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Climate Change and TESOL : Language, Literacies, and the Creation of Eco-Ethical Consciousness / Jason Goulah.
// Tesol Quarterly Volume 51, Issue 1 March 2017. 2017.p. 90–114. This article calls on the field of TESOL to respond to the planet s growing climatic and ecological crisis, conceptualizing climate change beyond just standards-based language and content curriculum. Climate change is also cultural and religious, and thus warrants broader consideration in TESOL. Drawing on theories of value creation and creative coexistence, the author considers climate change socioculturally, epistemologically, and ontologically toward the development of a value-creative eco-ethical consciousness. The author concludes with a critical instrumental case study that used ethnographic and discourse analytic methods to examine the effects of a standards-based climate change unit among adolescent religious refugee English language learners (ELLs) from the former Soviet Union (FSU). Findings suggest these ELLs’ curricular engagement developed their language, literacies, and content knowledge relative to climate science. It also fostered transformed perspectives and value creation toward an eco-ethical consciousness consonant with their cultural religious identity expression. Intersecting multiple subareas of TESOL, including FSU learners, digital literacies, religion and spirituality, and standards-based approaches, the case study findings have potentially broader transferability implications beyond climate change and language learning and instruction.
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Out-of-class communication and awareness of English as a Lingua Franca / Chit Cheung, Matthew Sung.
// ELT Journal, Volume 72, Issue 1, 16 January 2018, 72/1 2018.p. 15–25. This article reports on the implementation of an out-of-class communication component of a university ELT course in Hong Kong to raise students’ awareness of the pluralistic nature of English as a Lingua Franca (ELF). Drawing on students’ written reflections as part of the coursework, the study investigated how out-of-class ELF communication activities impacted on students’ understanding of English in a global context. Findings suggest that students developed an increased awareness of ELF as a result of the communication activities. In particular, they appreciated the diversity of English in the world, questioned the relevance of native-speaker norms, and emphasized the importance of communicative strategies in ELF communication. In addition, they reported practical and personal benefits derived from the out-of-class communication activities. The study points to the importance of first-hand, out-of-class communication experiences in raising students’ awareness of ELF and the role of reflection in developing students’ critical consciousness of the global role of English.
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Teacher language awareness in supervisory feedback cycles / Kristen Lindahl and Laura Baecher
// ELT journal. 2016, Vol. 70, No. 1. 2016.p. 28-38. This study investigates pre- and post-observation feedback provided to TESOL teacher candidates who are preparing to work in content-based instruction/content and language integrated learning contexts, extending the conceptualization of teacher language awareness (TLA) to candidate supervision. It examines the extent to which TLA is manifested by supervisors and teacher candidates within supervision cycles, and explores how supervisors’ focus on language may influence the pedagogical decisions of the teacher candidates. The results suggest that supervisors with high TLA provide feedback to candidates’ lessons differently to supervisors with lower language awareness. These findings have implications for the role supervisors play in TEFL/TESOL practica.
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