Results 71 to 80 of about 82,559 (255)

Emergent skills and beliefs in an initial teacher preparation course : a thesis presented in fulfilment of the requirements for the degree of Master of Arts in Second Language Teaching at Massey University [PDF]

, 1999
Research on teacher preparation has focused primarily on traditional preparation courses or, in the case of ESL, on the university-based BATESL or MATESL courses. In contrast, the present study focuses on the much shorter Trinity Cert.
Hilder, Marian Margaret
core  

Perspectives on Vicarious Trauma in TESOL

TESOL Quarterly, EarlyView.
Abstract This conceptual paper explores the concept of vicarious trauma of second language teachers of multilingual learners who have experienced trauma. We reflectively engage with and critique dominant discourses in the existing literature that examines the impact of this work.
Victoria E. Wilson, Rachel Burke
wiley   +1 more source

Human capital, social mobility, and TESOL: An interview with Peter Sayer

EuroAmerican Journal of Applied Linguistics and Languages
This interview explores the intersection of social mobility and inequalities in Teaching English to Speakers of Other Languages (TESOL) through a dialogue with Peter Sayer, an Associate Professor at The Ohio State University.
Huseyin Uysal, Peter Sayer
doaj   +1 more source

Embracing Reflexivity: The Importance of Not Hiding the Mess [PDF]

, 2017
This article, published in TESOL Quarterly, discusses the importance of refelxivity and acknowledging all influences within the interview ...
Rabbidge, Michael
core   +1 more source

“Anytime, Anywhere”: Online Language Tutoring Platforms and the Rise of the (Im)Mobile Language Teacher

TESOL Quarterly, EarlyView.
Abstract This article examines how online tutoring platforms (OTPs) have facilitated new forms of (im)mobility—and discourses of (im)mobility—among online English tutors. Drawing on semi‐structured interviews with online tutors, the article critically interrogates OTPs' primary selling point: that online tutors can work “anytime, anywhere.” While OTPs ...
Nate Ming Curran
wiley   +1 more source

Building a Collaborative Teaching Study Group as a Dynamic Nexus of Research and Practice in TBLT: Porous Systems, Agentic Beings, and Energy Flows

TESOL Quarterly, EarlyView.
Abstract Despite its potential benefits, empirical research on researcher–practitioner collaboration within collaborative teaching study groups (CTSGs) remains limited, particularly regarding how this collaboration is manifested and constructed. This study aims to fill this gap by documenting a 9‐year collaborative initiative that facilitated the ...
Yan Zhu, Bo Peng, Dingfang Shu
wiley   +1 more source

Reflecting in and on post-observation feedback in initial teacher training on certificate courses [PDF]

, 2009
This article examines evidence from two studies that concern the nature of post-observation feedback in certificate courses for teaching English to speakers of other languages. It uncovers the main characteristics of these meetings and asks whether there
Copland, Fiona, Ma, Georgina, Mann, Steve J.   +2 more
core  

Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do [PDF]

, 2003
This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, and believe and the relationships of these mental constructs to what ...
Borg, S.
core   +1 more source

Response to Khodi: Relational Safety, Language, and Identity in TESOL Contexts

TESOL Quarterly, EarlyView.
Abstract This response engages with Khodi's commentary on relational safety in TESOL classrooms. We clarify that our study does not propose replicating therapeutic communities, but highlights how language, emotion, identity, and context become intertwined in relationally safe environments.
Sally Rachel Cook, Jean Marc Dewaele
wiley   +1 more source

“Why Can't They Just Stay?” A Critical Conversation and Membership Categorization Analysis of Racial Neoliberalism in English Language Education

TESOL Quarterly, EarlyView.
Abstract In this article, I analyze the co‐constitution of race and neoliberalism within the discourse of an English language classroom. Appealing to modernist/colonial histories of race and capital, I first examine how racial neoliberalism produces a normalized, unmarked subject‐position through the conflation of moral responsibility with human ...
Justin Lance Pannell
wiley   +1 more source