教学大纲里有什么?解构全球英语》课程提纲

IF 3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Tesol Quarterly Pub Date : 2023-12-25 DOI:10.1002/tesq.3288
Ali Fuad Selvi
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引用次数: 0

摘要

尽管近来全球英语课程在数量上(全球开设的课程数量)和质量上(各种规模、形式、模式和方式)都在激增,但在现有的文献中,跨越各种背景的大规模系统性调查却明显不足。从这一基本前提出发,本研究试图通过对位于不同地理环境中的英语、TESOL 或应用语言学课程中提供的全球英语课程大纲(n = 104)进行探索性内容分析来弥补这一不足。将课程大纲定位为主要数据源,并以批判性的解释视角对其进行解构,为教师教育者对全球英语的定位以及影响其教学决策的教学参数提供了有力的见解。研究结果表明,数据集中的课程主要从全球英语的全球语言地位、地理空间变化以及其用途和用户的异质性等方面来定位全球英语。此外,这些课程的教学目标主要倾向于通过来自全球北方的学术成果培养低阶思维能力,并通过书面作业、考试和口头报告进行评估。在培养以全球英语为中心的强大专业知识基础所需的教学内容、实践和经验方面存在的明显差距表明,这些课程目前的结构有可能被视为仅仅是 "政治正确 "的、象征性的和琐碎的 "关于 "而不是 "为了 "全球英语的补充。
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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.
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来源期刊
Tesol Quarterly
Tesol Quarterly Multiple-
CiteScore
6.40
自引率
6.20%
发文量
84
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.
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