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Schall-Leckrone, Laura – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
Equipping all teachers to teach multilingual learners disciplinary language--content-specific ways of knowing through language--is an unresolved teacher education challenge. This challenge is particularly acute for teacher educators who serve general education teachers, because these teachers typically lack the specialized language preparation or…
Descriptors: Teacher Education, Multilingualism, Teacher Educators, Regular and Special Education Relationship
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Britton, Emma R.; Austin, Theresa Y. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
Anglophone universities have increasingly become contact zones for the growing numbers of ethnolinguistically diverse students who use English as a lingua franca (Jenkins, 2014). Despite the sociolinguistic reality of English as contact language, monolingual and monoglossic ideologies often prevail not only at the macro institutional scale, but…
Descriptors: English Language Learners, Ideology, English (Second Language), Undergraduate Students
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Seibert, Andrew Douglas – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
Previous methodological discussions in TESOL Quarterly (TQ) discuss imperatives for transparent and reflexive research practices and reporting (Derrick, 2016; Rabbidge, 2017). This article follows these methodological discussions by considering issues in second language (L2) and multilingual transcription by inspecting transcription and analyzing…
Descriptors: Transcripts (Written Records), Multilingualism, Accountability, Access to Information
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Phillips Galloway, Emily; Meston, Heather M.; Aguilar, Gladys – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
Classrooms are not always linguistically permeable, and instruction focused on bolstering English reading comprehension too often neglects students' additional linguistic resources in languages other than English. However, to the task of comprehending English text, multilingual readers bring a host of communicative resources across multiple…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Bilingualism
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Grapin, Scott E.; Lee, Okhee – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
In December 2020, the WIDA Consortium released the "WIDA English Language Development Standards Framework, 2020 Edition." In the coming years, the 2020 Edition will be implemented across 36 states, the District of Columbia, and four territories and agencies in the US. The 2020 Edition also arrives at a time when the field of TESOL is…
Descriptors: Language Teachers, Second Language Instruction, English Language Learners, Equal Education
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Cioè-Peña, María – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
Nationally, there is a rise in students who are dually classified as emergent bilinguals and students with disabilities. While conversations around disproportionality and the over-representation of emergent bilinguals in special education are important, that discourse does not address the needs of students currently classified. Overwhelmingly,…
Descriptors: Inclusion, Code Switching (Language), Translation, Bilingualism
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Hazrat, Mandana; Read, John – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
The Involvement Load Hypothesis (ILH) is a framework for designing vocabulary-learning tasks which was proposed by Batia Laufer and Jan Hulstijn in 2001. It assumes that task effectiveness depends on three components induced by a task: a motivational component (need) and two cognitive components (search and evaluation). The hypothesis has been…
Descriptors: Linguistic Theory, Vocabulary Development, Language Research, Evidence
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Hsieh, Jasper Kun-Ting; Gao, Xuesong; Bell, Shaun – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
This paper draws on an ethnographic research that examined Taiwanese international students' identity movements before, during, and after their overseas education in Australia. Previous studies on nonnative-English-speaking teachers (NNESTs) studying TESOL in the West focused on the formation of their professional identity before and after the…
Descriptors: Foreign Countries, Foreign Students, Study Abroad, English (Second Language)
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Elabdali, Rima – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
In the present study, I draw on Canagarajah's (2019) negotiated-literacy orientation and the systemic functional linguistic (SFL) approach to discourse analysis (Eggins & Slade, 1997) to demonstrate the varying degrees to which Fatima and Chow, two multilingual doctoral students, were able to question and negotiate normative literacy practices…
Descriptors: Monolingualism, Multilingualism, Ideology, Second Language Learning
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Slaughter, Yvette; Bonar, Gary; Keary, Anne – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
The complexity inherent in the TESOL field can present challenges for Language Teacher Associations (LTAs) in undertaking internal-facing roles such as professional learning including networking, conferences and publications, as well as external-facing roles such as advocacy work with stakeholders, and curriculum reform, among other issues (e.g.,…
Descriptors: Language Teachers, Teacher Associations, Second Language Instruction, English (Second Language)
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Taguchi, Naoko – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
This study intends to contribute to the methodological debate into L2 pragmatics research by examining the usability of immersive virtual reality (VR) for developing a pragmatics task. The study compared participants' speech act performance between two closed role-play tasks using different mediums: computer-based and VR-based. Sixty-two native…
Descriptors: Computer Simulation, Second Language Learning, English (Second Language), Pragmatics
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Cahnmann-Taylor, Melisa; Coda, James; Jiang, Lei – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
What does it mean to queer the L2 classroom and why does it matter? Building on inclusive pedagogical approaches, this paper considers what queering looks like/sounds like/feels like in the context of two case study classrooms where language teachers learned about Teaching Proficiency Through Reading and Storytelling (TPRS) methods in a novice…
Descriptors: LGBTQ People, Homosexuality, Inclusion, Reading Instruction
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Schneider, Jason – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
Working within the framework of language learner strategies, and more specifically strategies employed by L2 writers, this article presents findings from a qualitative, longitudinal study of seven international college students in the United States. On the basis of data comprising 54 interviews with the students over a period of four years, and…
Descriptors: Writing Strategies, Self Concept, Second Language Learning, Second Language Instruction
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Grapin, Scott E.; Llosa, Lorena – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
Dynamic assessment (DA) seeks to understand learners' abilities that are still developing by embedding mediation (i.e., contingent forms of assistance) into the assessment process. To date, DA studies have been carried out primarily in contexts focused on language learning. However, in content classrooms (e.g., science, math), English learners…
Descriptors: Grade 5, Elementary School Students, Student Evaluation, Science Instruction
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Kibler, Amanda K.; Andrei, Elena; Salerno, April S. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
Despite research attention to varied and nuanced social processes through which linguistically minoritized multilingual students create texts, writing instruction and assessment in schools continue to be dominated by a focus on students' written products. Even formative assessment-- arguably one of teachers' most powerful tools in designing…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Language Teachers
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