| 1. |
- Bergström, Jenny, 1979-, et al.
(författare)
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"English is not really a subject" : language ideologies and language learning in an introduction program
- 2024
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Ingår i: TESOL quarterly (Print). - : John Wiley & Sons. - 0039-8322 .- 1545-7249.
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores the construction of language ideologies and language learning within English-language education in a Language Introduction Program (LIP) in Sweden. LIP is an individual transitional program for newly arrived migrant students that seeks to quickly transition adolescents into further education or the job market. High proficiency in English is important in Swedish society and insufficient knowledge of English might lead to consequences for individuals, but also long-term consequences for society regarding inequality and inequity. The methodology is based on linguistic ethnography, with observations and interviews at two schools. Data from interviews with English teachers and principals at LIP are analyzed using Foucauldian perspectives to discuss power and individualization. Our results show that LIP is organized in a manner that reduces teachers' possibilities to cooperate and assist each other in planning, assessing, and in developing teaching practices. To a certain extent, principals withdraw from their responsibility and place a significant amount of organizational responsibility on individual English teachers. Furthermore, monolingual ideologies are prominent in educational practices, and LIP is often positioned as different from the rest of the school which increases isolation.
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| 2. |
- Coleman, Jim, et al.
(författare)
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Forum on English-medium Instruction
- 2018
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Ingår i: TESOL quarterly (Print). - : Wiley-Blackwell. - 0039-8322 .- 1545-7249. ; 52:3, s. 701-720
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- During the first half of 2017, four scholars who know English-medium instruction (EMI) well and view it from different perspectives took part in a round-robin exchange. The forum contributors answered six sets of questions on aspects of EMI: defining terms; learning English in an EMI environment; the political or policy framework; learning a subject in a second language; teachers working in a second language; and EMI and multilingual education. Below is a summary of their answers (a longer version can be found in the online version of this Forum as supplementary content). The questions were devised and the responses edited by Philip Shaw.
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| 3. |
- Eger, Maureen A., Dr. 1977-, et al.
(författare)
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“Speak English” : a comment on English language instruction in an era of neo-nationalism
- 2023
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Ingår i: TESOL quarterly (Print). - : John Wiley & Sons. - 0039-8322 .- 1545-7249. ; 57:3, s. 969-981
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Tidskriftsartikel (refereegranskat)abstract
- Previous research on neo-nationalism has largely focused on the political arena, analyzing voters, parties, and policies. The scholarship featured in this special issue moves beyond the analysis of neo-nationalism in contemporary politics to show how the ideology is enacted at the micro level. The stage for these dynamic interactions is educational settings related to the teaching of English. In this article, we comment on this new research that illustrates the variety of ways English language instruction can either advance or combat neo-nationalism. Despite the diversity of roles that English plays across different geographic and national-level contexts, this corpus of work makes evident the importance of language in maintaining national group boundaries. Inspired by this knowledge, we use data from the International Social Survey Program (ISSP) to explore how attitudes about speaking the national language are related to neo-nationalist stances cross-nationally. Our findings, which echo the micro-level evidence presented in the special issue, show that national languages are inextricably linked to the maintenance of national group boundaries and associated with neo-nationalist concerns about the erosion of national culture, economy, and political institutions due to perceived foreign threats.
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| 4. |
- Henry, Alastair, 1963-, et al.
(författare)
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Motivational Strategies and the Reframing of English : Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters
- 2018
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Ingår i: TESOL quarterly (Print). - : Wiley. - 0039-8322 .- 1545-7249. ; :2, s. 247-273
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Tidskriftsartikel (refereegranskat)abstract
- Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting where students have extensive extramural English encounters, teachers have found to be effective in generating motivation. Using Dörnyei's (2001) taxonomy of motivational strategies as an analytical tool, 112 descriptions of motivational activities provided by a randomly drawn sample of secondary EFL teachers in Sweden (N = 252) were content-analyzed with a focus on design and content. Providing support for Dörnyei's proposals, the results reveal the prominence of activities that enable students to work with authentic materials (cultural artefacts produced for a purpose other than teaching) and in ways that can be experienced as authentic. Activities involving digital technologies which provide opportunities for creativity are also prominent. Use of authentic materials places high demands on teachers' pedagogical and linguistic skills. In contexts where students respond positively to such activities, teachers' language awareness skills become of significant importance.
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| 5. |
- Henry, Alastair, 1963-
(författare)
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Online Media Creation and L2 Motivation : A Socially Situated Perspective
- 2019
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Ingår i: TESOL quarterly (Print). - : Wiley. - 0039-8322 .- 1545-7249. ; 53:2, s. 372-404
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Tidskriftsartikel (refereegranskat)abstract
- Digital technologies are increasingly common in language learning. Online media creation provides scope for agency and spaces for identity construction, but empirically grounded conceptualizations of the influences on learners' motivation are lacking and the digital technology–second language motivation interface remains largely unexplored. Using a grounded theory ethnographic approach (Charmaz,2006), and with the aim of developing a theoretical account of the emergence of motivation in online media creation, this study investigated a blog project in an English language classroom in Sweden. Engaging with multiple data sources, and using Ito and colleagues' (2010) theory of participation in media practices as an analytical framework, motivation is conceptualized as stemming from the desire to create a visually appealing and authentic artefact, from a perception of audience, and through the documentation of identities. Variations in motivational intensity between student groups could betraced to varying investments in digital media practices. Primarily, differences were between validation-seeking that was locally oriented and validation-seeking conditioned through actions within a genre of practice. These conceptualizations are of importance for English language teaching. In language-developing activities that involve online media creation, motivation can be enhanced when space for genre exploration is provided
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| 6. |
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| 7. |
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| 8. |
- Kerfoot, Caroline, 1955-
(författare)
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Participatory education in South Africa: contradictions and challenges.
- 1993
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Ingår i: TESOL quarterly (Print). - 0039-8322 .- 1545-7249. ; 27:3, s. 431-447
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Tidskriftsartikel (refereegranskat)abstract
- This paper describes and critiques a participatory ESL curriculum development project within a South African nongovernmental organisation. It locates this project within the political and economic context as South Africa moves from apartheid towards democracy. The contradictions inherent in developing participatory curricula and materials for large-scale use are described, and the choices made to reconcile them discussed. The paper ends with a discussion of the challenges facing adult basic education (ABE) in the future and suggests some directions for development.
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| 9. |
- Kunitz, Silvia, 1976-, et al.
(författare)
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Tracking immanent language learning behavior over time in task-based classroom work
- 2017
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Ingår i: TESOL quarterly (Print). - : Wiley. - 0039-8322 .- 1545-7249. ; 51:3, s. 507-535
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Tidskriftsartikel (refereegranskat)abstract
- In this study, the authors explore how classroom tasks that are commonly used in task‐based language teaching (TBLT) are achieved as observable aspects of local educational order (Hester & Francis, 2000) through observable and immanently social classroom behaviors. They focus specifically on students’ language learning behaviors, which they track through the longitudinal conversation‐analytic methodology called learning behavior tracking (LBT) (Markee, 2008). From a theoretical point of view, they situate LBT within the ethnomethodological (EM) perspective on social action pioneered by Garfinkel (1967) and relate it to socially defined ways of understanding planning (Burch, 2014; Markee & Kunitz, 2013). In the empirical part of the article, the researchers analyze TBLT work that was conducted in an English as a foreign language (EFL) classroom in a Swedish junior high school. Specifically, they track the occurrences of a learnable (the spelling of the word disgusting) that was emically oriented to as such by the students as they engaged in planning and accomplishing teacher‐assigned tasks. The authors then develop an emic, sequential account of the participants’ practical reasoning and dynamically evolving epistemic positions. They argue that this kind of basic empirical research refines our understanding of how TBLT curriculum work is achieved by participants as practical, mundane, and observable activities in language classrooms, and that these insights may feed into more applied research on teacher training, thereby fostering the design of instructional innovations.
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| 10. |
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| 11. |
- Lee, Joseph
(författare)
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Corpora, Locally Sourced : An Approach to Addressing the Specific Needs of ESL Writing Programs
- 2023
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Ingår i: TESOL quarterly (Print). - : Wiley-Blackwell Publishing Inc.. - 0039-8322 .- 1545-7249.
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Tidskriftsartikel (refereegranskat)abstract
- This paper discusses the development and implementation of a locally-sourced corpus to address the specific needs of an ESL writing program. The paper begins with a description of the motivation and development of the Corpus of Ohio Learner and Teacher English (COLTE), a large in-house corpus consisting of assessed ESL student writing and teacher feedback from first-year writing courses. The paper illustrates research conducted within the local context using the COLTE and discusses how the program's corpus-based approach influenced curricular revisions and instructional practice. It addresses the evaluation of these efforts, challenges encountered, and considerations for building and using corpora at the program level. The paper concludes by arguing that stakeholders within programs can work collaboratively to build and use locally-sourced corpora grounded in their specific setting to explore local practices and address the English language learning and teaching needs of their own particular context.
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| 12. |
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| 13. |
- Mezek, Spela, et al.
(författare)
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Scaffolding L2 Academic Reading and Self‐Regulation Through Task and Feedback
- 2022
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Ingår i: TESOL Quarterly. - : Wiley. - 1545-7249 .- 0039-8322. ; 56:1, s. 41-67
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Tidskriftsartikel (refereegranskat)abstract
- Research has shown that classroom‐based reading strategy training does not necessarily result in effective, self‐regulated reading behaviours when students engage with authentic academic reading in their own study contexts. In light of this problem, our study examines the effects of an instructional scaffold combined with teacher feedback, designed to foster students’ self‐regulation in authentic academic reading contexts. Over a 5‐week period, students read five academic texts and posted blog posts documenting their reading, scaffolded by a task prompt. In response, their teacher posted individualised feedback. The data comprised 75 student blog posts and 63 teacher responses. The results suggest that the task prompts and feedback supported students’ self‐regulation in different ways: while the task prompted students to reflect on their reading, teacher feedback redirected students’ attention to new ways of reading and to less superficial aspects of the task, as well as reminding them of reading behaviours they had previously engaged in successfully. The study therefore provides insights into the interplay between task and feedback and recommendations for teaching practice.
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| 14. |
- Musk, Nigel, 1960-
(författare)
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Avoiding the Target Language with the Help of Google : Managing Language Choices in Gathering Information for EFL Project Work
- 2014
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Ingår i: TESOL quarterly (Print). - : Wiley-Blackwell. - 0039-8322 .- 1545-7249. ; 48:1, s. 110-135
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Tidskriftsartikel (refereegranskat)abstract
- The integration of translation tools into the Google search engine has led to a huge increase in the visibility and accessibility of such tools, with potentially far-reaching implications for the English language classroom. Although these translation tools are the focus of this study, using them is in fact only one way in which English language learners can exercise their language preferences, especially when working more autonomously. By acting upon these preferences and opting to read in their first language, learners effectively adopt an avoidance strategy—that of avoiding the target language. This qualitative study highlights several ways in which pupils can and do exercise their language choices in their computer-assisted project work using (Swedish) Google. More specifically, after mapping out the trajectories of pupils' Internet searches and their gathering of resources, conversation analysis is used to zoom in on key moves that are jointly negotiated at the interface with Google, where different language options are made available and even flagged. By making incremental choices that avoid English (or favour Swedish), the visibility of English can diminish radically, if not altogether. The negative implications of avoidance are discussed as well as the practicalities of solutions using Google itself.
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| 15. |
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| 16. |
- Pecorari, Diane, 1964-, et al.
(författare)
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English Textbooks in Parallel-Language Tertiary Education
- 2011
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Ingår i: TESOL quarterly (Print). - : Wiley. - 0039-8322 .- 1545-7249. ; 45:2, s. 313-333
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Tidskriftsartikel (refereegranskat)abstract
- Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in English were generally unpopular, and the perception was widespread that they placed a greater burden on students. However, respondents were divided about whether their reading behavior and their learning outcomes were affected by having a textbook in English, and about whether English texts were desirable. The findings of this study have implications for teaching practices in contexts in which students are asked to read, or are being prepared to read, in a second language. Implications for the English as a foreign language or English as a second language classroom are discussed.
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| 17. |
- Revesz, A., et al.
(författare)
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The Effects of Multiple-Exposure Textual Enhancement on Child L2 Learners' Development in Derivational Morphology: A Multi-Site Study
- 2021
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Ingår i: Tesol Quarterly. - : Wiley. - 0039-8322 .- 1545-7249. ; 55:3, s. 901-930
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Tidskriftsartikel (refereegranskat)abstract
- Much research exists on the role of textual enhancement in instructed second language (L2) development, yet little is known about how its effectiveness is influenced by multiple exposures, whether it can facilitate the acquisition of L2 derivational morphology, and how it may affect child language learning. To fill these gaps, this study employed a six-week multiple-exposure design to investigate the extent which to textual enhancement can benefit children's knowledge of L2 derivational morphemes. The study employed a pretest-posttest design, with six treatment sessions. Participants were 91 L2 learners of English in two primary school EFL contexts (Romania, Sweden). In each context, participants were randomly assigned to two groups: the +highlight group received textually enhanced texts, whereas the -highlight group read unenhanced texts during the treatment. The children read the texts through a digital reader application during their English lessons. The target constructions were the -ion and -ment morphemes. The pretest and posttest included a non-word derivational suffix choice and a nonword derivational suffix decomposition task. Results of linear mixed effects models found a small advantage of textual enhancement for the acquisition of the -ion morpheme by Swedish learners on the suffix choice task, but Romanian learners showed no benefits from highlighting.
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| 18. |
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| 19. |
- Snoder, Per, et al.
(författare)
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EFL Learners' Receptive Knowledge of Derived Words : The Case of Swedish Adolescents
- 2022
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Ingår i: TESOL quarterly (Print). - : Wiley. - 0039-8322 .- 1545-7249. ; 56:4, s. 1242-1265
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Tidskriftsartikel (refereegranskat)abstract
- The study investigated how well Swedish adolescents recognize the meaning of derived words in English and whether this knowledge is determined by learner proficiency, word frequency, or affix type. Participants were 88 school students in two proficiency groups: 39 advanced 12th graders and 49 intermediate 9th graders. Two tests of receptive vocabulary knowledge were administered. The first test had 80 basewords (e.g., maintain) representing the 8,000 most frequent words. The second test had 60 words that were derived from the first test (e.g., maintainable). Results showed that participants’ knowledge of basewords extended to knowledge of derived words quite well: for example, when the advanced learners knew a baseword, they knew its derived form in 91% of the cases. Other results were that word family frequency but not derived word frequency determined knowledge of derived words, and that little support was found for Bauer and Nation’s (1993) hierarchy of affix difficulty. The main implication of the results is that the word family, which subsumes basewords and their related forms under word knowledge, is an appropriate unit of counting in L2 pedagogy and research for learners with extensive exposure to English and a Germanic first language.
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| 20. |
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| 21. |
- Sandwall, Karin, 1960
(författare)
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"I Learn More at School": A Critical Perspective on Workplace-Related Second Language Learning In and Out of School
- 2010
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Ingår i: TESOL Quarterly. - 0039-8322. ; 44:3, s. 542-574
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a case study of a student involved in language learning at a work placement, as part of the basic Swedish language programme for adult immigrants, Svenska för invandrare (Sfi), in Gothenburg, Sweden. In accordance with the predominant economic agenda, this system is assumed to accelerate labour market entrance as well as language acquisition for the newcomer. The article describes some macrolevel aspects important for the outcome of the work placement and discusses some tensions in the system, before exploring an ecological framework and the concept of affordances as a tool for analysing the agents' situated interactions at the work placement. The analysis shows that affordances offered by the environment at the work placement were explored as meaning-making material and as action potentials but not as learning opportunities, because the student's activities were limited to tasks and she had insufficient support for evaluating her work placement interactions. The article suggests some basic ecological principles for the reframing of the Sfi programme, built on affordance-focusing tasks that enable students to learn from discourse practices that they come across at workplaces and other out-of-classroom contexts.
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