{"title":"教学大纲里有什么?解构全球英语》课程提纲","authors":"Ali Fuad Selvi","doi":"10.1002/tesq.3288","DOIUrl":null,"url":null,"abstract":"Despite the recent proliferation of Global Englishes courses both quantitatively (in terms of the number of programs offered worldwide) and qualitatively (in various sizes, forms, modes, and modalities), large-scale systematic investigations across various contexts are conspicuously underrepresented within the existing body of literature. Departing from this foundational premise, the current study seeks to address this gap through an exploratory content analysis of Global Englishes course syllabi (<i>n</i> = 104) offered within English, TESOL, or applied linguistics programs situated in diverse geographical settings. Positioning course syllabi as a primary data source and deconstructing them with a critical interpretative lens offer powerful insights into teacher educators' positionality of Global Englishes and the pedagogical parameters that shape their instructional decisions. Research results indicated that the courses within the dataset predominantly positioned Global Englishes in terms of its globalinguistic status, geospatial variation, and the heterogeneity characterizing its uses and users. Furthermore, the pedagogical goals of these courses primarily gravitated toward the cultivation of lower-order thinking skills mainly through scholarship emanating from the Global North and were assessed by written assignments, examinations, and oral presentations. The apparent gap in pedagogical content, practices, and experiences needed to cultivate a robust professional knowledge base centered on Global Englishes suggests that these courses, as currently structured, run the risk of being perceived merely as “politically correct”, tokenistic and trivialized additions “about” and not “for” Global Englishes.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"What's in the Syllabus? 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Positioning course syllabi as a primary data source and deconstructing them with a critical interpretative lens offer powerful insights into teacher educators' positionality of Global Englishes and the pedagogical parameters that shape their instructional decisions. Research results indicated that the courses within the dataset predominantly positioned Global Englishes in terms of its globalinguistic status, geospatial variation, and the heterogeneity characterizing its uses and users. Furthermore, the pedagogical goals of these courses primarily gravitated toward the cultivation of lower-order thinking skills mainly through scholarship emanating from the Global North and were assessed by written assignments, examinations, and oral presentations. The apparent gap in pedagogical content, practices, and experiences needed to cultivate a robust professional knowledge base centered on Global Englishes suggests that these courses, as currently structured, run the risk of being perceived merely as “politically correct”, tokenistic and trivialized additions “about” and not “for” Global Englishes.\",\"PeriodicalId\":48245,\"journal\":{\"name\":\"Tesol Quarterly\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2023-12-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Tesol Quarterly\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1002/tesq.3288\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Tesol Quarterly","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1002/tesq.3288","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
What's in the Syllabus? Deconstructing Global Englishes Course Syllabi
Despite the recent proliferation of Global Englishes courses both quantitatively (in terms of the number of programs offered worldwide) and qualitatively (in various sizes, forms, modes, and modalities), large-scale systematic investigations across various contexts are conspicuously underrepresented within the existing body of literature. Departing from this foundational premise, the current study seeks to address this gap through an exploratory content analysis of Global Englishes course syllabi (n = 104) offered within English, TESOL, or applied linguistics programs situated in diverse geographical settings. Positioning course syllabi as a primary data source and deconstructing them with a critical interpretative lens offer powerful insights into teacher educators' positionality of Global Englishes and the pedagogical parameters that shape their instructional decisions. Research results indicated that the courses within the dataset predominantly positioned Global Englishes in terms of its globalinguistic status, geospatial variation, and the heterogeneity characterizing its uses and users. Furthermore, the pedagogical goals of these courses primarily gravitated toward the cultivation of lower-order thinking skills mainly through scholarship emanating from the Global North and were assessed by written assignments, examinations, and oral presentations. The apparent gap in pedagogical content, practices, and experiences needed to cultivate a robust professional knowledge base centered on Global Englishes suggests that these courses, as currently structured, run the risk of being perceived merely as “politically correct”, tokenistic and trivialized additions “about” and not “for” Global Englishes.
期刊介绍:
TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.