{"title":"THEORY AND PRACTICE IN SECOND LANGUAGE TEACHERIDENTITY: RESEARCHING, THEORISINGAND ENACTINGKarimSadeghi and FarahGhaderiSpringer. ISBN 978–30311–3160‐8 (hardcover; price USD 109.99), 978–30311–3163‐9 (paperback; price USD 92.47), 978–30311–3161‐5 (e‐book). 312 + xvii pages","authors":"Shanshan Wang","doi":"10.1002/tesj.783","DOIUrl":"https://doi.org/10.1002/tesj.783","url":null,"abstract":"","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"67 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139252422","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":"Using the power of story to enhance vocabulary acquisition for English language learners in higher education","authors":"Mara M. Marino","doi":"10.1002/tesj.777","DOIUrl":"https://doi.org/10.1002/tesj.777","url":null,"abstract":"","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139274032","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}
Computer science research has increasingly documented social group bias in artificial intelligence (AI). Examples include bias against African Americans in software used by courts to determine bail and sentencing decisions (Angwin et al., 2016), facial recognition systems performing better on people with lighter skin (Buolamwini & Gebru, 2018), and a hiring algorithm penalizing graduates of women's colleges (Silberg & Manyika, 2019). Sources for AI bias are complex. They include bias in the initial data used by the AI along with the role of AI algorithms themselves in “amplifying” such initial biases (Ntoutsi et al., 2020). Effects of AI bias are commonly seen in search engine results that an AI application many use on a daily basis (Noble, 2018).
计算机科学研究越来越多地记录了人工智能(AI)中的社会群体偏见。例子包括法院在确定保释和量刑决定时使用的软件中对非裔美国人的偏见(Angwin et al.， 2016)，面部识别系统在肤色较浅的人身上表现更好(Buolamwini &Gebru, 2018)，以及一种惩罚女子大学毕业生的招聘算法(Silberg &艾斯曼,2019)。人工智能偏见的来源很复杂。它们包括人工智能使用的初始数据中的偏差，以及人工智能算法本身在“放大”这种初始偏差中的作用(noutsi等人，2020)。人工智能偏差的影响通常出现在人工智能应用程序每天使用的搜索引擎结果中(Noble, 2018)。
{"title":"Why understanding and responding to search engine bias matters to language educators","authors":"Charles Allen Brown","doi":"10.1002/tesj.779","DOIUrl":"https://doi.org/10.1002/tesj.779","url":null,"abstract":"<h2>1 INTRODUCTION</h2>\u0000<p>Computer science research has increasingly documented social group bias in artificial intelligence (AI). Examples include bias against African Americans in software used by courts to determine bail and sentencing decisions (Angwin et al., <span>2016</span>), facial recognition systems performing better on people with lighter skin (Buolamwini & Gebru, <span>2018</span>), and a hiring algorithm penalizing graduates of women's colleges (Silberg & Manyika, <span>2019</span>). Sources for AI bias are complex. They include bias in the initial data used by the AI along with the role of AI algorithms themselves in “amplifying” such initial biases (Ntoutsi et al., <span>2020</span>). Effects of AI bias are commonly seen in search engine results that an AI application many use on a daily basis (Noble, <span>2018</span>).</p>","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"265 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138542125","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 research brief reports on emerging findings from a larger project examining Indonesian university English language teachers' professional development in implementing technology-enhanced task-based language teaching (TBLT) through exploratory practice (EP). Many studies have focused on the effectiveness of TBLT in promoting students' language development through pedagogical intervention (East, 2019). In Indonesia, relevant research has examined the issue of materials development for TBLT (Widodo, 2015) and the use of technology (digital storytelling) to develop university students' writing (Azis & Husnawadi, 2020). However, few studies to date have focused on the role of language teachers' professional development in TBLT, which should receive more attention due to the critical role teachers play in implementing TBLT (Van den Branden, 2016). To address this gap, our study explored English language teachers' professional development in designing and implementing technology-enhanced TBLT in Indonesian universities. To develop professional capacity in implementing technology-enhanced TBLT (TETBLT), language teachers may undertake a variety of activities, such as participating in in-service teacher training, attending conferences and seminars, and conducting practitioner research (Van den Branden, 2016; Ziegler, 2016). This study focused on language teachers' participation in a particular form of practitioner research, namely exploratory practice (Allwright & Hanks, 2009). What motivated English language teachers to join EP for designing and implementing TETBLT? We conducted this qualitative study to examine Indonesian university teachers' motivation to participate in EP during the pandemic. Ten English language teachers (two male and eight female) from three Indonesian universities participated in the study. The participants' teaching experiences varied, from 2 to more than 20 years of teaching. They also taught different courses: ESP-related courses, Grammar in Written discourse, Academic Writing, and Public Speaking courses. In this report, we use pseudonyms to anonymize the participants. During the study, the participants were provided with a series of professional development activities (EP workshop series). In the activities, they were introduced to the concept of EP and its principles as well as how to undertake collaborative inquiries with students with the help of potentially exploitable pedagogic activities (PEPAs). These PEPAs aimed to help the participants in achieving shared understandings with their students. The participants were encouraged to use various PEPAs to collect data and explore significant issues in language teaching; these include, but are not limited to, discussion, student–teacher conference, reflective journals, and diaries. Data were gathered through semi-structured interviews from the participants on an online platform (i.e., Zoom). We collected two semi-structured interviews (40 minutes up to an hour) for each par
{"title":"Exploratory practice for teacher professional development in Indonesia","authors":"Junjun Muhamad Ramdani, Xuesong (Andy) Gao","doi":"10.1002/tesj.775","DOIUrl":"https://doi.org/10.1002/tesj.775","url":null,"abstract":"This research brief reports on emerging findings from a larger project examining Indonesian university English language teachers' professional development in implementing technology-enhanced task-based language teaching (TBLT) through exploratory practice (EP). Many studies have focused on the effectiveness of TBLT in promoting students' language development through pedagogical intervention (East, 2019). In Indonesia, relevant research has examined the issue of materials development for TBLT (Widodo, 2015) and the use of technology (digital storytelling) to develop university students' writing (Azis & Husnawadi, 2020). However, few studies to date have focused on the role of language teachers' professional development in TBLT, which should receive more attention due to the critical role teachers play in implementing TBLT (Van den Branden, 2016). To address this gap, our study explored English language teachers' professional development in designing and implementing technology-enhanced TBLT in Indonesian universities. To develop professional capacity in implementing technology-enhanced TBLT (TETBLT), language teachers may undertake a variety of activities, such as participating in in-service teacher training, attending conferences and seminars, and conducting practitioner research (Van den Branden, 2016; Ziegler, 2016). This study focused on language teachers' participation in a particular form of practitioner research, namely exploratory practice (Allwright & Hanks, 2009). What motivated English language teachers to join EP for designing and implementing TETBLT? We conducted this qualitative study to examine Indonesian university teachers' motivation to participate in EP during the pandemic. Ten English language teachers (two male and eight female) from three Indonesian universities participated in the study. The participants' teaching experiences varied, from 2 to more than 20 years of teaching. They also taught different courses: ESP-related courses, Grammar in Written discourse, Academic Writing, and Public Speaking courses. In this report, we use pseudonyms to anonymize the participants. During the study, the participants were provided with a series of professional development activities (EP workshop series). In the activities, they were introduced to the concept of EP and its principles as well as how to undertake collaborative inquiries with students with the help of potentially exploitable pedagogic activities (PEPAs). These PEPAs aimed to help the participants in achieving shared understandings with their students. The participants were encouraged to use various PEPAs to collect data and explore significant issues in language teaching; these include, but are not limited to, discussion, student–teacher conference, reflective journals, and diaries. Data were gathered through semi-structured interviews from the participants on an online platform (i.e., Zoom). We collected two semi-structured interviews (40 minutes up to an hour) for each par","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":" 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242690","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}
The benefits of using corpora for language teaching have been well researched—namely, bringing authentic language into the classroom, correcting teacher intuition, and promoting autonomous learning, to name a few (O'Keeffe et al., 2007). However, the use of corpora in mainstream teaching practice remains low (Poole, 2020). Poole (2020) suggests that this is because few ready-made corpus materials exist for teachers to use in the classroom, noting that most corpus resources are not intuitive to users. This article presents an exploration of Charles's (2015) work in teaching doctoral students to use corpora, wherein she outlines how students can create their own “DIY corpora” to investigate discipline-specific academic writing. For corpora to move from theory to practice, researchers have called on language teachers to teach with corpora and report on their experiences in their classrooms (Callies, 2019). Using corpora, teachers can deepen their own language knowledge and awareness, expand their understanding of language use in different contexts, and gain insights into learners' language needs and common errors, thus enabling them to make more informed instructional decisions and design effective language teaching materials. Provided here for novice corpus teachers to demystify the process are observations I made with my students when learning to use a corpus in the classroom. Charles (2015) trained students to build their own discipline-specific corpora to promote language autonomy and awareness. I followed her design but adapted it by showing students how to build their small corpora in Sketch Engine instead of AntConc. The non–credit bearing module was offered at an Irish university and aimed to help English language learners improve their academic writing in their master's programmes. Students in this module understood academic terms such as hedging, linking devices, and transitions, but still struggled as second language writers. They enrolled in this module to help them write their master's dissertations. Most students' native language was Chinese. Charles (2015) recommends introducing students to different corpora with active and reflective tasks. As materials for this module, the tasks I adapted came from an online corpus course through the University of Sheffield. The module was carried out over 12 weeks, with each class being approximately 90 minutes. Table 1 provides the syllabus for the module. Throughout the module, we concluded three main observations: 1) acknowledge the challenges and persevere; 2) less is more; and 3) specificity is key. Learning to use a corpus can be challenging for both the teacher and the students mainly due to the amount of data (or words) in the corpus. However, we learned that corpus websites like Sketch Engine allowed us to choose how many sentences to download beforehand, which for teachers means that you can show fewer examples to students. For students, it means they can control how many samples they wan
{"title":"Observations of teaching and learning with corpora","authors":"Cathryn Bennett","doi":"10.1002/tesj.774","DOIUrl":"https://doi.org/10.1002/tesj.774","url":null,"abstract":"The benefits of using corpora for language teaching have been well researched—namely, bringing authentic language into the classroom, correcting teacher intuition, and promoting autonomous learning, to name a few (O'Keeffe et al., 2007). However, the use of corpora in mainstream teaching practice remains low (Poole, 2020). Poole (2020) suggests that this is because few ready-made corpus materials exist for teachers to use in the classroom, noting that most corpus resources are not intuitive to users. This article presents an exploration of Charles's (2015) work in teaching doctoral students to use corpora, wherein she outlines how students can create their own “DIY corpora” to investigate discipline-specific academic writing. For corpora to move from theory to practice, researchers have called on language teachers to teach with corpora and report on their experiences in their classrooms (Callies, 2019). Using corpora, teachers can deepen their own language knowledge and awareness, expand their understanding of language use in different contexts, and gain insights into learners' language needs and common errors, thus enabling them to make more informed instructional decisions and design effective language teaching materials. Provided here for novice corpus teachers to demystify the process are observations I made with my students when learning to use a corpus in the classroom. Charles (2015) trained students to build their own discipline-specific corpora to promote language autonomy and awareness. I followed her design but adapted it by showing students how to build their small corpora in Sketch Engine instead of AntConc. The non–credit bearing module was offered at an Irish university and aimed to help English language learners improve their academic writing in their master's programmes. Students in this module understood academic terms such as hedging, linking devices, and transitions, but still struggled as second language writers. They enrolled in this module to help them write their master's dissertations. Most students' native language was Chinese. Charles (2015) recommends introducing students to different corpora with active and reflective tasks. As materials for this module, the tasks I adapted came from an online corpus course through the University of Sheffield. The module was carried out over 12 weeks, with each class being approximately 90 minutes. Table 1 provides the syllabus for the module. Throughout the module, we concluded three main observations: 1) acknowledge the challenges and persevere; 2) less is more; and 3) specificity is key. Learning to use a corpus can be challenging for both the teacher and the students mainly due to the amount of data (or words) in the corpus. However, we learned that corpus websites like Sketch Engine allowed us to choose how many sentences to download beforehand, which for teachers means that you can show fewer examples to students. For students, it means they can control how many samples they wan","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"98 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135539601","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}
TESOL JournalEarly View e776 MEDIA REVIEW ENGLISH AS A FOREIGN LANGUAGE FOR DEAF AND HARD OF HEARING LEARNERS: TEACHING STRATEGIES AND INTERVENTIONSEdited by Ewa Domagała-Zyś, Nuzha Moritz, and Anna PodlewskaRoutledge. ISBN 978–1–003-16217-9, price GBP 13.59 (Ebook); ISBN 978–0–367-75354-2, price GBP 39.19 (hardcover); ISBN 978–0–367-75356-6, price GBP 13.59 (paperback). 156 pages Yunda Lestari, Yunda Lestari [email protected] Universitas Negeri SemarangSearch for more papers by this authorAmumpuni Rengganis Siwi, Amumpuni Rengganis Siwi [email protected] Universitas Negeri SemarangSearch for more papers by this authorMustakim Sagita, Corresponding Author Mustakim Sagita [email protected] Universitas Negeri SemarangSearch for more papers by this author Samsudin, Samsudin [email protected] Universitas Teknologi SumbawaSearch for more papers by this author Yunda Lestari, Yunda Lestari [email protected] Universitas Negeri SemarangSearch for more papers by this authorAmumpuni Rengganis Siwi, Amumpuni Rengganis Siwi [email protected] Universitas Negeri SemarangSearch for more papers by this authorMustakim Sagita, Corresponding Author Mustakim Sagita [email protected] Universitas Negeri SemarangSearch for more papers by this author Samsudin, Samsudin [email protected] Universitas Teknologi SumbawaSearch for more papers by this author First published: 06 November 2023 https://doi.org/10.1002/tesj.776Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. REFERENCES Domagała-Zyśk, E., & Podlewska, A. (2019). Strategies of oral communication of deaf and hard-of-hearing (D/HH) non-native English users. European Journal of Special Needs Education, 34(2), 156–171. https://doi.org/10.1080/08856257.2019.1581399 Krashen, S. (1987). Principles and practice in second language acquisition. Hemel Hempstead, England: Prentice-Hall International. Krashen, S. (2011). The compelling (not just interesting) input hypothesis. The English Connection (KOTESOL), 15(3), 1. https://koreatesol.org/content/english-connection-article-series Krashen, S., & Terrel, T. (1983). The natural approach: Language acquisition in the classroom. Oxford, England: Pergamon Press. Leybaert, J. (1993). Reading in the deaf: The roles of phonological codes. In M. Marschark & M. D. Clark (Eds.), Psychological perspectives on deafness (Volume 1, pp. 269–310). Mahwah, NJ: Lawrence Erlbaum. Early ViewOnline Version of Record before inclusion in an issuee776 ReferencesRelatedInformation
TESOL JournalEarly View e776 MEDIA REVIEW ENGLISH AS A FOREIGN LANGUAGE FOR DEAF AND HARD OF HEARING LEARNERS：由 Ewa Domagała-Zyś、Nuzha Moritz 和 Anna Podlewska 编辑Routledge。ISBN 978-1-003-16217-9，售价 13.59 英镑（电子书）；ISBN 978-0-367-75354-2，售价 39.19 英镑（精装书）；ISBN 978-0-367-75356-6，售价 13.59 英镑（平装书）。156 页 Yunda Lestari, Yunda Lestari [email protected] Universitas Negeri SemarangSearch for more papers by this authorAmumpuni Rengganis Siwi, Amumpuni Rengganis Siwi [email protected] Universitas Negeri SemarangSearch for more papers by this authorMustakim Sagita、通讯作者 Mustakim Sagita [email protected] Universitas Negeri SemarangSearch for more papers by this author Samsudin, Samsudin [email protected] Universitas Teknologi SumbawaSearch for more papers by this author Yunda Lestari、Yunda Lestari [email protected] Universitas Negeri SemarangSearch for more papers by this authorAmumpuni Rengganis Siwi, Amumpuni Rengganis Siwi [email protected] Universitas Negeri SemarangSearch for more papers by this authorMustakim Sagita、通讯作者 Mustakim Sagita [email protected] Universitas Negeri SemarangSearch for more papers by this author Samsudin, Samsudin [email protected] Universitas Teknologi SumbawaSearch for more papers by this author 首次发表：06 November 2023 https://doi.org/10.1002/tesj.776阅读全文关于PDF工具请求许可导出引文添加到收藏夹跟踪引文分享分享给予访问权分享全文访问权分享全文访问权请查看我们的使用条款和条件，并勾选下面的复选框以分享文章的全文版本.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable Link使用下面的链接与您的朋友和同事分享本文的全文版本。了解更多信息复制 URL 分享链接分享到电子邮件FacebookTwitterLinkedInReddit微信本文暂无摘要。参考文献 Domagała-Zyśk, E., & Podlewska, A. (2019)。聋人和重听者（D/H）非英语母语使用者的口语交际策略。European Journal of Special Needs Education, 34(2), 156-171. https://doi.org/10.1080/08856257.2019.1581399 Krashen, S. (1987).Principles and Practice in Second Language Acquisition.英国赫默尔亨普斯特德：Prentice-Hall International.Krashen, S. (2011).The compelling (not just interesting) input hypothesis.https://koreatesol.org/content/english-connection-article-series Krashen, S., & Terrel, T. (1983).The natural approach：The natural approach: Language acquisition in the classroom.英国牛津：Pergamon Press.Leybaert, J. (1993).聋人阅读：语音编码的作用。In M. Marschark & M. D. Clark (Eds.), Psychological perspectives on deafness (Volume 1, pp. 269-310).Mahwah, NJ: Lawrence Erlbaum.早期查看在线版本记录在纳入期刊之前e776 参考文献相关信息
{"title":"ENGLISH AS A FOREIGN LANGUAGE FOR DEAF AND HARD OF HEARING LEARNERS: TEACHING STRATEGIES AND INTERVENTIONSEdited by EwaDomagała‐Zyś, NuzhaMoritz, and AnnaPodlewskaRoutledge. <scp>ISBN</scp> 978–1–003‐16217‐9, price <scp>GBP</scp> 13.59 (Ebook); <scp>ISBN</scp> 978–0–367‐75354‐2, price <scp>GBP</scp> 39.19 (hardcover); <scp>ISBN</scp> 978–0–367‐75356‐6, price <scp>GBP</scp> 13.59 (paperback). 156 pages","authors":"Yunda Lestari, Amumpuni Rengganis Siwi, Mustakim Sagita, None Samsudin","doi":"10.1002/tesj.776","DOIUrl":"https://doi.org/10.1002/tesj.776","url":null,"abstract":"TESOL JournalEarly View e776 MEDIA REVIEW ENGLISH AS A FOREIGN LANGUAGE FOR DEAF AND HARD OF HEARING LEARNERS: TEACHING STRATEGIES AND INTERVENTIONSEdited by Ewa Domagała-Zyś, Nuzha Moritz, and Anna PodlewskaRoutledge. ISBN 978–1–003-16217-9, price GBP 13.59 (Ebook); ISBN 978–0–367-75354-2, price GBP 39.19 (hardcover); ISBN 978–0–367-75356-6, price GBP 13.59 (paperback). 156 pages Yunda Lestari, Yunda Lestari [email protected] Universitas Negeri SemarangSearch for more papers by this authorAmumpuni Rengganis Siwi, Amumpuni Rengganis Siwi [email protected] Universitas Negeri SemarangSearch for more papers by this authorMustakim Sagita, Corresponding Author Mustakim Sagita [email protected] Universitas Negeri SemarangSearch for more papers by this author Samsudin, Samsudin [email protected] Universitas Teknologi SumbawaSearch for more papers by this author Yunda Lestari, Yunda Lestari [email protected] Universitas Negeri SemarangSearch for more papers by this authorAmumpuni Rengganis Siwi, Amumpuni Rengganis Siwi [email protected] Universitas Negeri SemarangSearch for more papers by this authorMustakim Sagita, Corresponding Author Mustakim Sagita [email protected] Universitas Negeri SemarangSearch for more papers by this author Samsudin, Samsudin [email protected] Universitas Teknologi SumbawaSearch for more papers by this author First published: 06 November 2023 https://doi.org/10.1002/tesj.776Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. REFERENCES Domagała-Zyśk, E., & Podlewska, A. (2019). Strategies of oral communication of deaf and hard-of-hearing (D/HH) non-native English users. European Journal of Special Needs Education, 34(2), 156–171. https://doi.org/10.1080/08856257.2019.1581399 Krashen, S. (1987). Principles and practice in second language acquisition. Hemel Hempstead, England: Prentice-Hall International. Krashen, S. (2011). The compelling (not just interesting) input hypothesis. The English Connection (KOTESOL), 15(3), 1. https://koreatesol.org/content/english-connection-article-series Krashen, S., & Terrel, T. (1983). The natural approach: Language acquisition in the classroom. Oxford, England: Pergamon Press. Leybaert, J. (1993). Reading in the deaf: The roles of phonological codes. In M. Marschark & M. D. Clark (Eds.), Psychological perspectives on deafness (Volume 1, pp. 269–310). Mahwah, NJ: Lawrence Erlbaum. Early ViewOnline Version of Record before inclusion in an issuee776 ReferencesRelatedInformation","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"461 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135637123","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}
TESOL JournalEarly View e773 MEDIA REVIEW TRANSLINGUAL DISCRIMINATIONBy Sender DovchinCambridge University Press. ISBN 978-10092-0974-8. Price USD 22.00 (paperback). 92 pages. Eman Barri, Corresponding Author Eman Barri [email protected] orcid.org/0000-0002-3060-6519 University of Central Florida Correspondence Email: [email protected]Search for more papers by this author Eman Barri, Corresponding Author Eman Barri [email protected] orcid.org/0000-0002-3060-6519 University of Central Florida Correspondence Email: [email protected]Search for more papers by this author First published: 30 October 2023 https://doi.org/10.1002/tesj.773Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat REFERENCES Baugh, J. (2016). Linguistic profiling and discrimination. In O. García, N. Flores, & M. Spotti (Eds.), The Oxford handbook of language and society (pp. 349–368). London, England: Oxford University Press. Canagarajah, S. (2012). Translingual practice: Global Englishes and cosmopolitan relations. New York, NY: Routledge. García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley Blackwell. Zhao, X., & Biernat, M. (2017). “Welcome to the U.S.” but “change your name”? Adopting Anglo names and discrimination. Journal of Experimental Social Psychology, 70, 59–68. https://doi.org/10.1016/j.jesp.2016.12.008 Early ViewOnline Version of Record before inclusion in an issuee773 ReferencesRelatedInformation
《TESOL JournalEarly View e773 MEDIA REVIEW》译语歧视作者:dovchin剑桥大学出版社。ISBN 978-10092-0974-8。价格22.00美元(平装本)。92页。Eman Barri，通讯作者Eman Barri [email protected] orcid.org/0000-0002-3060-6519佛罗里达中部大学通信电子邮件:[email protected]搜索本作者的更多论文[email protected] orcid.org/0000-0002-3060-6519佛罗里达中部大学通信电子邮件:[email protected]搜索本作者的更多论文首次发表:2023年10月30日https://doi.org/10.1002/tesj.773Read全文taboutpdf ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare给予accessShare全文accessShare全文accessShare请查看我们的使用条款和条件，并勾选下面的复选框共享文章的全文版本。我已经阅读并接受了Wiley在线图书馆使用共享链接的条款和条件，请使用下面的链接与您的朋友和同事分享本文的全文版本。学习更多的知识。复制链接共享链接共享一个emailfacebooktwitterlinkedinreddit微信参考文献Baugh, J.(2016)。语言分析和歧视。见O. García, N. Flores， & M. Spotti(编)，牛津语言与社会手册(第349-368页)。伦敦，英国:牛津大学出版社。Canagarajah, S.(2012)。翻译实践:全球英语和世界性关系。纽约，纽约:劳特利奇。García, O.(2009)。21世纪的双语教育:全球视野。Malden, MA: Wiley Blackwell。赵晓明，Biernat, M.(2017)。“欢迎来到美国”，但“改名”呢?采用英国人的名字和歧视。心理科学学报，30(2):559 - 568。https://doi.org/10.1016/j.jesp.2016.12.008早期视图记录的在线版本包含在一个问题之前773 ReferencesRelatedInformation
{"title":"TRANSLINGUAL DISCRIMINATIONBy SenderDovchinCambridge University Press. <scp>ISBN</scp> 978‐10092‐0974‐8. Price <scp>USD</scp> 22.00 (paperback). 92 pages.","authors":"Eman Barri","doi":"10.1002/tesj.773","DOIUrl":"https://doi.org/10.1002/tesj.773","url":null,"abstract":"TESOL JournalEarly View e773 MEDIA REVIEW TRANSLINGUAL DISCRIMINATIONBy Sender DovchinCambridge University Press. ISBN 978-10092-0974-8. Price USD 22.00 (paperback). 92 pages. Eman Barri, Corresponding Author Eman Barri [email protected] orcid.org/0000-0002-3060-6519 University of Central Florida Correspondence Email: [email protected]Search for more papers by this author Eman Barri, Corresponding Author Eman Barri [email protected] orcid.org/0000-0002-3060-6519 University of Central Florida Correspondence Email: [email protected]Search for more papers by this author First published: 30 October 2023 https://doi.org/10.1002/tesj.773Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat REFERENCES Baugh, J. (2016). Linguistic profiling and discrimination. In O. García, N. Flores, & M. Spotti (Eds.), The Oxford handbook of language and society (pp. 349–368). London, England: Oxford University Press. Canagarajah, S. (2012). Translingual practice: Global Englishes and cosmopolitan relations. New York, NY: Routledge. García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley Blackwell. Zhao, X., & Biernat, M. (2017). “Welcome to the U.S.” but “change your name”? Adopting Anglo names and discrimination. Journal of Experimental Social Psychology, 70, 59–68. https://doi.org/10.1016/j.jesp.2016.12.008 Early ViewOnline Version of Record before inclusion in an issuee773 ReferencesRelatedInformation","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"1 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068695","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}
Abstract Significant research has delved into the methodologies and practices teachers use to foster interculturality in the high school and college foreign language curriculum. Yet, little is known about the intercultural teaching practices teachers use in non‐elite communities where inequity, lack of access, and inclusion have prevailed, especially during COVID‐19. This case study describes how three teachers in three Colombian state schools, where economic divides are notorious, teach for interculturality in distance and virtual learning educational environments during the outbreak of COVID‐19. Findings indicate that teachers' approach to interculturality could be categorized into four intercultural teaching practices: 1) moving from the known to the unknown, 2) going beyond factual information, 3) challenging existing sources, and 4) contextualizing through authenticity. These practices offer guidance and instructional moves about how to teach for interculturality locally and worldwide.
{"title":"Intercultural teaching practices in the <scp>EFL</scp> classroom: The case of non‐elite communities","authors":"Anamaria Sagre, Leonardo Pacheco Machado, Yurisan Tordecilla Zumaquè","doi":"10.1002/tesj.768","DOIUrl":"https://doi.org/10.1002/tesj.768","url":null,"abstract":"Abstract Significant research has delved into the methodologies and practices teachers use to foster interculturality in the high school and college foreign language curriculum. Yet, little is known about the intercultural teaching practices teachers use in non‐elite communities where inequity, lack of access, and inclusion have prevailed, especially during COVID‐19. This case study describes how three teachers in three Colombian state schools, where economic divides are notorious, teach for interculturality in distance and virtual learning educational environments during the outbreak of COVID‐19. Findings indicate that teachers' approach to interculturality could be categorized into four intercultural teaching practices: 1) moving from the known to the unknown, 2) going beyond factual information, 3) challenging existing sources, and 4) contextualizing through authenticity. These practices offer guidance and instructional moves about how to teach for interculturality locally and worldwide.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135512943","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 video the researcher presents preliminary findings from a research and development project (Gynne et al., 2022; Sert et al., 2020) that integrated a digital video tagging tool into the teacher practicum in Sweden. The project involved recording of lessons with the VEO app (Miller and Haines 2021; Sert 2019, 2021), and the use of the recordings in post-observation reflection sessions by student-teachers and mentors. This study presents preliminary findings from the final stage of the project: namely, the analyses of student-teachers' and school-based mentors' perspectives on the use of the method in English language teacher development. The analysis of the interviews with a subset of 6 preservice teachers of English and three mentors working in upper secondary schools showed that this data-led reflective framework promotes (visual) evidence-based reflection and feedback, enriches reflections through repeated (re)view, contributes to teacher leadership, fosters change and development, and encourages future Continuous Professional Development activities. The participants, however, emphasized the need for supervised and continuous use of the tool as well as some practical and technical constraints. Olcay Sert is a professor of English language education at Mälardalen University, Sweden. His book Social Interaction and L2 Classroom Discourse was shortlisted for the BAAL Book Prize in 2016 and became a finalist for the AAAL first book award in 2017. His research deals with classroom discourse, TESOL, and language teacher education. The project was funded by Mälardalens kompetenscentrum för lärande (Mälardalen Competence Center for Learning), and the author was the principal investigator. The data from the interviews with the English language teachers and mentors are part of a broader data set that involves teachers and mentors in mathematics and Swedish as a second language. I thank my colleagues Annaliina Gynne and Maria Larsson who have been my collaborators in the project. I also would like to extend my gratitude to the learners, teachers, and mentors for their support. Video S1 Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.
在这个视频中，研究人员介绍了一个研究和开发项目的初步发现(Gynne等人，2022;Sert et al.， 2020)将数字视频标记工具集成到瑞典的教师实习中。该项目涉及使用VEO应用程序记录课程(Miller and Haines 2021;(2019年，2021年)，以及在学生教师和导师的观察后反思会议中使用录音。本研究呈现了项目最后阶段的初步结果:即分析学生教师和校本导师在英语教师发展中使用该方法的观点。对6名在职英语教师和3名高中教师的访谈分析表明，这种以数据为主导的反思框架促进了(视觉的)基于证据的反思和反馈，通过重复(重新)观点丰富了反思，有助于教师领导，促进变革和发展，并鼓励未来的持续专业发展活动。然而，与会者强调需要监督和持续使用该工具以及一些实际和技术限制。olkay Sert是瑞典Mälardalen大学的英语教育教授。他的书《社会互动和L2课堂话语》于2016年入围BAAL图书奖，并于2017年入围AAAL第一本书奖。他的研究涉及课堂话语、TESOL和语言教师教育。本项目由Mälardalens kompetenscentrum för lärande (Mälardalen Competence Center for Learning)资助，作者为主要研究者。对英语教师和导师的访谈数据是一个更广泛的数据集的一部分，该数据集涉及数学和瑞典语作为第二语言的教师和导师。我要感谢我的同事Annaliina Gynne和Maria Larsson，她们是我在这个项目中的合作者。我也要感谢所有的学员、老师和导师们对我的支持。视频S1请注意:出版商不对作者提供的任何支持信息的内容或功能负责。任何查询(内容缺失除外)都应直接联系文章的通讯作者。
{"title":"“It helped me grow and develop”: Video‐enhanced reflection and feedback in a Swedish teacher education context","authors":"Olcay Sert","doi":"10.1002/tesj.771","DOIUrl":"https://doi.org/10.1002/tesj.771","url":null,"abstract":"In this video the researcher presents preliminary findings from a research and development project (Gynne et al., 2022; Sert et al., 2020) that integrated a digital video tagging tool into the teacher practicum in Sweden. The project involved recording of lessons with the VEO app (Miller and Haines 2021; Sert 2019, 2021), and the use of the recordings in post-observation reflection sessions by student-teachers and mentors. This study presents preliminary findings from the final stage of the project: namely, the analyses of student-teachers' and school-based mentors' perspectives on the use of the method in English language teacher development. The analysis of the interviews with a subset of 6 preservice teachers of English and three mentors working in upper secondary schools showed that this data-led reflective framework promotes (visual) evidence-based reflection and feedback, enriches reflections through repeated (re)view, contributes to teacher leadership, fosters change and development, and encourages future Continuous Professional Development activities. The participants, however, emphasized the need for supervised and continuous use of the tool as well as some practical and technical constraints. Olcay Sert is a professor of English language education at Mälardalen University, Sweden. His book Social Interaction and L2 Classroom Discourse was shortlisted for the BAAL Book Prize in 2016 and became a finalist for the AAAL first book award in 2017. His research deals with classroom discourse, TESOL, and language teacher education. The project was funded by Mälardalens kompetenscentrum för lärande (Mälardalen Competence Center for Learning), and the author was the principal investigator. The data from the interviews with the English language teachers and mentors are part of a broader data set that involves teachers and mentors in mathematics and Swedish as a second language. I thank my colleagues Annaliina Gynne and Maria Larsson who have been my collaborators in the project. I also would like to extend my gratitude to the learners, teachers, and mentors for their support. Video S1 Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135779267","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}
Abstract Professional and academic communication is changing rapidly due to the evolution of new technologies. In the context of language teaching, this scenario offers possibilities for genre innovation (Hafner & Miller, 2018) while also encouraging teachers' reflection on how to best prepare students for effective communication. To this end, it has been suggested that the development of students' multimodal literacy becomes essential (Lim & Tan‐Chia, 2022). This study presents the design and implementation of a genre‐based approach to enhance students' multimodal literacy through elevator pitch presentations. This approach was intended to involve students in the creation and production of a professionally oriented presentation while raising their awareness towards the expression of ideational, textual, and interpersonal meanings. In addition, we report on the students' experience during the pedagogical practice. Overall, the findings show that students were generally satisfied with the process of designing and delivering an elevator pitch presentation. Nevertheless, some students faced challenges during both the design and delivery process, primarily attributed to the demands of this particular genre.
{"title":"Teaching elevator pitch presentations through a multimodal lens: Insights from <scp>ESP</scp> students' experiences","authors":"Vicent Beltrán‐Palanques","doi":"10.1002/tesj.769","DOIUrl":"https://doi.org/10.1002/tesj.769","url":null,"abstract":"Abstract Professional and academic communication is changing rapidly due to the evolution of new technologies. In the context of language teaching, this scenario offers possibilities for genre innovation (Hafner & Miller, 2018) while also encouraging teachers' reflection on how to best prepare students for effective communication. To this end, it has been suggested that the development of students' multimodal literacy becomes essential (Lim & Tan‐Chia, 2022). This study presents the design and implementation of a genre‐based approach to enhance students' multimodal literacy through elevator pitch presentations. This approach was intended to involve students in the creation and production of a professionally oriented presentation while raising their awareness towards the expression of ideational, textual, and interpersonal meanings. In addition, we report on the students' experience during the pedagogical practice. Overall, the findings show that students were generally satisfied with the process of designing and delivering an elevator pitch presentation. Nevertheless, some students faced challenges during both the design and delivery process, primarily attributed to the demands of this particular genre.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"173 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033518","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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