Diego Fernando Macías, Jhon Eduardo Mosquera-Pérez
This study builds on previous research (Galloway & Rose, 2018) that underlines the necessity of raising awareness of distinct kinds of English among prospective English instructors in expanding circle nations. The participants were exposed to these themes through a series of student-led presentations that used English as a lingua franca and World Englishes as a theoretical foundation. The data were gathered through student reports, individual reflections, and semi-structured interviews and were evaluated thematically. The findings demonstrated a development of new perspectives and understandings, a sense of contribution of the theme of World Englishes to teacher professional development, and the participants' positioning as equally skilled users of English. Thus, the study discusses the possibilities and challenges of gradually incorporating English as a lingua franca and World Englishes in the preparation of prospective English teachers.
{"title":"English as a lingua franca, world Englishes, and the preparation of language teachers: An awareness-raising experience in an English teacher education program in Colombia","authors":"Diego Fernando Macías, Jhon Eduardo Mosquera-Pérez","doi":"10.1002/tesj.789","DOIUrl":"https://doi.org/10.1002/tesj.789","url":null,"abstract":"This study builds on previous research (Galloway & Rose, 2018) that underlines the necessity of raising awareness of distinct kinds of English among prospective English instructors in expanding circle nations. The participants were exposed to these themes through a series of student-led presentations that used English as a lingua franca and World Englishes as a theoretical foundation. The data were gathered through student reports, individual reflections, and semi-structured interviews and were evaluated thematically. The findings demonstrated a development of new perspectives and understandings, a sense of contribution of the theme of World Englishes to teacher professional development, and the participants' positioning as equally skilled users of English. Thus, the study discusses the possibilities and challenges of gradually incorporating English as a lingua franca and World Englishes in the preparation of prospective English teachers.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139422598","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}
C. Guerrero‐Nieto, Jairo Enrique Castañeda-Trujillo
In the 1990s, Colombia embraced neoliberalism, and as a result, all public and private institutions and organizations have adhered to its principles. Following this ideology, the national government implemented an educational quality policy intending to standardize processes and measure outcomes to position the country favorably in the global market. These policy actions directly impact schools, further entrenching neoliberalism in education and consequently influencing the practices and identities of teachers. This article centers on the personal experiences of two female English teachers pursuing a master's degree in English teaching. Through semi‐structured narrative interviews and analysis using a narrative‐based analytical framework, the accounts of these teachers reveal the challenges they face due to neoliberal practices, which tend to belittle, exploit, and discredit them. Nevertheless, the narratives also highlight how these teachers overcame their fears and openly expressed their ideas, asserting their critical identities and aligning their actions with the knowledge they gained through their master's studies. Therefore, it can be concluded that despite the disparity between the critical emphasis in teacher education, particularly in public universities, and the expectations placed on educators, the critical identity of these teachers is effectively manifested.
{"title":"Facing neoliberalism in education: How English language teachers enact their critical identities","authors":"C. Guerrero‐Nieto, Jairo Enrique Castañeda-Trujillo","doi":"10.1002/tesj.785","DOIUrl":"https://doi.org/10.1002/tesj.785","url":null,"abstract":"In the 1990s, Colombia embraced neoliberalism, and as a result, all public and private institutions and organizations have adhered to its principles. Following this ideology, the national government implemented an educational quality policy intending to standardize processes and measure outcomes to position the country favorably in the global market. These policy actions directly impact schools, further entrenching neoliberalism in education and consequently influencing the practices and identities of teachers. This article centers on the personal experiences of two female English teachers pursuing a master's degree in English teaching. Through semi‐structured narrative interviews and analysis using a narrative‐based analytical framework, the accounts of these teachers reveal the challenges they face due to neoliberal practices, which tend to belittle, exploit, and discredit them. Nevertheless, the narratives also highlight how these teachers overcame their fears and openly expressed their ideas, asserting their critical identities and aligning their actions with the knowledge they gained through their master's studies. Therefore, it can be concluded that despite the disparity between the critical emphasis in teacher education, particularly in public universities, and the expectations placed on educators, the critical identity of these teachers is effectively manifested.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138944124","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}
Contrary to prevailing research on willingness to communicate (WTC) which treats spoken second language (L2) as the predominant indicator of WTC, this study examines a young English as a second language (ESL) learner's WTC expressed through multimodal means and her utilization of multimodal and multilingual resources for mediating WTC in translingual environments. Data were collected from videotaped ESL lessons and an interview. Adopting a multimodal conversation analysis (CA) approach, this cross-disciplinary study analyzes the ESL novice's WTC expressions in two communicative settings: small-group interactions in ESL class and a multilingual triad conversation in an interview. Findings reveal that (1) gestural WTC display can signify more than one's intention to enter discourse, (2) contrary to previous WTC studies, first language (L1) use can indicate L2 WTC, and (3) the learner used diverse semiotic resources to mediate WTC and sustain discursive engagement. Implications are discussed with respect to the findings. This study extends the understanding of WTC beyond spoken L2 expressions, emphasizing embodied display and L1 use in the learner's communicative repertoire. Additionally, it sheds light on the learner's strategic use of multimodal resources to sustain engagement in translingual environments, contributing to the broader field of language education and multimodal analysis.
{"title":"A multimodal translingual approach to study a young learner's willingness to communicate","authors":"Nickie Wong","doi":"10.1002/tesj.781","DOIUrl":"https://doi.org/10.1002/tesj.781","url":null,"abstract":"Contrary to prevailing research on willingness to communicate (WTC) which treats spoken second language (L2) as the predominant indicator of WTC, this study examines a young English as a second language (ESL) learner's WTC expressed through multimodal means and her utilization of multimodal and multilingual resources for mediating WTC in translingual environments. Data were collected from videotaped ESL lessons and an interview. Adopting a multimodal conversation analysis (CA) approach, this cross-disciplinary study analyzes the ESL novice's WTC expressions in two communicative settings: small-group interactions in ESL class and a multilingual triad conversation in an interview. Findings reveal that (1) gestural WTC display can signify more than one's intention to enter discourse, (2) contrary to previous WTC studies, first language (L1) use can indicate L2 WTC, and (3) the learner used diverse semiotic resources to mediate WTC and sustain discursive engagement. Implications are discussed with respect to the findings. This study extends the understanding of WTC beyond spoken L2 expressions, emphasizing embodied display and L1 use in the learner's communicative repertoire. Additionally, it sheds light on the learner's strategic use of multimodal resources to sustain engagement in translingual environments, contributing to the broader field of language education and multimodal analysis.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138826965","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}
Stephanie Wessels, Theresa Catalano, Jenelle Reeves, Alison E. Leonard, Uma Ganesan, Alessia Barbici-Wagner, Consuelo Gallardo
This arts-practice research study explores what happens when preservice high school teachers (aka teacher-learners) and local refugee communities engage in the co-creation of art together via an arts-and community-based project. Grounded in social justice teacher education, the researchers conducted a 2-week workshop in which participants included preservice high school teachers and local Yazidi community members who explored art in a museum together, spent time getting to know each other and their backgrounds, and re-created some of their stories in the form of dance. Findings reveal a variety of ways in which the workshops helped teacher-learners develop interculturality, increase understanding of migration, become more caring educators, and make personal connections that allowed them to disrupt stereotypes. In addition, the study includes the voices of Yazidi community members and what they want teachers to know about working with refugee children.
{"title":"“Just attaching a face”: Engaging local refugee communities in preservice teacher education focused on students with immigrant/refugee backgrounds","authors":"Stephanie Wessels, Theresa Catalano, Jenelle Reeves, Alison E. Leonard, Uma Ganesan, Alessia Barbici-Wagner, Consuelo Gallardo","doi":"10.1002/tesj.782","DOIUrl":"https://doi.org/10.1002/tesj.782","url":null,"abstract":"This arts-practice research study explores what happens when preservice high school teachers (aka teacher-learners) and local refugee communities engage in the co-creation of art together via an arts-and community-based project. Grounded in social justice teacher education, the researchers conducted a 2-week workshop in which participants included preservice high school teachers and local Yazidi community members who explored art in a museum together, spent time getting to know each other and their backgrounds, and re-created some of their stories in the form of dance. Findings reveal a variety of ways in which the workshops helped teacher-learners develop interculturality, increase understanding of migration, become more caring educators, and make personal connections that allowed them to disrupt stereotypes. In addition, the study includes the voices of Yazidi community members and what they want teachers to know about working with refugee children.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138560279","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}
Digital divides mean that marginalized groups such as adults who speak English as a second or other language (ESOL) are less likely to have access to online instruction. Higher levels of English proficiency are associated with better health and employment; therefore, access to ESOL classes is essential. We investigated how sociodemographics and English proficiency relate to adult learners' preferences for, and barriers to, online instruction of ESOL during and beyond the COVID-19 pandemic. Sixty-one adults completed a survey on their pandemic experiences, demographics, and ESOL classes. Analyses showed nonsignificant relationships between interest in online instruction and internet access, education, income, and age. Respondents reported expecting more nondigital than digital barriers to online instruction overall. Expecting to encounter digital barriers did not constrain respondents' interest in future online instruction; however, beginner-proficiency individuals had higher interest than those with intermediate or no proficiency. Of the five specific types of remote instruction included in the survey, learning to use new technologies interested most respondents the most. Results will inform ESOL practitioners and administrations as they continue to develop online or digital literacies components for their classes.
{"title":"Interest in and barriers to online ESOL instruction for adults during and beyond COVID-19: Exploring relationships with sociodemographics and English proficiency","authors":"Jessica G. Cox, Lauren Y. Chen, Harriet Okatch","doi":"10.1002/tesj.778","DOIUrl":"https://doi.org/10.1002/tesj.778","url":null,"abstract":"Digital divides mean that marginalized groups such as adults who speak English as a second or other language (ESOL) are less likely to have access to online instruction. Higher levels of English proficiency are associated with better health and employment; therefore, access to ESOL classes is essential. We investigated how sociodemographics and English proficiency relate to adult learners' preferences for, and barriers to, online instruction of ESOL during and beyond the COVID-19 pandemic. Sixty-one adults completed a survey on their pandemic experiences, demographics, and ESOL classes. Analyses showed nonsignificant relationships between interest in online instruction and internet access, education, income, and age. Respondents reported expecting more nondigital than digital barriers to online instruction overall. Expecting to encounter digital barriers did not constrain respondents' interest in future online instruction; however, beginner-proficiency individuals had higher interest than those with intermediate or no proficiency. Of the five specific types of remote instruction included in the survey, learning to use new technologies interested most respondents the most. Results will inform ESOL practitioners and administrations as they continue to develop online or digital literacies components for their classes.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530458","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}
Identities are fluid, dynamic, and contextual; and identity (co)construction is a deeply contextualized process, especially when seen through postmodern and poststructural lenses. Adopting a qualitative-researcher-as-bricoleuse stance, the author presents an overarching autoethnographic narrative where she specifically analyzes three critical, nonsimplistic, and layered incidents of linguistic racializations, or raciolinguistic entanglements, that occurred across a multiyear timespan and serve to exemplify similar recurring experiences, and which collectively represent a narrative arc of conflict, crisis, and resolution. Building upon Alim's ideas around transracialization and her own prior individual and collaborative inquiries, the author proposes that agentive transnational-translingual-and-transracial participants explore the liminal spaces and generative tensions created when our languages are (mis)racialized and the co-construction of our raciolinguistic identities gets entangled across inequitable raciolinguistic landscapes. She further suggests that we do so in order to resist and contest the (mis)racialization of our languages and linguistic identities, especially when originating from postcolonial Global South contexts, as both part of our own critical transraciolinguistic transgressions and a broader transraciolinguistic reckoning currently taking place in the Global North.
{"title":"“So, what English do I speak, really?”: A transnational-translingual-and-transracial pracademic inquires into her raciolinguistic entanglements and transraciolinguistic transgressions","authors":"Rashi Jain","doi":"10.1002/tesj.784","DOIUrl":"https://doi.org/10.1002/tesj.784","url":null,"abstract":"Identities are fluid, dynamic, and contextual; and identity (co)construction is a deeply contextualized process, especially when seen through postmodern and poststructural lenses. Adopting a qualitative-researcher-as-bricoleuse stance, the author presents an overarching autoethnographic narrative where she specifically analyzes three critical, nonsimplistic, and layered incidents of linguistic racializations, or <i>raciolinguistic entanglements</i>, that occurred across a multiyear timespan and serve to exemplify similar recurring experiences, and which collectively represent a narrative arc of conflict, crisis, and resolution. Building upon Alim's ideas around transracialization and her own prior individual and collaborative inquiries, the author proposes that agentive transnational-translingual-<i>and</i>-transracial participants explore the liminal spaces and generative tensions created when our languages are (mis)racialized and the co-construction of our raciolinguistic identities gets entangled across inequitable raciolinguistic landscapes. She further suggests that we do so in order to resist and contest the (mis)racialization of our languages and linguistic identities, especially when originating from postcolonial Global South contexts, as both part of our own critical transraciolinguistic transgressions and a broader transraciolinguistic reckoning currently taking place in the Global North.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530456","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}
Many second language pedagogy experts recommend that curricular and instructional planning should begin with needs analysis. Few, however, recommend assessing students' strengths, and those that do seem not to consider learners' strengths to be integral to planning or instruction. Teacher preparation programs and materials that foreground needs analysis while unintentionally marginalizing students' assets might lead teachers to develop a deficit perspective (see Hertzog, 2011), perhaps even leading them to see learners as problems and engender in students a “deficit ESL identity” (Marshall, 2009, p. 51). This article seeks to rectify this imbalance by reporting the results of a case study in which an adult learner's nonscholastic strengths were identified and then foregrounded during instruction to help encourage and reinforce their developing sense of L2 self-efficacy. The results suggest that systematic analysis and reminders of learners' nonscholastic strengths and successes can have powerful effects on learners' L2 self-efficacy beliefs, thereby building and sustaining momentum in the face of language learning obstacles and threats to motivation. The study also has implications for teacher educators in that preparing teachers to focus on learners' assets prior to and during instruction could enhance teachers' understanding of and expectations for their students.
{"title":"Enhancing learners' self-efficacy to support L2 motivation: The need for strengths analysis","authors":"Brian White, Dan Brown","doi":"10.1002/tesj.780","DOIUrl":"https://doi.org/10.1002/tesj.780","url":null,"abstract":"Many second language pedagogy experts recommend that curricular and instructional planning should begin with needs analysis. Few, however, recommend assessing students' strengths, and those that do seem not to consider learners' strengths to be integral to planning or instruction. Teacher preparation programs and materials that foreground needs analysis while unintentionally marginalizing students' assets might lead teachers to develop a deficit perspective (see Hertzog, 2011), perhaps even leading them to see learners as problems and engender in students a “deficit ESL identity” (Marshall, 2009, p. 51). This article seeks to rectify this imbalance by reporting the results of a case study in which an adult learner's nonscholastic strengths were identified and then foregrounded during instruction to help encourage and reinforce their developing sense of L2 self-efficacy. The results suggest that systematic analysis and reminders of learners' nonscholastic strengths and successes can have powerful effects on learners' L2 self-efficacy beliefs, thereby building and sustaining momentum in the face of language learning obstacles and threats to motivation. The study also has implications for teacher educators in that preparing teachers to focus on learners' assets prior to and during instruction could enhance teachers' understanding of and expectations for their students.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530460","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":"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":null,"pages":null},"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}
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