Despite the sustained focus towards inclusive language teaching and queer pedagogy in Teaching English to Speakers of Other Languages (TESOL) and language education in recent years, employing an inclusive pedagogical practice and having language teaching resources that respect the gender identity among lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) students remain a challenge in many English language teaching (ELT) classrooms throughout the world. Employing an auto‐ethnomethodological approach, in this article the authors present their teaching practice experience in an attempt to queer their ELT classroom and provide a safe space for all gender identities in learning the language through a queer‐informed language teaching framework in an ELT classroom at a university in Thailand. It is the goal of this inquiry to add to the empirical evidence for gender inclusivity in an ELT classroom. Additionally, this study offers language practitioners consideration for having a queer‐informed classroom where there is diversity, inclusion, and engagement and where students are free to discuss their sexual identities, adding to the growing influence of gender perspective and inclusivity in heteronormative language education.
{"title":"Towards a more equitable ELT practice: Practicing queer inquiry in Thailand's university language classrooms","authors":"M. Ulla, Joshua M. Paiz","doi":"10.1002/tesj.800","DOIUrl":"https://doi.org/10.1002/tesj.800","url":null,"abstract":"Despite the sustained focus towards inclusive language teaching and queer pedagogy in Teaching English to Speakers of Other Languages (TESOL) and language education in recent years, employing an inclusive pedagogical practice and having language teaching resources that respect the gender identity among lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) students remain a challenge in many English language teaching (ELT) classrooms throughout the world. Employing an auto‐ethnomethodological approach, in this article the authors present their teaching practice experience in an attempt to queer their ELT classroom and provide a safe space for all gender identities in learning the language through a queer‐informed language teaching framework in an ELT classroom at a university in Thailand. It is the goal of this inquiry to add to the empirical evidence for gender inclusivity in an ELT classroom. Additionally, this study offers language practitioners consideration for having a queer‐informed classroom where there is diversity, inclusion, and engagement and where students are free to discuss their sexual identities, adding to the growing influence of gender perspective and inclusivity in heteronormative language education.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139780686","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
1 INTRODUCTION
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 (2010) 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, 2010, 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.
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., 2013; Kahng, 2018; Saito et al., 2018; Williams & Korko, 2019). 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, 2009; Suzuki & Kormos, 2020). In terms of the relative weight of various speech characteristics, according to a recent meta-analysis (Suzuki et al., 2021) 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.
Considering the tight coordination between speech and various body signals in the form of gesture, torso movement, and eye gaze (Holler, 2022), 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, 1980). In this case, the speaker's reliance on gesture for word retrieval might be a sign of word-finding difficulty (Krauss et al., 2000), 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":null,"pages":null},"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":null,"pages":null},"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}
Despite scholars' advocacy of intelligibility over nativelikeness in the EFL education context, many learners still seem to favour standard British and American accents. However, comparisons across studies have shown some changes in learners' perceptions, suggesting a move away from standard accent orientation. This article reports part of a larger study that examined the relationships between four learner‐related predictor variables (self‐rated proficiency, previous exposure to different accents, attitude towards [spoken] English, and attitude towards accuracy) and two outcome variables (learners' attitudes towards standard accents, and attitudes towards pronunciation in speaking proficiency assessment). A questionnaire was completed by 1,300 EFL secondary‐school students in Hong Kong. The four predictors were generally found to correlate significantly with the two outcomes (Pearson's rs ranging approximately from .10 to .50). Specifically, learners' attitudes towards accuracy and (spoken) English had the strongest positive relationships with the outcomes. In the multiple regression models, these two predictors together explained 32% and 11% of the variance in attitudes towards standard accents and pronunciation assessment respectively.
{"title":"The relationships between learner‐related variables and attitudes towards standard accents and pronunciation assessment: A large‐scale study of secondary‐level EFL learners in Hong Kong","authors":"Art Tsang","doi":"10.1002/tesj.796","DOIUrl":"https://doi.org/10.1002/tesj.796","url":null,"abstract":"Despite scholars' advocacy of intelligibility over nativelikeness in the EFL education context, many learners still seem to favour standard British and American accents. However, comparisons across studies have shown some changes in learners' perceptions, suggesting a move away from standard accent orientation. This article reports part of a larger study that examined the relationships between four learner‐related predictor variables (self‐rated proficiency, previous exposure to different accents, attitude towards [spoken] English, and attitude towards accuracy) and two outcome variables (learners' attitudes towards standard accents, and attitudes towards pronunciation in speaking proficiency assessment). A questionnaire was completed by 1,300 EFL secondary‐school students in Hong Kong. The four predictors were generally found to correlate significantly with the two outcomes (Pearson's rs ranging approximately from .10 to .50). Specifically, learners' attitudes towards accuracy and (spoken) English had the strongest positive relationships with the outcomes. In the multiple regression models, these two predictors together explained 32% and 11% of the variance in attitudes towards standard accents and pronunciation assessment respectively.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139822281","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":null,"pages":null},"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}
{"title":"Preservice teachers' experience and perceptions of adopting performance‐based assessment in literary texts","authors":"Anisa Cheung, Ziqi Lin (Angela)","doi":"10.1002/tesj.793","DOIUrl":"https://doi.org/10.1002/tesj.793","url":null,"abstract":"","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140484409","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}
Yasuko Kanno, Cecilia Rios‐Aguilar, George C. Bunch
In this essay, the authors explore the dilemmas facing researchers, educators, and policymakers in how to refer to multilingual students who are deemed in need of language support in school. There is a growing concern with the label English learner, the term currently used in U.S. federal legislation, as focusing exclusively on students' English language acquisition and ignoring their multilingual resources. Alternative terms such as emergent bilingual and multilingual learner that underscore students' multilingual assets have become widespread alternatives. The authors argue that the critiques of the term English learner must be taken seriously. They also argue that, given that being classified as English learners in schools has material consequences for students' academic and occupational trajectories, this label cannot simply be wished away. In fact, debating over labels alone carries the danger of mislocating the primary site of struggle for equity and justice in the labels themselves, rather than in the systems that position and frame linguistically minoritized students in a deficit light in the first place. As researchers who have worked with this population for years, the authors, too, are grappling with how to refer to them. Each of them shares the dilemmas they have encountered, and they conclude by offering a multidimensional tool that might assist scholars, educators, and policymakers in reflecting on what is gained and lost by using different terms.
{"title":"English learners? Emergent bilinguals? Multilingual learners?: Goals, contexts, and consequences in labeling students","authors":"Yasuko Kanno, Cecilia Rios‐Aguilar, George C. Bunch","doi":"10.1002/tesj.797","DOIUrl":"https://doi.org/10.1002/tesj.797","url":null,"abstract":"In this essay, the authors explore the dilemmas facing researchers, educators, and policymakers in how to refer to multilingual students who are deemed in need of language support in school. There is a growing concern with the label English learner, the term currently used in U.S. federal legislation, as focusing exclusively on students' English language acquisition and ignoring their multilingual resources. Alternative terms such as emergent bilingual and multilingual learner that underscore students' multilingual assets have become widespread alternatives. The authors argue that the critiques of the term English learner must be taken seriously. They also argue that, given that being classified as English learners in schools has material consequences for students' academic and occupational trajectories, this label cannot simply be wished away. In fact, debating over labels alone carries the danger of mislocating the primary site of struggle for equity and justice in the labels themselves, rather than in the systems that position and frame linguistically minoritized students in a deficit light in the first place. As researchers who have worked with this population for years, the authors, too, are grappling with how to refer to them. Each of them shares the dilemmas they have encountered, and they conclude by offering a multidimensional tool that might assist scholars, educators, and policymakers in reflecting on what is gained and lost by using different terms.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487241","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 revisits complex dynamic systems theory (CDST) and provides a new synthesis that, the authors argue, may empower language teachers. The particular focus is on the interplay between change and stability in complex dynamic systems, including language teaching and learning. The article identifies four key dynamical properties of complex dynamic systems, which reflect change, stability, and the interplay between these two. The dynamical properties are historicity, adaptiveness, nonlinearity, and emergence. The authors associate these dynamic properties with four recognisable types of activity: normative, contingent, creative, and purposeful teaching and learning. The central argument is that language teaching and learning are interconnected, and language teaching that promotes these four types of teaching and learning activity may also promote opportunities for language learning. The authors conclude with a discussion of how teachers may use this CDST perspective to reflect on three aspects of their professional context—teaching, language, and agency—and how such reflection, followed by action, may promote opportunities for language learning in their contexts.
{"title":"Revisiting complex dynamic systems theory: Empowering language teachers and teaching","authors":"Juup Stelma, Achilleas Kostoulas","doi":"10.1002/tesj.790","DOIUrl":"https://doi.org/10.1002/tesj.790","url":null,"abstract":"This article revisits complex dynamic systems theory (CDST) and provides a new synthesis that, the authors argue, may empower language teachers. The particular focus is on the interplay between change and stability in complex dynamic systems, including language teaching and learning. The article identifies four key dynamical properties of complex dynamic systems, which reflect change, stability, and the interplay between these two. The dynamical properties are historicity, adaptiveness, nonlinearity, and emergence. The authors associate these dynamic properties with four recognisable types of activity: normative, contingent, creative, and purposeful teaching and learning. The central argument is that language teaching and learning are interconnected, and language teaching that promotes these four types of teaching and learning activity may also promote opportunities for language learning. The authors conclude with a discussion of how teachers may use this CDST perspective to reflect on three aspects of their professional context—teaching, language, and agency—and how such reflection, followed by action, may promote opportunities for language learning in their contexts.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139465297","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：