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“I Know I m Generalizing but…”: How Teachers’ Perceptions Influence ESL Learner Placement / Tasha Riley.
// TESOL Quarterly Volume 49, Issue 4, December 2015. 2015pages 659-680. This qualitative study focuses on the potential influence students’ English as a second language (ESL) status has on teachers’ placement decisions. Specifically, the study examines 21 teachers’ responses to and decisions regarding fictional student record cards. Findings reveal that some teachers’ placement decisions were influenced by factors beyond a student s academic achievement, such as a student s ethnicity or ESL status. This study demonstrates that even when teachers are asked to base their recommendations only on academic achievement, some teachers still attend to arbitrary factors such as a learner s group membership. Teacher educators may use these findings to sensitize teacher candidates to the implications of their unchecked stereotypes and biases.
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“Imaginings”: Reflections on Plurilingual Students’ Creative Multimodal Works / Saskia Stille and Gail Prasad.
// TESOL Quarterly Volume 49, Issue 3, September 2015. 2015pages 608-621. The purpose of this article is to illustrate the potential contribution of a multimodal approach to English language teaching and learning in the educational context. Collaborating with English as a second language (ESL) and classroom teachers to explore ways to improve pedagogy in multilingual, multicultural schools, the authors discovered many teachers who used the creation of multimodal texts as a core instructional strategy to go beyond basic approaches to language teaching and learning. In particular, these teachers used the creation of multimodal identity texts (Cummins & Early, 2011) as a means to involve students in producing work that was culturally relevant, socially significant, and personally meaningful. To illustrate these possibilities, the article draws on examples of student- and teacher-created multimodal texts that were showcased at a regional conference for ESL teachers in Ontario in 2012 and 2014. Through interviews with students and teachers, the authors found that students actively used multimodal resources to represent and articulate personal narratives of themselves, their communities, and their language learning experiences. These narratives reflect students not only as language learners but also, more powerfully, as plurilingual subjects with voice and agency. The authors conclude by reflecting on the potential for plurilingual multimodal production in the English language classroom as a form of teaching for social justice.
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“That Sounds So Cooool”: Entanglements of Children, Digital Tools, and Literacy Practices / Kelleen Toohey, Diane Dagenais, Andreea Fodor, Linda Hof, Omar Nuñez, Angelpreet Singh and Liz Schulze.
// TESOL Quarterly Volume 49, Issue 3, September 2015. 2015pages 461-485. Many observers have argued that minority language speakers often have difficulty with school-based literacy and that the poorer school achievement of such learners occurs at least partly as a result of these difficulties. At the same time, many have argued for a recognition of the multiple literacies required for citizens in a 21st century world. In this study the researchers examined a specific case in which English language learners (ELLs) made short videos about sustainability and social justice, to determine the diverse literacy practices such activities entailed. The researchers found that children produced storyboards and scripts, and videos with titles, and engaged in several other literacy activities, discussing what “made sense” in sequencing in a documentary story, what sustainability and social justice meant, how to report on information they had gathered, and so on. They also examined how new materiality theories might assist us in analyzing how ELLs engage in digital literacy activities. These theories encourage us to think about how human beings interact with other kinds of materials to accomplish perhaps novel tasks. With respect to language learning, such a view might challenge our conceptions of language and literacy learning. For new materiality theorists, language and literacy cannot be an “out-there” kind of “thing” that learners put “inside” themselves. Rather, languages and literacies and people and their activities and other materials accompany one another, and are entangled in sociomaterial assemblages that rub up against one another in complex and as yet unpredictable ways.
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A Meta-Analysis of Extensive Reading Research / Takayuki Nakanishi.
// TESOL Quarterly Volume 49, Issue 1, March 2015. 2015pages6–37 The purposes of this study were to investigate the overall effectiveness of extensive reading, whether learners age impacts learning, and whether the length of time second language learners engage in extensive reading influences test scores. The author conducted a meta-analysis to answer research questions and to identify future research directions. He included two types of empirical studies—those including group contrasts based on a comparison of a control group and experimental groups, and pre–post contrasts that only include experimental groups—in the analysis. After a thorough literature search with numerous search engines and manual and electronic examination of related journals, the meta-analysis included 34 studies (two PhD dissertations and 32 research articles) that provided 43 different effect sizes and a total sample size of 3,942 participants. Findings show a medium effect size (d = 0.46) for group contrasts and a larger one (d = 0.71) for pre–post contrasts for students who received extensive reading instruction compared to those who did not. In sum, the available research to date suggests that extensive reading improves students reading proficiency and should be a part of language learning curricula.
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Analyzing Storytelling In TESOL Interview Research / Gabriele Kasper and Matthew T. Prior
// TESOL Quarterly Volume 49, Issue 2, June 2015. 2015pages 226–255 Autobiographic research interviews have become an accepted and valued method of qualitative inquiry in TESOL and applied linguistics more broadly. In recent discussions surrounding the epistemological treatment of autobiographic stories, TESOL researchers have increasingly called for more attention to the ways in which stories are embedded in interaction and thus are bound up with the social contexts of their production. This paper advances these efforts by demonstrating an empirically grounded approach to storytelling as interaction. Drawing on the research tradition on storytelling in conversation analysis, the article offers a sample analysis of a story produced in an L2 English interview with an adult immigrant in the United States. By engaging sequential conversation analysis, membership categorization analysis, and occasioned semantics, it examines the interactional practices through which the storyteller and story recipient launch, produce, and end the telling of a story that furthers the purpose of the autobiographic interview. By following closely the participants coordinated actions as they unfold in time, we trace how the parties accomplish the storytelling as an intelligible and meaningful activity through sequence organization and turn design. We conclude with recommendations for extending storytelling research in TESOL to meet the evolving needs and interests of the field.
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