刊讯｜SSCI 期刊 TESOL Quarterly 2021年第3期

Volume 55, Issue 3, 2021

    TESOL Quarterly（SSCI一区，2020 IF: 3.692）2021年第3期共发文23篇。研究论文涉及多语研究、残疾英语学习者、健全霸权主义、残疾批判种族理论、语言转换、特索尔的教育学、招募与短期留学等多个方面的研究。

目录

■In Search of the Optimal Mode of Input for the Acquisition of Formulaic Expressions by Lin Phoebe,PP 1011-1023

■A Primer on Qualitative Research Synthesis in TESOL by Chong Sin Wang;Plonsky Luke,PP 1024-1034

■Methodological Principles for Researching Multilingually: Reflections on Linguistic Ethnography by Costley Tracey;Reilly Colin,PP 1035-1047

■The Development of Feedback Literacy for Writing Teachers by Lee Icy, PP 1048-1059

■Evaluating Sources of Evidence for Argumentative Writing: A Collaborative Learning Design by Guo Kai;Gu Michelle Mingyue;Jin Tan, PP 1060-1070

■Second Language Speech Fluency: From Research to Practice, Parvaneh, Tavakoli and Clare,Wright.Cambridge, UK: Cambridge University Press, 2020. Pp. vii + 190 by Do Thi Huyen Thanh;Lambert Craig, PP 1071-1073

■New Directions in Second Language Pragmatics.J. César Félix‐Brasdefer and Rachel L. Shively (Eds.). Berlin/Boston: De Gruyter Mouton. 2021. Pp. xviii + 342 by Ren Wei;Liu Wenjie, PP 1074-1076

■Introduction: Confronting Ableism in TESOL by Subtirelu Nicholas Close, PP 669-672

■“Is it Language or Disability?”: An Ableist and Monolingual Filter for English Learners with Disabilities by Kangas Sara E.N., PP 673-683

■“If You’re Gonna be Inclusive, You have to be Inclusive on all Levels”: Ableism in Teacher Collaboration by Phuong Jennifer;DiPasquale Katherine;Rivera Natalie, PP 684-693

■Teaching English to Special Educational Need Students through an Online Tool by Barros del Río María Amor;Blázquez Arribas Leticia;Alcalde Peñalver Elena;Sigona Concetta Maria, PP 694-707

■A Disability Critical Race Theory Solidarity Approach to Transform Pedagogy and Classroom Culture in TESOL by Migliarini Valentina;Stinson Chelsea, PP 708-718

■Linguistic Citizenship in the EFL Classroom: Granting the Local a Voice Through English by AwayedBishara Muzna, PP 743-765

■Translanguaging to Understand Language by Ossa Parra Marcela;Proctor C. Patrick, PP 766-794

■Dialogicality and Racialized Discourse in TESOL Recruitment by Savski Kristof, PP 795-816

■Short‐Term Study Abroad in TESOL: Current State and Prospects by Kang HyunSook;Pacheco Mark B., PP 817-838

■Translanguaging, Emotionality, and English as a Second Language Immigrants: Mongolian Background Women in Australia by Dovchin Sender, PP 839-865

■What Characterizes Comprehensible and Native‐like Pronunciation Among English‐as‐a‐Second‐Language Speakers? Meta‐Analyses of Phonological, Rater, and Instructional Factors by Saito Kazuya, PP 866-900

■The Effects of Multiple‐Exposure Textual Enhancement on Child L2 Learners’ Development in Derivational Morphology: A Multi‐Site Study by Révész Andrea;Bunting Leona;Florea Adrian;Gilabert Roger;Hård af Segerstad Ylva;Mihu Ioan P.;Parry Cliff;Benton Laura;Vasalou Asimina, PP 901-930

■Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension among Linguistically Diverse Students by Ardasheva Yuliya;Crosson Amy C.;Carbonneau Kira J.;French Brian F., PP 931-965

■“Teaching there wasn’t worth my efforts”: Investigating the experiences of MA TESOL students as volunteer adult ESL teachers by Doyle Nicolas,PP 966-978

■The Interactional Organization of Video‐Mediated Collaborative Writing: Focus on Repair Practices by Balaman Ufuk, PP 979-993

■Digital Storytelling Outcomes and Emotional Experience among Middle School EFL Learners: Robot‐Assisted versus PowerPoint‐Assisted Mode by Chen Hsieh Jun, PP 994-1010

摘要

A Primer on Qualitative Research Synthesis in TESOL

Chong Sin Wang; Plonsky Luke

Abstract  Secondary research in the form of literature reviews facilitates consolidation and transfer of knowledge. In the field of TESOL, the majority of secondary research is conducted in the form of narrative reviews, which rely on the researchers' selection and interpretation of primary studies and findings. Systematic reviews, which can be broadly categorized into meta‐analysis (focusing on quantitative data) and qualitative research synthesis (focusing on qualitative data), are gaining popularity (see Plonsky, 2017) but are still less common. In particular, qualitative data collected from language classrooms, which are often criticized because of their lack of generalizability, are seldom synthesized in a systematic fashion. Against this backdrop, this article first attempts to make a case for conducting qualitative research synthesis in the field of TESOL. Second, this article provides a methodological framework and an example of how qualitative research synthesis can be conducted. The article closes with recommendations to promote qualitative research synthesis in the field of TESOL.

Methodological Principles for Researching Multilingually: Reflections on Linguistic Ethnography

Costley Tracey; Reilly Colin

Abstract Linguistic ethnography provides insight into how communication occurs between individuals and institutions, while situating these local actions within wider social, political and historical contexts (Copland & Creese, 2015) and has proven to be a particularly effective tool for developing our understanding of individuals’ lived multilingual realities (see Unamuno, 2014) and societal multilingualism. Turning the ‘reflexive gaze’ that is central to ethnography (Clifford & Marcus, 1986) back onto linguistic ethnography itself, we argue that where complex multilingual interactions are the object of study, more attention must be given to how multilingualism affects each aspect of the process of actually doing linguistic ethnography. In this paper we outline the development of three principles that we put forward as being essential in developing and conducting contemporary linguistic ethnography in multilingual settings. The principles are: 1) Researching multilingually; 2) Researching collaboratively; and 3) Researching responsively.

“Is it Language or Disability?”: An Ableist and Monolingual Filter for English Learners with Disabilities

 Kangas Sara E.N.

Abstract In United States K‐12 schools, the question “Is it language or disability?” is one often asked about students dually identified as English learners (ELs) and students with disabilities. In this article, the author provides a brief historical overview of how and why this question arose in educational praxis. The author then explores the ways in which the question has evolved into a pervasive and troubling filter through which educators attempt to make sense of the academic performance, linguistic development, and even behaviors of ELs with disabilities. This language‐or‐disability filter, however, as the author argues, inordinately focuses on language and disability alone while ignoring the systemic contributors to the academic difficulties ELs with disabilities encounter. By attributing disability or language as the sole source of a wide range of “problems,” the filter reinforces a deficit mindset rooted in ableism and monolingualism. The author concludes the article by offering alternatives to “Is it language or disability?” that account for and shift attention to the systemic disadvantage ELs with disabilities experience in their schooling.

“If You’re Gonna be Inclusive, You have to be Inclusive on all Levels”: Ableism in Teacher Collaboration

Phuong Jennifer; DiPasquale Katherine; Rivera Natalie

Abstract In this piece, we explore how ableism manifests in teacher collaboration, focusing on the experiences of English as a Second Language teachers and special education teachers. We broaden the definition of ableism to consider how schools rely on ideas of some students as normal and others as not, leading to a service delivery model. The service delivery model results in fragmented and compartmentalized views of students that see language and disability needs as distinct, thus leading to difficulties for the teachers who work with students who are labeled disabled and as English Learners. We end with reflection questions for administrators and educators to consider to better serve the needs of their students.

Teaching English to Special Educational Need Students through an Online Tool

Barros del Río María Amor; Blázquez Arribas Leticia; Alcalde Peñalver Elena; Sigona Concetta Maria

Abstract  Language learning through online tools has become customary, especially during COVID‐19 pandemic, but this type of education does not always consider the requirements for students with special educational needs (SEN) despite teachers struggle to include disabled students in online teaching. This article presents the educational potential of using Universal Design for Learning (UDL) and Web Content Accessibility Guidelines (WCAG) to help SEN students learn English. First, a theoretical framework that covers the basis of the En‐Abilities project and the UDL pedagogical principles that sustain the platform organisation and contents is provided. Then, practical examples of some of the activities and the results gathered after its practical implementation are shown. In the conclusions, achievements are summarised and new paths to explore in the field of foreign languages learning for students with SEN are foreseen.

A Disability Critical Race Theory Solidarity Approach to Transform Pedagogy and Classroom Culture in TESOL

Migliarini Valentina; Stinson Chelsea

Abstract  Until very recently, ability and whiteness as relational systems have been uninterrogated by TESOL research, policy, practice, and teacher education. Consequently, monolingual teachers often use students’ proximity to whiteness and nondisabled status as a metric for ascertaining their ability or belonging in certain language learning spaces. Similarly, English language teachers’ uncritical and unsupported engagement with policy and professional learning around race and whiteness contributes to the unwarranted subjection of multilingual students to the special education referral process. In this contribution, we aim to analyze the nuances of ableism and racism in the field of TESOL, and offer TESOL educators practical examples to dismantle it. Drawing from the critical intersectional framework of DisCrit, this contribution presents two DisCrit solidarity‐oriented practical examples for the language classroom: cultural reciprocity and translanguaging. We argue that these support TESOL educators in understanding the relationship between whiteness and ability, as well as valuing the importance of multilingualism in school settings.

Linguistic Citizenship in the EFL Classroom: Granting the Local a Voice Through English

AwayedBishara Muzna

Abstract  This article examines the constitutive role of English as a foreign language (EFL) as a cultural discourse of action and empowerment through which teachers in marginalized, specifically conflict‐ridden, educational contexts act as agents of social and educational change. Although current approaches to teaching English accentuate its transformative role, EFL pedagogies still often reproduce hegemonic and exclusionary ideologies. Drawing on an ethnographic EFL classroom case study, the author conducts a critical discourse analysis of dialogue journals within the theoretical frameworks of foreign language education, critical pedagogies, and linguistic citizenship. The article examines the dynamics surrounding the way two preservice Palestinian Arab teachers in Israel respond to imposed linguistic and educational subjectivities, and their political agency in contesting unequal EFL policies. Contesting exclusionary ideologies in EFL textbooks, fostering dialogicity in EFL classrooms, and increasing students’ agency and reflexivity in EFL programs could strategically promote the discursive role of English as an instrumental tool for implementing local–global understanding and social justice. English, in this sense, offers an important discursive terrain for teachers and learners to negotiate conflicts and engage in justice‐oriented dialogue.

Translanguaging to Understand Language

Ossa Parra Marcela; Proctor C. Patrick

Abstract Translanguaging pedagogy is gaining widespread recognition as an approach that recognizes and builds on multilingual students’ linguistic resources. Research on translanguaging pedagogy has predominantly focused on classroom language practices, while studies on the design and enactment of translanguaged instruction are limited. This pilot study contributes to the knowledge base on translanguaged instruction through the design, implementation, and examination of students’ engagement with the content taught in a set of translanguaged lessons. These lessons were based on a language‐based English reading curriculum for Spanish‐English bilingual upper elementary students. Our approach to translanguaging pedagogy was characterized by a) use of bilingual texts; b) flexible language use; and c) bilingual language instruction. This article focuses on the lessons that addressed morphology and syntax instruction. Within an ethnomethodological approach, the discourse and interactions during the morphology and syntax instruction components of the lesson‐cycles were examined to understand how students engaged with the language structures taught, and how translanguaging manifested in their talk about language. Our analyses revealed translanguaging as enabling students to perform linguistic analyses in which they: (a) established connections between English and Spanish morphemes; b) compared English and Spanish morphology and syntax; and c) explored alternative syntactic structures. As such, translanguaged instruction supported students’ metalinguistic awareness and cognitive engagement, and enabled them to position themselves as expert linguists. This study provides evidence about the affordances of translanguaged literacy instruction, which is needed to continue stimulating the ideological shift from monolingual to multilingual perspectives in the education of bilingual students.

Dialogicality and Racialized Discourse in TESOL Recruitment

Savski Kristof

Short‐Term Study Abroad in TESOL: Current State and Prospects

Kang HyunSook; Pacheco Mark B.

Translanguaging, Emotionality, and English as a Second Language Immigrants: Mongolian Background Women in Australia

Dovchin Sender

Abstract Drawing on the translanguaging practices of Mongolian background English as a Second Language (ESL) immigrant women in Australia, this paper points out two main theoretical points: (1) when translanguaging moves beyond the classroom, it may provide ESL immigrants with an emotionally and linguistically safe space where they feel comfortable in managing their negative emotions through employing multiple entangled layers of linguistic and paralinguistic resources; (2) translanguaging data further presents that these ESL immigrants are deeply emotional and are prone to depression, putting their mental well‐being in jeopardy. As a result of their depression, their academic concentration is inhibited, as is their ability to learn English well or easily. We, as TESOL educators, therefore, need to consider two critical educational implications: (1) how ESL immigrant students use different linguistic repertoires outside the classroom, what they talk about, and which emotions they prefer to express in which forms of their linguistic repertoire; and their multiple emotions, traumas and psychological issues embedded within their multiple ways of learning, being, and speaking; (2) consolidate appropriate interventions aimed at reducing depressive symptoms that have the potential to negatively impact academic performance existing in L2 sociocultural contexts.

What Characterizes Comprehensible and Native‐like Pronunciation Among English‐as‐a‐Second‐Language Speakers? Meta‐Analyses of Phonological, Rater, and Instructional Factors

Saito Kazuya

Abstract  The current study presents two meta‐analyses to explore what underlies the assessment and teaching of comprehensible and nativelike pronunciation among English‐as‐a‐Second‐Language speakers. In Study 1, listener studies (n = 37) were retrieved examining the influence of segmental, prosodic, and temporal features on listeners’ intuitive judgements of comprehensibility and nativelikeness/accentedness as per different listener backgrounds (expert, mixed, L2). In Study 2, training studies (n = 17) were retrieved examining the effects of segmental, prosodic, and temporal‐based instruction on ESL learners’ pronunciation. The results showed that (a) comprehensibility judgements were related to a range of segmental, prosodic, and temporal features; (b) accentedness judgements were strongly tied to participants’ correct pronunciation of consonants and vowels; and (c) instruction led to larger gains in comprehensibility than in nativelikeness. Moderator analyses demonstrated that expert listeners were more reliant on phonological information. Greater effects of instruction on comprehensibility than nativelikeness became clearer, especially when the treatment targeted prosodic accuracy. The findings suggest that ESL practitioners should prioritize suprasegemental practice to help students achieve comprehensible L2 pronunciation. The attainment of nativelike pronunciation, by contrast, may require an exclusive focus on the refinement of segmental accuracy, which is resistant to the influence of instruction.

The Effects of Multiple‐Exposure Textual Enhancement on Child L2 Learners’ Development in Derivational Morphology: A Multi‐Site Study

Révész Andrea; Bunting Leona; Florea Adrian; Gilabert Roger; Hård af Segerstad Ylva; Mihu Ioan P.; Parry Cliff; Benton Laura; Vasalou Asimina

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.

Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension among Linguistically Diverse Students

Ardasheva Yuliya; Crosson Amy C.; Carbonneau Kira J.; French Brian F.

Abstract  A lack of familiarity with the lexical, grammatical, and discursive features associated with academic language presents comprehension challenges for many adolescent readers, especially those with still‐developing English language skills. Although many studies focused on reading comprehension in content areas, the prevalent use of standardized tests combining narrative and expository readings across academic domains undermines our understandings of the specialized language and skills required for comprehension in each particular discipline. In this study, we examined contributions of domain‐general and domain‐specific language skills needed for reading in science, a linguistically and cognitively demanding subject area. The sample included 241 Grade 8 students, 64 of whom were emergent English speakers (current ELs). Proficient English speakers included 118 former ELs. Our statistical modeling results explained 80% of the variance in students’ science reading comprehension and science vocabulary scores. Mediated effects of morphosyntactic awareness and a direct effect of science vocabulary on reading comprehension of physical sciences texts were supported. Support is also offered for an appropriate measurement specification for the construct of morphosyntactic awareness and the appropriateness of using definition (breadth) and picture (depth) match tasks for assessing science vocabulary. Less variance was explained in students’ morphosyntactic awareness, a variable that needs further examination.

The Interactional Organization of Video‐Mediated Collaborative Writing: Focus on Repair Practices

Balaman Ufuk

Abstract  Computer‐supported collaborative writing in online interactional settings has long been a central research topic in TESOL at the interface of social interaction and writing. Although some studies focused on side‐by‐side participants’ social interactions for the co‐production of texts, geographically dispersed participants’ video‐mediated interactional practices for collaborative writing in digital spaces have largely remained a research gap. Using multimodal conversation analysis for the examination of screen recordings data, the study sets out to explore the interactional organization of collaborative writing in Google Docs via Skype. More specifically, the study limits its focus to the co‐construction of a single sentence within a second language telecollaborative writing task. The close analysis of the procedural unfolding of the writing activity shows that repair organization is central to the practice of collaborative writing and the participants move the text forward largely in an environment of repair sequences. This also brings further insights into the complex ecology of video‐mediated interactions for writing activities in digital spaces. All in all, this study describes the discursive aspect of computer‐supported collaborative writing in English as a foreign language and provides implications for future practices.

Digital Storytelling Outcomes and Emotional Experience among Middle School EFL Learners: Robot‐Assisted versus PowerPoint‐Assisted Mode

Chen Hsieh Jun

Abstract Despite the widespread applications of robots in education, fewer attempts have been made to how robots help middle school students in English‐as‐a‐foreign‐language (EFL) contexts to tell stories, let alone the probe into student emotions. This mixed‐methods study, therefore, aimed to address these concerns by focusing on digital storytelling outcomes, positive/negative affect, and learner perceptions as the result of different presentation modes (robot‐assisted versus PowerPoint‐assisted). With 52 third‐grade middle school students from two intact classes in a junior high school in Central Taiwan, the results from multiple data sources (pre‐/posttests, an emotion questionnaire, and interview) revealed the benefits of both presentation modes, yet the robot‐assisted mode was more advantageous in contributing to higher storytelling outcomes and more positive emotions. Despite the positive emotions experienced in both presentation modes, the results of the negative emotions were more mixed, as the students in both groups highlighted feeling scared and afraid in digital storytelling preparation and presentation. Suggestions based on the results of the study are provided.

期刊简介

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

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