasks: exclusionary constraints (avoiding confirmation-based salient patterns) and focusing constraints (requiring the use of violation-based salient patterns). It also shows how we can identify micro-constraints to be excluded or focused on.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"38 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139762033","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}
Yoo Lae Kim, Chen Liu, Pavel Trofimovich, Kim McDonough
<h2>1 INTRODUCTION</h2> <p>Second language (L2) students typically aim to be effective language users, which involves learning both verbal and nonverbal aspects of communication. One aspect of effective language use is fluency, which Segalowitz (<span>2010</span>) described in three ways. The first is cognitive fluency, which is efficiency in a speaker's operation of underlying production processes, for example, at the level of planning, monitoring, and executing an utterance. The second is utterance fluency, which refers to the observable speech features produced by a speaker, such as their pauses or repetitions. Finally, defined as “a judgment made about speakers based on impressions drawn from their speech” (Segalowitz, <span>2010</span>, p. 48), perceived fluency concerns how a speaker's speech, such as its fluidity or smoothness, impacts the listener. Our focus is on perceived fluency and its previously underexplored link with L2 speakers' nonverbal behavior.</p> <p>When it comes to observable dimensions of L2 performance that contribute to a speaker's perceived fluency, listeners tend to primarily rely on temporal dimensions of speech such as articulation rate, pausing, and repair in the form of repetitions and self-corrections (Bosker et al., <span>2013</span>; Kahng, <span>2018</span>; Saito et al., <span>2018</span>; Williams & Korko, <span>2019</span>). Other linguistic dimensions that underpin perceived fluency include grammar and pronunciation, where speakers' morphological and syllable structure errors are associated with lower perceived fluency for listeners (Rossiter, <span>2009</span>; Suzuki & Kormos, <span>2020</span>). In terms of the relative weight of various speech characteristics, according to a recent meta-analysis (Suzuki et al., <span>2021</span>) listeners most strongly associate perceived fluency with articulation speed and pause frequency as opposed to other linguistic dimensions. Considering that up to 60% of variance in perceived fluency in Suzuki et al.'s extensive metadata was unexplained through measures of speaking speed, pausing, and repair, both L2 students and their teachers might find it useful to know which other aspects of communication are tied to perceived fluency, making a speaker appear more or less fluent to listeners.</p> <p>Considering the tight coordination between speech and various body signals in the form of gesture, torso movement, and eye gaze (Holler, <span>2022</span>), a speaker's perceived fluency might be associated with various nonverbal behaviors. For example, a speaker might use a round movement of a forearm with an index finger pointing downward when searching for and retrieving a lexical item to describe a cake (Kendon, <span>1980</span>). In this case, the speaker's reliance on gesture for word retrieval might be a sign of word-finding difficulty (Krauss et al., <span>2000</span>), which would translate into observable dysfluency phenomena, including hesitations and pauses,
{"title":"Is nonverbal behavior during conversation related to perceived fluency?","authors":"Yoo Lae Kim, Chen Liu, Pavel Trofimovich, Kim McDonough","doi":"10.1002/tesj.795","DOIUrl":"https://doi.org/10.1002/tesj.795","url":null,"abstract":"<h2>1 INTRODUCTION</h2>\u0000<p>Second language (L2) students typically aim to be effective language users, which involves learning both verbal and nonverbal aspects of communication. One aspect of effective language use is fluency, which Segalowitz (<span>2010</span>) described in three ways. The first is cognitive fluency, which is efficiency in a speaker's operation of underlying production processes, for example, at the level of planning, monitoring, and executing an utterance. The second is utterance fluency, which refers to the observable speech features produced by a speaker, such as their pauses or repetitions. Finally, defined as “a judgment made about speakers based on impressions drawn from their speech” (Segalowitz, <span>2010</span>, p. 48), perceived fluency concerns how a speaker's speech, such as its fluidity or smoothness, impacts the listener. Our focus is on perceived fluency and its previously underexplored link with L2 speakers' nonverbal behavior.</p>\u0000<p>When it comes to observable dimensions of L2 performance that contribute to a speaker's perceived fluency, listeners tend to primarily rely on temporal dimensions of speech such as articulation rate, pausing, and repair in the form of repetitions and self-corrections (Bosker et al., <span>2013</span>; Kahng, <span>2018</span>; Saito et al., <span>2018</span>; Williams & Korko, <span>2019</span>). Other linguistic dimensions that underpin perceived fluency include grammar and pronunciation, where speakers' morphological and syllable structure errors are associated with lower perceived fluency for listeners (Rossiter, <span>2009</span>; Suzuki & Kormos, <span>2020</span>). In terms of the relative weight of various speech characteristics, according to a recent meta-analysis (Suzuki et al., <span>2021</span>) listeners most strongly associate perceived fluency with articulation speed and pause frequency as opposed to other linguistic dimensions. Considering that up to 60% of variance in perceived fluency in Suzuki et al.'s extensive metadata was unexplained through measures of speaking speed, pausing, and repair, both L2 students and their teachers might find it useful to know which other aspects of communication are tied to perceived fluency, making a speaker appear more or less fluent to listeners.</p>\u0000<p>Considering the tight coordination between speech and various body signals in the form of gesture, torso movement, and eye gaze (Holler, <span>2022</span>), a speaker's perceived fluency might be associated with various nonverbal behaviors. For example, a speaker might use a round movement of a forearm with an index finger pointing downward when searching for and retrieving a lexical item to describe a cake (Kendon, <span>1980</span>). In this case, the speaker's reliance on gesture for word retrieval might be a sign of word-finding difficulty (Krauss et al., <span>2000</span>), which would translate into observable dysfluency phenomena, including hesitations and pauses, ","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"34 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139762022","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}
Educators in many countries must meet the educational needs of students who are not fluent in the language of instruction. Professional learning focused on incremental or individual teacher change has failed to improve student learning trajectories (Cuban, 2013; Gorski & Zenkov, 2014). This article explores Brookfield's (2012) critical articulation of Mezirow's (2012) adult learning theory to support the complex and radical transformation needed from all educators—not just language specialists—to improve classroom learning and schooling. We present the inclusive learning communities framework, with conceptual and pedagogical growth targets, guiding a seven-course English as a New Language Certification program for PreK-12 preservice and in-service teachers working with English learners (ELs) in general education and EL specialist classrooms. The conceptual and pedagogical elements leverage critical transformative learning theory to reframe educators' individual beliefs and practices while developing their collective capacity to challenge oppressive ideologies and systems in pursuit of equity. We conclude that radical improvement in EL outcomes requires all EL teacher educators to plan and evaluate university coursework programmatically in ways that demonstrate real-world change.
{"title":"Inclusive learning communities: An English learner framework for all educators","authors":"Annela Teemant, Thomas Upton, Brandon J. Sherman","doi":"10.1002/tesj.798","DOIUrl":"https://doi.org/10.1002/tesj.798","url":null,"abstract":"Educators in many countries must meet the educational needs of students who are not fluent in the language of instruction. Professional learning focused on incremental or individual teacher change has failed to improve student learning trajectories (Cuban, 2013; Gorski & Zenkov, 2014). This article explores Brookfield's (2012) critical articulation of Mezirow's (2012) adult learning theory to support the complex and radical transformation needed from all educators—not just language specialists—to improve classroom learning and schooling. We present the <i>inclusive learning communities</i> framework, with conceptual and pedagogical growth targets, guiding a seven-course English as a New Language Certification program for PreK-12 preservice and in-service teachers working with English learners (ELs) in general education and EL specialist classrooms. The conceptual and pedagogical elements leverage critical transformative learning theory to reframe educators' individual beliefs and practices while developing their collective capacity to challenge oppressive ideologies and systems in pursuit of equity. We conclude that radical improvement in EL outcomes requires all EL teacher educators to plan and evaluate university coursework programmatically in ways that demonstrate real-world change.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"6 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139762036","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 article, we explore the tensions early career English teachers experience in their language teacher identities (LTIs). To this effect, we conducted semi-structured interviews with three early career English teachers at Turkish public schools. The findings showed that the teachers experienced tensions with their roles as teachers, language competency, and structural and relational aspects in their contexts. Devising and employing coping strategies in navigating challenges, the teachers developed their own ways to deal with various identity tensions. The findings of this study conclude that (i) maintaining LTIs is emotionally complex, (ii) LTIs happen in social practice, and (iii) meso and macro contexts supersede ideals causing dilemmas, conflicts, and tensions in LTIs. Drawing on the findings, we argue that teachers' emotional needs and identity tensions should be provided for through institutional and interrelational support systems so that teachers can manage tensions and emotionality as potential in their identities.
{"title":"Language teacher identities and identity tensions of early career English teachers","authors":"Hanife Taşdemir, Gölge Seferoğlu","doi":"10.1002/tesj.794","DOIUrl":"https://doi.org/10.1002/tesj.794","url":null,"abstract":"In this article, we explore the tensions early career English teachers experience in their language teacher identities (LTIs). To this effect, we conducted semi-structured interviews with three early career English teachers at Turkish public schools. The findings showed that the teachers experienced tensions with their roles as teachers, language competency, and structural and relational aspects in their contexts. Devising and employing coping strategies in navigating challenges, the teachers developed their own ways to deal with various identity tensions. The findings of this study conclude that (i) maintaining LTIs is emotionally complex, (ii) LTIs happen in social practice, and (iii) meso and macro contexts supersede ideals causing dilemmas, conflicts, and tensions in LTIs. Drawing on the findings, we argue that teachers' emotional needs and identity tensions should be provided for through institutional and interrelational support systems so that teachers can manage tensions and emotionality as potential in their identities.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"206 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139677232","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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