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/ B. Kumaravadivelu
// Tesol quarterly 2016, Vol50, N.1 p66-p85 In this reflective article that straddles the personal and the professional, the author shares his critical thoughts on the impact of the steady stream of discourse on the native speaker/nonnative speaker (NS/NNS) inequity in the field of TESOL. His contention is that more than a quarter century of the discoursal output has not in any significant way altered the ground reality of NNS subordination. Therefore, he further contends, it is legitimate to ask what the discourse has achieved, where it has fallen short, why it has fallen short, and what needs to be done. Drawing insights from the works of Gramsci (1971) on hegemony and subalternity, and Mignolo (2010) on decoloniality, the author characterizes the NNS community as a subaltern community and argues that, if it wishes to effectively disrupt the hegemonic power structure, the only option open to it is a decolonial option which demands result-oriented action, not just “intellectual elaboration.” Accordingly, he presents the contours of a five-point plan of action for the consideration of the subaltern community. He claims that only a collective, concerted, and coordinated set of actions carries the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward
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维果茨基心理语言学思想探微——Znachenie slova本质分析 = Investigation of Vygotsky’s psycholinguistics——Analysis of the essence of znachenie slova / 刘星河(LIU Xinghe)；Holbrook Mahn.
// Foreign language teaching and research 2016, Vol 48, N.3 p344-p355 Vygotsky’s psycholinguistics is profound and extensive in the development of human’s meaning-making processes based on social and cultural connections and circumstances.His focus is on the probe of the unification of speaking and thinking processes,and on the illustration of the entity created by this unification— an internal speaking/thinking system with meaning at its core.To interpret it,Vygotsky generates the unit— znachenie slova and explains the roots and the progress of znachenie slova as a unit of the speaking/thinking system.He also takes into account the genetic,functional and structural analysis of the processes through which human being internalizes meaning in the intersubjective condition and constructs it in an internal and psychological system.The basis of this system is the human being’s capacity to generalize by using symbolic representations in a meaningful interaction.Vygotsky’s theoretical perspective of the skeleton of generalization in the speaking/thinking system is essential to the clarification of the way of human being’s producing znachenie slova of the sociocultural relations
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(Non)native Speakered: Rethinking (Non)nativeness and Teacher Identity in TESOL Teacher Education / Geeta A. Aneja
// Tesol quarterly 2016, Vol50, N.3 572-596 p. Despite its imprecision, the native–nonnative dichotomy has become the dominant paradigm for examining language teacher identity development. The nonnative English speaking teacher (NNEST) movement in particular has considered the impact of deficit framings of nonnativeness on “NNEST” preservice teachers. Although these efforts have contributed significantly towards increasing awareness of NNEST-hood, they also risk reifying the notion that nativeness and nonnativeness are objectively distinct categories. This article adopts a poststructuralist lens to reconceptualize native and nonnative speakers as complex, negotiated social subjectivities that emerge through a discursive process that the author terms (non)native speakering. It then applies this dynamic framework to analyze “narrative portraits” of four different archetypical language teachers, two of whom seem to fit neatly into (non)native speakerist frames of language and culture and two of whom deviate from them. It then reflects on how these preservice teachers negotiate, re-create, and resist the produced (non)native speaker subjectivities, and considers the complexity, fluidity, and heterogeneity within each archetype. In the conclusion, the author consider implications of (non)native speakering as a theoretical and analytical frame, as well as possible applications of the data for teacher education.
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“I May Be a Native Speaker but I m Not Monolingual”: Reimagining All Teachers Linguistic Identities in TESOL / Elizabeth M. Ellis
// Tesol quarterly 2016, Vol50, N.3 597-630 p. Teacher linguistic identity has so far mainly been researched in terms of whether a teacher identifies (or is identified by others) as a native speaker (NEST) or nonnative speaker (NNEST) (Moussu & Llurda, 2008; Reis, 2011). Native speakers are presumed to be monolingual, and nonnative speakers, although by definition bilingual, tend to be defined by their perceived deficiency in English. Despite widespread acceptance of Cook s (1999) notions of second language (L2) user and multicompetence, and despite major critiques of the concept of the native speaker (Davies, 2003; Hackert, 2012), the dichotomy lives on in the minds of teachers, learners, and directors of language programs worldwide. This article sets out to show that the linguistic identities of TESOL teachers are varied and complex, and that the dichotomy does little justice to this complexity. Findings are reported from the linguistic biographies of 29 teachers of adult TESOL in seven countries, and a detailed account is given of the rich linguistic identities of two of those teachers, one in Japan and one in Canada. The findings bear out those from Ellis (2013) undertaken in the Australian context. The article concludes with a call for recognition of the plurilingual multicompetencies of all TESOL teachers, and for these identities to be valued in the context of the TESOL classroom to assist learners who are becoming plurilingual.
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“现在完成体之谜”的认知语言学阐释 = A cognitive linguistic approach to “the present perfect puzzle” / 陈敏哲(CHEN Minzhe).
// Foreign language teaching and research 2016, Vol 48, N.2 p176-p187 Current theories of the perfect aspect of English verbs cannot offer a systematic solution to"the present perfect puzzle".Based on the Conceptual Blending Theory,this paper argues that the grammatical meaning of the present perfect aspect of English verbs results from the conceptualblending of the perfect aspect and the present tense.In the present perfect aspect,the speech time is used as telic,the aspectuality of an action or state expressed by a verb with its arguments is construed as bounded and the reoccurrence of the so-construed action or state is presupposed.This forms the unmarked grammatical meaning of the present perfect aspect.By contrast,if an action or state expressed by a verb with its arguments is continuous and unbounded,but is obligatorily construed as bounded in the present perfect aspect,the action or state,due to its internal homogeneity,can extend along the time axis into the future as the speech time moves on,provided that there is an ostensive context,e.g.,the adverbial of durable time.This forms the marked grammatical meaning of the present perfect aspect.The nutcracker of solving"the present perfect puzzle"is the understanding that when a verb in its perfect aspect is used with an adverbial of specific past time,the action or state expressed by the verb will become definite instead of generic.The present tense of English verbs requires the recurrence of a bounded action or state;however,a definite action or state can never logically repeat itself,for violating otherwise the law of identity.Consequently,that the present perfect aspect in English cannot be used with an adverbial of specific past time is accounted for
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