刊讯｜SSCI 期刊 TESOL Quarterly 2022年第3-4期（附征稿启事）

TESOL QUARTELY

Volume 56, Issues 3-4

TESOL QUARTELY（SSCI一区，2021 IF: 3.410）2022年第3-4期共刊文32篇，欢迎转发扩散！

2022年第3期是主题为“Digital Literacies in TESOL: Mapping Out the Terrain”的特刊，共发文9篇；论文涉及双语写作、通讯方式、在线课程、依托数字媒体的学习和教学法等。第4期共发文23篇，论文涉及课堂管理、阅读情境、发音教学、话题熟悉度的影响、写作评分标准、课程安排、词汇学习、教学材料、演讲、种族和身份边缘化、资本理论、文化教学、移民问题与语言、语言测试等。

往期推荐：刊讯｜SSCI 期刊 TESOL Quarterly 2022年第2期刊讯｜SSCI 期刊 TESOL Quarterly 2022年第1期

目录

Issue3

EDITORIAL

■ Digital Literacies in TESOL: Mapping Out the Terrain, by Ron Darvin,  Christoph A. Hafner, Pages 865-882.

ARTICLES

■ Google Translate and Biliterate Composing: Second-Graders' Use of Digital Translation Tools to Support Bilingual Writing, by Lindsey W. Rowe, Pages 883-906.

■ Transnational Mexican Youth Negotiating Languages, Identities, and Cultures Online: A Chronotopic Lens, by Wan Shun Eva Lam,  Martha Sidury Christiansen, Pages 907-933.

■ Assisting and Mediating Interaction during Synchronous Online Language Lessons: Teachers' Professional Practices, by Benjamin Luke Moorhouse,  Steve Walsh,  Yanna Li,  Lillian L. C. Wong, Pages 934-960.

■ Digital Storytelling With Youth From Refugee Backgrounds: Possibilities for Language and Digital Literacy Learning, by Maureen Kendrick,  Margaret Early,  Amir Michalovich,  Meena Mangat, Pages 961-984.

■ Autonomy in the Digital Wilds: Agency, Competence, and Self-efficacy in the Development of L2 Digital Identities, by Yiting Han,  Jonathon Reinhardt, Pages 985-1015.

INVITED TEACHING ISSUES

■ Skill versus Social Practice? Some Challenges in Teaching Digital Literacy in the University Classroom, by Csilla Weninger, Pages 1016-1028.

■ Toward a Professional Development Model for Critical Digital Literacies in TESOL, by Lianjiang Jiang,  Mingyue Michelle Gu, Pages 1029-1040.

■ Considering Affective Geographies in Critical Digital Literacy Pedagogies: How Colombian, English Language Teachers Mitigated “Feeling at a Distance” During Remote Instruction, by Christian Ehret,  Tatiana Becerra Posada, Pages 1041-1051.

INVITED RESEARCH ISSUE

■ Methodological Innovations in Examining Digital Literacies in Applied Linguistics Research, by Youngjoo Yi,  Seonhee Cho,  Jinsil Jang, Pages 1052-1062.

FORUM

■ Commentary for Forum of Special Issue “Digital Literacies in TESOL: Mapping out the Terrain”, by Dorothy M. Chun, Pages 1063-1067.

■ Commentary: Critical digital literacies, practices and contexts, by Mastin Prinsloo, Pages 1068-1073.

■ Commentary: Critical Digital Literacies as Action, Affinity, and Affect， by Rodney H. Jones, Pages 1074-1080.

Issue4

FULL-LENGTH ARTICLE

■ Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students, by Johanna M. Tigert,  Megan Madigan Peercy,  Daisy Fredricks,  Tabitha Kidwell,  Pages 1087-1111.

ARTICLES

■ How Two Emergent Bilingual Students from Refugee Families Make Inferences with More and Less Culturally Relevant Texts during Read-Alouds, by Hyonsuk Cho,  Tanya Christ, Pages 1112-1135.

■ Exploring the Connection between Teacher Training and Teacher Cognitions Related to L2 Pronunciation Instruction, by Tim Kochem, Pages 1136-1162.

■ The Effects of Topic Familiarity on Text Quality, Complexity, Accuracy, and Fluency: A Conceptual Replication, by Matt Kessler,  Wenyue Ma,  Ian Solheim, Pages 1163-1190.

■ Dynamic Assessment of L2 Writing: Exploring the Potential of Rubrics as Mediation in Diagnosing Learner Emerging Abilities, by Matthew E. Poehner,  Lu Yu, Pages 1191-1217.

■ What Does It Mean? EL-Identified Adolescents’ Interpretations of Testing and Course Placement, by Maneka Deanna Brooks, Pages 1218-1241.

■ EFL Learners' Receptive Knowledge of Derived Words: The Case of Swedish Adolescents, by Per Snoder,  Batia Laufer, Pages 1242-1265.

■ ‘It may also be our own fault to think so, to limit them before even trying’: Assuming Learner Limitations during Materials Design in English Language Teacher Education, by Luis Carabantes,  Amos Paran, Pages 1266-1289.

■ Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage-Based Perspective, by Yuichi Suzuki,  Masaki Eguchi,  Nel de Jong, Pages 1290-1319.

■ How Does Creativity Affect Second Language Speech Production? The Moderating Role of Speaking Task Type, by Shungo Suzuki,  Toshinori Yasuda,  Keiko Hanzawa,  Judit Kormos, Pages 1320-1344.

■ ‘Because you’re all covered up’: Islamophobia in the ELT Classroom, by Esra Yaghi,  Jonathon Ryan, Pages 1345-1368.

BRIEF REPORTS

■ Strategic Self-Regulation for Speaking English as a Foreign Language: Scale Development and Validation, by Peijian Paul Sun, Pages 1369-1383.

■ Exploring Young Learners’ Strategic Behaviors in a Speaking Test, by Jin Soo Choi,  Shawn Loewen, Pages 1384-1396.

INVITED RESEARCH ISSUES

■ Life Capital: An Epistemic and Methodological Lens for TESOL Research, by Sal Consoli, Pages 1397-1409.

INVITED TEACHING ISSUES

■ Addressing Culture in L2 Writing: Teaching Strategies for the EAP Classroom, by Subrata Bhowmik,  Anita Chaudhuri, Pages 1410-1429.

FORUM

■ Jumping Through Hoops in the Canadian Immigration System: A Critical View of the Immigrant's Journey to Citizenship, by Angel Arias,  Rachelle Vessey,  Jaffer Sheyholislami, Pages 1430-1444.

■ Critical Language Testing, Multilingualism and Social Justice, by Elana Shohamy, Pages 1445-1457.

■ The Securitisation of Language Borders and the (Re)production of inequalities, by Kamran Khan, Pages 1458-1470.

■ Standardized Tests and Within-Group Segregation: The Not-So-Optimal ESL Classroom for Long-Term English Learners, by Huseyin Uysal, Pages 1471-1485.

■ “The Road Not Taken” in Language Testing: Sociocultural Implications of Test and Teaching Contents, by Mahdieh Noori, Pages 1486-1503.

BOOK REVIEWS

■ Linguistic Penalties and the Job Interview, by Cynthia Gordon, Pages 1504-1506.

■ Ethnographies of Academic Writing Research: Theory, Methods, and Interpretation, by Friedman Debra Ann, Pages 1506-1508.

■ Intercultural Learning in Language Education and Beyond: Evolving Concepts, Perspectives, and Practices, by Yunwen Su, Pages 1508-1510.

摘要

Google Translate and Biliterate Composing: Second-Graders' Use of Digital Translation Tools to Support Bilingual Writing

Lindsey W. Rowe, The Ohio State University, Columbus, Ohio, United States

Abstract Research is needed exploring how teachers and students in English-medium schools transform classrooms to welcome and value bilingualism and biliteracy. This article draws on social literacies and placed resources perspectives to explore how one classroom of second-grade students used Google Translate as a tool to support their biliterate composing. Constant comparative analyses revealed three patterns related to students' use of this tool. Students used Google Translate to support their inclusion of bilingual text and to interact with peers. They also negotiated limitations around the use of Google Translate. Examples of each pattern are used to illustrate how students interactionally engaged with this tool, using it to position themselves as bilingual authors and language learners, and grappling with material and ideological baggage (e.g., standardized language ideologies) the tool brought to the classroom. Implications for educators working in similar contexts are discussed, including how the use of digital translation tools can foster students' bilingual writing by offering in-the-moment spelling and vocabulary support. Further discussion includes how the use of Google Translate might contribute to shifting monoglossic classroom ideologies towards ones that value multilingualism.

Transnational Mexican Youth Negotiating Languages, Identities, and Cultures Online: A Chronotopic Lens

Wan Shun Eva Lam,  Northwestern University, United States

Martha Sidury Christiansen, University of Texas at San Antonio, United States

Abstract This article presents a case study with two transnational Mexican youth that came from a larger study of the digital media practices of young people in an urban high school. Our study takes a chronotopic (Bakhtin, 1981) lens to understand the youths' accounts of their digital communication. Analysis of interviews and observations with the youth when they described their online activities show that the youth employed digital literacies to vicariously “live” experiences and keep up with life away from their families in Mexico. The youth situated their activities in three distinct but dialogical chronotopes (family, hometown, and transborder) to create transnational connections and make sense of who they are. They drew on digital artifacts to narrate themselves, developed familial, cultural, and political knowledge, and expanded their linguistic repertoires in the process. The findings have implications for TESOL classrooms that seek to build on the border-crossing experiences and linguistic and multimodal resources of young people in their learning. We discuss how youths' digital practices and embedded artifacts serve to construct multiple contexts and vantage points for developing their transnational identities and knowledge, and how these practices could be recognized as agentic forms of narrative production and learning in the classroom.

Assisting and Mediating Interaction during Synchronous Online Language Lessons: Teachers' Professional Practices

Benjamin Luke Moorhouse, Hong Kong Baptist University, Hong Kong SAR

Steve Walsh,  Yanna Li,  Newcastle University, Newcastle, UK

Lillian L. C. Wong, The University of Hong Kong, Hong Kong SAR

Abstract Synchronous online language lessons (SOLLs) are distinctly different from in-person lessons. Although digital tools, specifically, videoconferencing software, make doing SOLLs possible, these tools have specific affordances and constraints pertaining to how we engage, interact, and relate – creating new literacy practices. This study reports on a project which explored how five Hong Kong university English language teachers engaged in teaching SOLLs over a 13-week semester. The aim of the project was to understand and conceptualize the professional practices of synchronous online language teachers; specifically, our goal was to explore the relationship between identified practices and the competences needed to use digital tools during SOLLs to facilitate classroom interaction and therefore create appropriate conditions for language learning. The study expands our understanding of the professional practices teachers are engaged in when doing SOLLs. Furthermore, our data exemplify the context-specific teaching strategies and related competences needed to assist and mediate interaction in SOLLs. We propose that by improving synchronous online language teachers' interactional competence, they will be well-placed to help language learners achieve their learning goals. The findings have implications for the preparation and professional learning of online English language teachers.

Digital Storytelling With Youth From Refugee Backgrounds: Possibilities for Language and Digital Literacy Learning

Maureen Kendrick,  Margaret Early, Amir Michalovich, University Of British Columbia, Canada

Meena Mangat, Simon Fraser University, Burnaby School District, Canada

Abstract This study addresses the urgent need to develop innovative pedagogies that build upon and enhance the digital literacies and representational practices of culturally and linguistically diverse youth from refugee backgrounds. In Canadian high schools, this population of students enter school with varying levels of literacy in their first language(s), as well as potentially difficult experiences due to their forced migration. For many, learning English, may become a formidable challenge. A growing corpus of case studies is beginning to show how pedagogies that draw on youths’ everyday meaning making, including their digital literacies, can effectively engage English learners in academic learning. In this qualitative, ethnographic case study involving nine youth in an English language learning classroom, we addressed the question: What is the potential for digital storytelling to draw from the fuller context of the lives and literacies of youth from refugee backgrounds to enable more autonomous language learning and identity affirmation? Our study is informed by interrelated conceptual frameworks: learner autonomy; investment in language and literacy learning; and digital literacies. Using thematic and multimodal/visual analysis, data were collaboratively coded to identify four interweaving themes: 1) use of multimodal meaning making to communicate complex, critical understandings; 2) emergence of digital literacies; 3) challenges of communicating in digital spaces; and 4) investment in identity affirmation in language learning. Implications focus on how digital storytelling as an innovative pedagogy has the potential to create space within the curriculum for stories that have deep meaning for learners.

Autonomy in the Digital Wilds: Agency, Competence, and Self-efficacy in the Development of L2 Digital Identities

Yiting Han,  Nanyang Technological University, Singapore

Jonathon Reinhardt, University of Arizona, Tucson, Arizona, United States

Abstract The term digital wilds has come to refer to the non-formal online spaces in and through which additional language (L2) learner-users, using a multifarious array of tools, platforms, and services, autonomously navigate personal learning trajectories (Sauro & Zourou, 2019), developing L2 digital literacies-mediated identities needed in life-wide settings. This article examined how three successful, autonomous English L2 learner-users critically and creatively engaged in L2 digital literacy practices, ranging from navigating social media and the Internet to ‘reprodusing’ (Reinhardt & Thorne, 2019) content on video-sharing sites. This article focuses on (1) the development of digital learner autonomy in successful English L2 learners and (2) the entanglement of L2 digital literacy practices, identities, and livelihoods. The analysis shows that agency, competence, and self-efficacy played key roles in autonomy development, which was inextricably intertwined with emergent identities and realized through the practice of digital literacies. The findings shed light on the potential role of language educators in leveraging activity in the digital wilds for formal learning purposes.

Skill versus Social Practice? Some Challenges in Teaching Digital Literacy in the University Classroom

Csilla Weninger, Nanyang Technological University, National Institute of Education, Singapore

Abstract Digital literacy is viewed by many governments as an educational priority area, resulting in policies and curricula aimed at developing students’ digital literacy skills. This can present many challenges, including lacking teacher professional development, uneven digital infrastructure across school districts or unequal access to digital media among students. In this article, I focus on a different challenge that stems from differing definitions of digital literacy among educational researchers, teachers, and educational policy makers and the tensions that can arise from these differences for teachers who are tasked with developing learners’ digital literacy. Specifically, I discuss how I have merged a curricular mandate for a skills-heavy digital literacy policy with my theoretical conviction of literacy as social practice in my teaching of a tertiary course on digital literacy. To do so, I first critically examine Singapore’s recent digital literacy curriculum reform with reference to a larger divide between conceptualizations of digital literacy as technical, decontextualized skills related to employability on the one hand and as social practice rooted in students’ lived experiences on the other. Second, I discuss my efforts at combining these two perspectives in teaching digital media literacy, highlighting how we can foster digital ‘skills’ and critical engagement with digital media while providing space for playful and creative communicative practice.

Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students

Johanna M. Tigert,  University of Massachusetts, Lowell, Massachusetts, United States

Megan Madigan Peercy,  University of Maryland, College Park, Maryland, United States

Daisy Fredricks,  Grand Valley State University, Grand Rapids, Michigan, United States

Tabitha Kidwell,  American University, Washington, District of Columbia, United States

Abstract Developing humanizing, culturally and linguistically responsive and justice-oriented classroom management practices require integrating robust theoretical principles with practice-based teaching experiences. Here, we explore how using Core Practices (CPs) as a foundation for reflecting on and enacting classroom management helped novice teachers (NTs) build humanizing pedagogies for organizing and managing classrooms populated by multilingual students. Using a participatory, dialogic research design, we draw on data from team meetings, teacher interviews, and classroom observations to describe how NTs reflected on and enacted the CP Building a Positive Learning Environment in their daily work and how it helped humanize their practice. Findings indicate that NTs positioned multilingual students as individuals with complex academic, social-emotional, linguistic, and behavioral strengths and needs; and enacted classroom management practices that were consistent, clear, culturally and linguistically responsive, and social-emotionally supportive. We discuss how CPs may help NTs attend to these aspects of classroom management for multilingual students and develop practices that are humanizing.

How Two Emergent Bilingual Students from Refugee Families Make Inferences with More and Less Culturally Relevant Texts during Read-Alouds

Hyonsuk Cho,  University of North Dakota, Grand Forks, North Dakota, United States

Tanya Christ, Oakland University, Rochester, Michigan, United States

Abstract This study explored how two emergent bilinguals (EBs) from refugee families made inferences with more and less culturally relevant texts. The study took place in a third-grade pull-out small group class in a Midwestern U.S. city. Data included video-recordings and transcripts of all 12 read-aloud discussion lessons of four books, interviews with the teacher and students, and children’s and teacher’s cultural relevance ratings for each book. The Construction-Integration Model guided our coding, for which we identified focal students’ (a) inferences, (b) use of text information in the inference process, (c) use of background knowledge in the inference process, and (d) inference coherence or incoherence. Using constant comparative analysis, we found three themes. (1) While students generally made more coherent inferences when the text was more culturally relevant, how they used text information and their background knowledge intersected with particular dimensions of cultural relevance ratings, such as experiences. (2) Students still tried to use text information and background knowledge to construct situation models when the book was less culturally relevant, but it was sometimes more difficult to construct a coherent situation model with these books due to the mismatch between the text information and the students’ background knowledge. (3) Sometimes students constructed situation models that did not align with their teacher’s situation model, likely due to the culturally situated nature of background knowledge. Implications include that teachers should get to know students’ nuanced backgrounds, then choose texts that are culturally relevant (especially for experiences) to support EB’s inference construction-integration process.

Exploring the Connection between Teacher Training and Teacher Cognitions Related to L2 Pronunciation Instruction

Tim Kochem, Iowa State University, Ames, Iowa, United States

Abstract In recent years, research into the learning of pronunciation pedagogy and its effects on a teacher’s capacity to provide effective pronunciation instruction has been steadily growing. Nevertheless, a prominent puzzle piece still remains uncovered: the direct effect that coursework has on a trainee’s ability to deliver effective instruction. To address this gap, the current study explores the development of second language teacher cognitions and actual teaching practices in a tutoring project, which serves as the capstone assignment for a graduate course in pronunciation pedagogy. Semi-structured interviews, stimulated recalls, written reflections, and tutoring observations were used to explore the intricate connection between training and practices. Findings suggest that controlled activities made up the majority of the trainees’ techniques. Trainees requested more in-class practice with creating and conducting free activities, as these were viewed as the toughest technique. Also, this study found one predominant connection which the tutoring project brought to light: the trainees’ use of the communicative framework (Celce-Murcia, Brinton, Goodwin, & Griner, 2010) as an ‘order of operations’. These results highlight the importance of training in pronunciation pedagogy which includes a hands-on experience.

The Effects of Topic Familiarity on Text Quality, Complexity, Accuracy, and Fluency: A Conceptual Replication

Matt Kessler,  University of South Florida, Tampa, Florida, United States

Wenyue Ma,  Michigan State University, East Lansing, Michigan, United States

Ian Solheim, Woodrow Wilson High School, Washington, District of Columbia, United States

Abstract Understanding the effects of second language writers’ topic familiarity on their subsequent writing performance has been a subject of great interest to researchers in second language acquisition and TESOL. However, prior studies have tended to suffer from multiple methodological limitations (e.g., no interrater reliability, limited or no control over important variables), which may call into question their results. In this conceptual replication, we highlight some of these issues by revisiting an influential study by He and Shi (2012), which explored the effects of ESL students’ topic familiarity on their writing performance as assessed by measures of text quality and complexity, accuracy, and fluency (CAF). Apart from highlighting the differences in our studies’ designs (e.g., the CAF measures and statistical analyses used), we highlight the similarities and differences in our findings. Finally, we close with a call for increased replication research in this area.

Dynamic Assessment of L2 Writing: Exploring the Potential of Rubrics as Mediation in Diagnosing Learner Emerging Abilities

Matthew E. Poehner,  Lu Yu, 

The Pennsylvania State University, University Park, Pennsylvania, United States

Abstract Rubrics, commonly used in L2 writing programs, not only facilitate teacher grading of student writing, but also serve the purpose of providing feedback to improve learners’ texts. While the potential of rubrics to support writing development more generally has been discussed, realizing that potential through specific pedagogical practices remains under-researched. Grounded in Vygotskian theory, this study conceptualizes rubrics as a mediating tool for diagnosing and promoting learner writing abilities. We report data concerning two focal participants from a larger study of Dynamic Assessment (DA) in an English academic writing program. A three-step DA procedure was followed: learners independently produced a draft, reviewed it alongside a mediator who offered prompts, feedback, and guidance, and then independently revised their writing. Both the pre- and post-mediation drafts were rated according to a writing rubric, and comparisons of these ratings highlighted learner responsiveness to mediation. In addition, the mediator annotated the rubric during interaction to reflect the extent of mediation offered and particular areas of learner struggle. Together, the ratings and annotations provided a profile of learner abilities – developed and emerging. From a Vygotskian perspective, the latter provides the appropriate focus of instruction. Implications for use of this approach in intact classrooms are discussed.

What Does It Mean? EL-Identified Adolescents’ Interpretations of Testing and Course Placement

Maneka Deanna Brooks, Texas State University, San Marcos, Texas, United States

Abstract Adultism within English learner (EL) policy in the United States relegates youth to the status of objects whose English proficiency and academic achievement is assessed, monitored, and developed. This study challenges this institutionalized adultism by centering youths’ interpretations of their own schooling experiences. It uses an intersectional anti-adultism conceptual lens to investigate how 20 high school youths understood the relationship between two routine EL practices—English language proficiency (ELP) testing and EL-related course placement—and their institutional EL classification. The primary data source for this study is semi-structured interviews with youth that were contextualized by student records, administrator interviews, policy documents, and analytic memos. The findings indicate that in the absence of mandated direct communication about their EL classification from school-affiliated adults, most participants did not use ELP testing or EL-related course placement to recognize their labeling. Although adult-determined significance of these routine EL practices shaped all youths’ educational trajectories, it did not dominate how most youths interpreted their significance. Youths’ interpretations of meaning were related to how they understood themselves and their experiences of schooling. The findings highlight the necessity to create structures for multidirectional and intergenerational communication between youth and adults that challenge institutionalized adultism within EL policy.

EFL Learners' Receptive Knowledge of Derived Words: The Case of Swedish Adolescents

Per Snoder,  Stockholm University, Stockholm, Sweden

Batia Laufer, University of Haifa, Haifa, Israel

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.

‘It may also be our own fault to think so, to limit them before even trying’: Assuming Learner Limitations during Materials Design in English Language Teacher Education

Luis Carabantes,  University of Bristol, London, UK

Amos Paran, UCL Institute of Education, London, UK

Abstract Whilst the scholarship into language teaching materials and into language teacher education has gained considerable vitality since the mid-90s, the intersection of both fields has remained largely disconnected from one another from a research perspective. Bridging this gap, this study explores how a group of Chilean preservice teachers of English learn to design language teaching materials towards the end of their teacher education course. Drawing on the sociocultural framework of Activity Theory and using qualitative data from preservice teachers, teacher educators and mentoring teachers, it was possible to identify ‘Assuming Learner Limitations’ as one of the main rationales mediating the design of language teaching materials by the preservice teachers. The data also showed how this rationale emerged from the preservice teachers’ disparaging beliefs about their learners, and how its development was promoted by the school mentors at the schools where they were doing their practicum, despite the teacher education course efforts to prevent its emergence. The study highlights the importance of addressing materials evaluation, adaptation and design in initial teacher education, and the need for conducting more research into the intersection of teacher education and materials development to both expand our knowledge of teaching materials as well as understand how student-teachers relate to the tools of their future profession.

Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage-Based Perspective

Yuichi Suzuki,  Kanagawa University, Japan

Masaki Eguchi,  University of Oregon, USA

Nel de Jong, University of Amsterdam, Netherlands

Abstract In this task-repetition intervention study, L2 learners’ reuse of linguistic constructions was analyzed to investigate to what extent recurring reliance on specific constructions during the same task repetition predicts fluency development. English-as-a-foreign-language (EFL) learners performed oral narrative tasks three times per day under two task repetition schedules: blocked (Day 1: Prompt A-A-A, Day 2: B-B-B, Day 3: C-C-C) versus interleaved (Day 1: Prompt A-B-C, Day 2: A-B-C, Day 3: A-B-C). From a usage-based perspective, their reuse of constructions across the same prompt was examined at both concrete (lexical unigram [e.g., “bicycle”] and trigram [e.g., “behind the bicycle”]) and abstract (parts of speech trigram [e.g., “preposition determiner noun”]) level. Subsequent analyses revealed that blocked practice led to higher reuse of both concrete and abstract constructions than interleaved practice. Reuse frequency was correlated with during-training and pretest–posttest fluency changes. Particularly, greater reuse of lexical and abstract trigrams during interleaved practice led to improvements in speed and breakdown fluency (i.e., shorter mean syllable duration and fewer mid-clause pauses) after the intervention, albeit with higher effort (indicated by longer mid-clause and clause-final pauses). Taken together, these findings indicate that manipulating task-repetition schedule may systematically induce reuse of linguistic constructions, which may promote proceduralization (entrenchment) of constructional knowledge at both concrete and abstract levels.

How Does Creativity Affect Second Language Speech Production? The Moderating Role of Speaking Task Type

Shungo Suzuki, Waseda University, Lancaster University

Toshinori Yasuda, Keiko Hanzawa, Tokyo University of Science

Judit Kormos, Lancaster University

Abstract Our study investigated the role of creativity in second language (L2) speech production using a picture narrative and an open-ended argumentative task administered to 60 Japanese-speaking learners of English. Following recent findings in the field of psychology, the participants’ creativity was assessed in terms of cognitive dimensions (divergent thinking fluency, convergent thinking) and a personality dimension (openness to experience). Participants’ speaking performance was analyzed using a set of complexity, accuracy, fluency and discourse measures. The results of hierarchical multiple regression analyses showed that both divergent thinking fluency and convergent thinking played a role in the cohesion of speech (indexed by the frequency of connectives) in both speaking tasks, while only in the argumentative task did divergent thinking fluency contribute to an increase in the amount of information (indexed by the total number of words produced). Meanwhile, openness to experience was found to enhance syntactic and lexical complexity only in the picture narrative task. These findings suggest that speakers’ creativity is linked to syntactic and lexical sophistication and discourse aspects of L2 oral performance, all of which are related to conceptualization processes in L2 speech production.

‘Because you’re all covered up’: Islamophobia in the ELT Classroom

Esra Yaghi, University of Waikato, Hamilton, New Zealand

Jonathon Ryan, Waikato Institute of Technology, Hamilton, New Zealand

Abstract Applied linguists have increasingly focused on how the lives of English language teachers and learners are shaped by race and its intersections with other marginalized identities (e.g. Von Esch et al, 2020). Curiously overlooked, however, are the experiences of one particularly stigmatized group in English-majority countries: Muslim women veiled in niqab or hijab. In a global climate wary of displays of Muslim identity, such women are particularly visible, misunderstood and disproportionately targeted. The present study explored ESL classroom-based experiences of Islamophobia in the stories of twelve Saudi women sojourning in New Zealand. Presented here are stories related to encounters with classmates that were perceived by the women to be hostile or discriminatory. Analysis included a focus on recurring features of interactional conduct, which were interpreted as expressions of underlying discourses and ideologies. Among other findings, the women reported condescending interrogations of their lives and Muslim identities, with appeals to discourses such as that of ‘imperiled Muslim women’. Also reported were incidents of verbal aggression, whether bald or masked as ‘joking’. While arguing for tolerance, the authors urge the importance of recognizing, monitoring and addressing classroom-based Islamophobia.

Life Capital: An Epistemic and Methodological Lens for TESOL Research

Sal Consoli, The Hong Kong Polytechnic University, Hung Hum, Hong Kong

Abstract This paper draws on one of Pierre Bourdieu’s core dimensions of social theory: the notion of capital. Bourdieu's work has percolated various academic domains and transcended disciplinary boundaries, thereby leading to new vistas and questions. It is in the spirit of generating “new vistas” that this paper offers considerations which may serve as an epistemic and methodological drive to reinvigorate our social research practices within TESOL. In particular, I argue for a new application of Bourdieu's sociological concept to account more holistically for the complexities of TESOL research practices, and I present a proposal that may support the TESOL research community in addressing the “realities” and “dilemmas” of our field (McKinley & Rose, 2017). Ultimately, life capital will act as a catalyst to promote a fresh perspective on our research—a lens which, in the long run, may yield TESOL research that fully acknowledges, values, and celebrates the humanness of our inquiries.

Addressing Culture in L2 Writing: Teaching Strategies for the EAP Classroom

Subrata Bhowmik,  Werklund School of Education, University of Calgary, Calgary, Canada

Anita Chaudhuri, University of British Columbia - Okanagan, Kelowna, Canada

Abstract In this Teaching Issues contribution, six instructional strategies to address culture in second language (L2) writing are discussed. These strategies have been conceptualized as a set of heuristics to enhance student awareness about various cultural and linguistic resources in L2 writing. Each teaching strategy is based on challenges that student writers typically encounter in the classroom. Thus, the six strategies address student needs, and align with the current scholarship in teaching L2 writing. The efficacy of the teaching strategies proposed is weighed in against Henry Giroux's curriculum theory, informed by a critical conceptualization of the dialectic.

Jumping Through Hoops in the Canadian Immigration System: A Critical View of the Immigrant's Journey to Citizenship

Angel Arias, Rachelle Vessey, Jaffer Sheyholislami, School of Linguistics and Language Studies, Carleton University, Ottawa, ON, Canada

Abstract Language assessment for citizenship is a ubiquitous enforced and enacted policy in several developed countries (e.g., Canada, the United States, the United Kingdom, Australia, and the Netherlands, to name a few). In this regard, language testers have expressly argued that this practice enacts injustice for and adds hurdles to marginalized immigrant groups (McNamara & Shohamy, 2009; Shohamy, 2009). Nevertheless, language proficiency tests remain a critical, high-stakes criterion in evaluating immigrants' permanent residence and naturalization applications. To this end, language tests used for immigration and citizenship purposes are often aligned with widely recognized language frameworks such as the Canadian Language Benchmarks (Chen & Flasko, 2020) and the Common European Framework of Reference (Lim, Geranpayeh, Khalifa, & Buckendahl, 2013). In turn, these alignment studies idealize, in subtle ways, new Canadians with language proficiency requirements that would make them worthy of permanent residence or citizenship. Knowledge of society tests plays an essential role in immigrants' journey to citizenship and can also be considered tests of reading proficiency. This study focuses on the enacted Canadian language policy for prospective immigrants and citizens, adopting a corpus-assisted discourse analytic approach (Taylor & Marchi, 2018) to the study guide for the Canadian citizenship test (Discover Canada: The rights and responsibilities of citizenship). A primary focus is examining how official and nonofficial languages are represented within this document. The findings highlight some of the problematic assumptions that underpin the use of monolingual constructs in tests encountered in the journey to permanent residence and Canadian citizenship.

Critical Language Testing, Multilingualism and Social Justice

Elana Shohamy, Tel Aviv University, Tel Aviv, Israel

Abstract The paper reports on trends in language testing taking place over the years and aim at critical perspectives of testing and promoting inclusion, equity and justice. It begins with critical theories by Messick, Foucault and Bourdieu, leading to critical language testing (CLT) which focused on consequences and uses of tests. Given the power of tests and their detrimental effects questions were raised regarding the impact of language tests on individuals and society. Based on theories of sociolinguistics and applied linguistics it was realized that bi-multilingual students, especially immigrants in the first years of migration and beyond continue to use their first languages as resources for academic functioning, referring to it as their ‘full language repertoire’. These languages are needed especially when processing academic school tests, presented in the new language which students have not yet acquired. The paper reports on studies where immigrant students are tested in multilingual tests and reach significantly high scores compared to those tested only in the new language. In experiments, using a variety of tools, students showed positive attitude to the procedure as they felt recognition and respect. Multilingual tests need to be practiced in schools to avoid language rights violations. Multimodal assessment methods are also proposed as additional ways for expanding the underpinnings of language construct. Lastly, it is recommended that language testing researchers and practitioners conduct research to identify cases of violate language rights and suggest new assessment models to overcome it, leading to increased social justice.

The Securitisation of Language Borders and the (Re)production of inequalities

Kamran Khan, University of Copenhagen, Kobenhavn, Denmark

Abstract This article will focus on inequalities for migrants which are (re)produced by the promise of equality through citizenship and settlement test regimes. I theorize the links between language and borders by drawing on scholarship on security before offering an analysis of language border proliferation. Drawing on other studies and my own work, I will also outline various inequalities. First, how language can act as a proxy for the race through testing which is disproportionately more problematic for non-Europeans. Second, how a lack of access to test centers can discriminate in testing that takes place in the country of origin prior to arrival while also reducing access to test centers in the country of arrival once settled. Third, how tests can affect women, particularly mothers who may lack access to language support and may also have care duties. I will also outline the effects of delays and in relation to language borders. In all of the above, citizenship testing is better situated as a form of border making consistent with the increasing securitization of broader society whether through offshore detention, walls, or increased surveillance.

Standardized Tests and Within-Group Segregation: The Not-So-Optimal ESL Classroom for Long-Term English Learners

Huseyin Uysal, Knox College, Galesburg, Illinois, United States

Abstract Reclassification is a critical threshold when English Learners (ELs) exit specialized language services and access all-English mainstream classrooms. Despite the mandates of the Every Student Succeeds Act, reclassification rates and time remain a pressing problem. A product of this malfunctioning system has been long-term ELs (LTELs). This article focuses on the social consequences of language assessment and attends to the stories of three LTELs at a rural high school in the southeastern United States. It examines the impact of ability-grouping through standardized tests on the social fabric of an English as a Second Language (ESL) classroom. Data come from semi-structured personal interviews and observations in ESL and content-area classes. The thematic narrative analysis points to a reclassification system that functions primarily based on test scores. State-mandated tests silence LTELs by classifying them in the same category with newcomer ELs. This system targets the standardization of their identities by disregarding the diversity within the ELs in terms of instructional needs and social, linguistic, academic, and cultural resources. These tests pose an insuperable social conflict and tension between the LTELs and newcomer ELs. To this end, I claim that state-mandated tests are hegemonic devices that might cause hierarchies in ESL classrooms and within-group segregation of ELs. The social consequences of testing need to be investigated in-depth to revamp the educational landscape for LTELs.

“The Road Not Taken” in Language Testing: Sociocultural Implications of Test and Teaching Contents

Mahdieh Noori, Department of English, Faculty of Literature, Alzahra University, Tehran, Iran

Abstract Shifting focus of asocial language tests toward social considerations recalls their ideological basis (Mirhosseini, De Costa, 2020). The recurrent exposure to and involvement in discursive constructions of high stakes' contents, may bring along certain sociocultural conceptualizations and values by test audiences (van Dijk, 1998). Thus, unless a clear perception of their contents is gained, any discussions on test misuses, fairness, and negative consequences seem ungrounded. To complement prior findings on sociocultural meanings of the IELTS test contents (Noori & Mirhosseini, 2021), and as another phase of triangulated approach to my dissertation study, the mediated contents through IELTS teachings were recorded through a micro-ethnography of 22 online IELTS classes offered by an IELTS center in Iran. Bridging critical views of language testing and critical discourse analysis, qualitative content analysis was conducted in search of reflected topics. The emerging 89 codes sat together in four prominent categories outlining the whole content of IELTS pedagogical practices: Entertainment, Money, Education, Immigration, and a Miscellaneous set of minor topics. The findings reflected a homogeneous conceptual flow through inclusion/exclusion/contrast of certain limited value-laden topics restricted to core communities in the contents of IELTS tests, preparation materials, and pedagogical practices. I suggest inclusion of sociocultural content-wise considerations in language teaching and testing contents including test and content validity perspectives, and as new test facet to be accounted for in washback, fairness, and consequential validity frameworks. Reconsideration of test content validity is also put forwarded in terms of included test topics and their value implications. These perspectives which account for inclusive views and long wished glocalization, will manifest “the road not taken” (Frost, 1916, p.9)/wrongly taken in language assessment and teaching and will further their literacy.

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, 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

TESOL Quarterly 是一份专业的参考期刊，于 1967 年首次出版。该季刊鼓励提交关于对关注英语教学和标准英语作为第二方言的个人具有重要意义的主题的创新性文章。作为代表各种跨学科兴趣（包括理论和实践）的出版物，季刊的主题论文涵盖范围广泛，特别是在以下领域：

• 语言学习和教学的心理学和社会学

• 研究和研究方法中的问题

• 测试和评估

• 专业准备

• 课程设计与开发

• 教学方法、材料和技术

• 语言规划

• 专业标准

官网地址：

https://onlinelibrary.wiley.com/journal/15457249

本文来源：TESOL QUARTELY 官网

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TESOL Quarterly

2024 特刊征稿

1. Global Englishes 

and TESOL

Guest Editors:

Jim McKinley, University College London: [e-mail]

Heath Rose, University of Oxford: [e-mail]

TESOL Quarterly calls for submissions on the theme of Global Englishes and TESOL for publication in a 2024 Special Issue. This special issue specifically targets research exploring pedagogical implications of the spread of English as a global language, uniting the shared interests of the related fields of World Englishes (WE), English as a lingua Franca (ELF), and English as an international language (EIL), while being inclusive of linguistic hybridity in language pedagogy. We are particularly interested in empirical research that reports on pedagogical interventions in language classrooms or in language teacher education, prioritizing those that adopt longitudinal designs with multiple data collection points.

Some examples of areas responsive to this call include:

• Empirical research reporting on pedagogical innovations to teach in a globally-oriented manner, such as practices underpinned by Global Englishes Language Teaching, Teaching EIL, or WE-informed ELT

• Empirical research on the content of and effects of Global Englishes awareness raising in TESOL teacher training programs

• Empirical research into the testing of English as an international language

• Corpus research into global English use to inform pedagogical innovation and materials development

• Pedagogically-oriented research associated with linguistic hybridity and multilingualism in TESOL, which is framed by a Global Englishes or English as a (multi-)lingua Franca perspective

• Research that addresses calls made in our recent systematic review of Global Englishes (Rose, McKinley & Galloway, 2021)

Proposed abstracts should be emailed to the special issue editors for initial consideration. Please send a 500-word abstract that describes previously unpublished empirical (not conceptual) work. The abstract document should also include each author's name, affiliation, contact information, and a 50-word biographical statement. If abstracts are accepted, we will invite authors to submit full-length articles for possible inclusion in this issue. All full submissions will undergo double-anonymous peer review.

Expected timeline:

Abstracts due to Guest Editors: January 15, 2023

Authors notified of full submission invitation: February 28, 2023

Full submissions due: August 1, 2023

Final revisions due: January 1, 2024

Final revisions accepted: March 1, 2024

Publication mid-2024

More information:

https://onlinelibrary.wiley.com/page/journal/15457249/homepage/global-englishes?

2. Assessing the effectiveness of corpus-based approaches to ELT

Guest Editors:

J. Elliott Casal, University of Memphis: [e-mail]
Matt Kessler, University of South Florida: [e-mail]

Corpus linguistics has had a profound impact on L2 English language instruction in terms of available resources and the design of syllabi (i.e., indirect), as well as in terms of pedagogical activities and tasks themselves (i.e., direct; Leech, 1997). A robust body of scholarship supports the adoption of corpus-based language learning tasks in L2 English instruction, with particular emphasis on L2 writing and vocabulary development, learner perception data, and the Data-Driven Learning approach (Johns, 1990). However, attention to reading, listening, speaking, pragmatic knowledge, and other areas (e.g., use of learner-compiled corpora; integration of corpus-analysis activities with other pedagogical activities) is comparatively limited. Currently, there is room for more research investigating how corpus-based pedagogies impact learner development from quantitative, qualitative, and mixed-methods approaches that look for changes in production, metacognition, identity, and other areas of communicative competence.

One of two TESOL Quarterly 2024 Special Issues, Assessing the effectiveness of corpus-based approaches to English language teaching aims to address such matters. Submissions to this special issue should be both theoretically grounded and rooted in practice with a strong emphasis on analyzing the impacts of the pedagogical activities on L2 English learner development. Preference will be given to submissions which focus on less commonly taught skills, linguistic features, and innovative corpus-based pedagogies through rigorous means of assessing development. Submissions should clearly motivate and outline the corpus-based pedagogical approach adopted, theoretically motivate the operationalization of development, provide careful and robust analysis of learner data, and include implications which may be generalizable to other English language instruction contexts.

For the special issue, we are accepting submissions for Full-Length Articles, Brief Reports, Research Issues, and Teaching Issues. Those interested in potentially contributing to the special issue should email the following information to both guest editors by January 31, 2023: a) the intended manuscript submission type/section, b) a title, c) an abstract of up to 300 words; and d) author bios (150 words max each) with contact information of the authors. All invited full submissions will undergo double-anonymous peer review.

Expected timeline:

Abstracts due to Guest Editors: January 31, 2023

Authors notified of full submission invitation: February 28, 2023

Full submissions due: August 1, 2023

Reviews sent to authors: October 31, 2023

Final revisions due: January 1, 2024

Final revisions accepted: March 1, 2024

More information:

https://onlinelibrary.wiley.com/page/journal/15457249/homepage/corpus-based-approaches?

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