TESOL Quarterly Research Articles

Bilingual education & bilingualism

05–345Byon, Andrew Sangpil (Albany U, USA; abyon@albany.edu), Classroom assessment tools and students' affective stances: KFL classroom settings. Language and Education (Clevedon, UK) 19.3 (2005), 173–193.05–346Costa, Jennifer, Gary McPhail, Janet Smith & Maria Estela Brisk (Boston College, USA), Faculty first – the challenge of infusing the teacher education curriculum with scholarship on English language learners. Journal of Teacher Education (Thousand Oaks, CA, USA) 56.2 (2005), 104–118.05–347Gebhard, Meg (U of Massachusetts, Amherst, USA; gebhard@educ.umass.edu), School reform, hybrid discourses, and second language literacies. TESOL Quarterly (Alexandria, VA, USA) 39.2, 187–210.05–348Jessner, Ulrike (U of Innsbruck, Austria), Multilingual metalanguage, or the way multilinguals talk about their languages. Language Awareness (Clevedon, UK) 14.1 (2005), 56–69.05–349Liebscher, Grit (Waterloo U, Canada; gliebsch@uwaterloo.ca) & Jennifer Dailey-O'Cain, Learner code-switching in the content-based foreign language classroom. The Modern Language Journal (Malden, MA, USA) 89.2 (2005), 234–247.

Teacher education

05–334Angelides, Panayiotis, Maria Evangelou & James Leigh (Intercollege, Cyprus), Implementing a collaborative model of action research for teacher development. Educational Action Research (Oxford, UK), 13.2 (2005), 275–290.05–335Brock, Cynthia, Lori Helman & Chitlada Patchen (U of Nevada, USA), Learning to conduct teacher research: exploring the development of mediated understandings. Teachers and Teaching: Theory and Practice (Abingdon, UK) 11.1 (2005), 73–94.05–336Burdelski, Matthew (California U, USA; mburdel@ucla.edu), Close- and open-ended narratives of personal experience: weekly meetings among a supervisor and teaching assistants of a ‘Japanese language education practicum’. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 3–32.05–337Dooly, Melinda (U of Barcelona, Spain), How aware are they? Research into teachers' attitudes about linguistic diversity. Language Awareness (Clevedon, UK) 14.2/3 (2005), 97–112.05–338Ezer, Hanna (Levinsky College of Education, Tel-Aviv, Israel; hezer@macam.ac.il) & Tamar Sivan, ‘Good’ academic writing in Hebrew: the perceptions of pre-service teachers and their instructors. Assessing Writing (Amsterdam, the Netherlands) 10.2 (2005), 117–133.05–339Hayes, David (U of Birmingham, UK), Exploring the lives of non-native speaking English educators in Sri Lanka. Teachers and Teaching: Theory and Practice (Abingdon, UK) 11.2 (2005), 169–194.05–340Korthagen, Fred (Utrecht U, the Netherlands) & Angelo Vasalos, Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice (Abingdon, UK) 11.1 (2005), 47–71.05–341Lynch, Brian (Portland State U, USA; bklynch@pdx.edu) & Peter Shaw, Portfolios, power, and ethics. TESOL Quarterly (Alexandria, VA, USA) 39.2, 263–298.05–342Roulston, Kathryn, Roy Legette, Monica DeLoach & Celeste Buckhalter Pittman (U of Georgia, USA), What is ‘research’ for teacher-researchers?Educational Action Research (Oxford, UK) 13.2 (2005), 169–190.05–343Santagata, Rossella (California U, USA; rossellas@lessonlab.com), ‘Are you joking or are you sleeping?’: cultural beliefs and practices in Italian and U.S. teachers' mistake-handling strategies. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 141–164.05–344Waters, Alan (Lancaster U, UK; A.Waters@lancaster.ac.uk), Ma. Luz. C. Vilcheseo, Managing innovation in language education: a course for ELT change agents. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 117–136.

Language learning

Language learning

Researching the Impact of English on Minority and Indigenous Languages in Non-Western Contexts

0 In its winter 2003 issue, TESOL Quarterly published an important and timely article by David Nunan, written in response to the TESOL International Research Foundation's call for into the impact of English as a global (Duff & Bailey, 2001, p. 589). Nunan's article addresses the need for more research as English becomes the global language of academia, commerce, entertainment, and communication (Crystal, 1997, 2000; MacPherson, 2003). It makes a significant contribution to language policy studies in general and in the Asia-Pacific region in particular. We believe his article will serve as a catalyst for more studies and critical discussions on the impact of English as a global language. With this in mind, we initiate a discussion by critiquing Nunan's discussion of the People's Republic of China (PRC) to address potential problems in researching and representing policies affecting distant peoples. We address these issues focusing on site selection, participant selection, data source, as well as interpretation and analysis in relation to research on English as a global language and its effects on minority and Indigenous languages.

Language learning

Language learning

Language teaching

Language teaching

No child left behind: repealing and Unpeeling federal language education policy in the united states

For more than three decades US language education policy was realized through the Bilingual Education Act, enacted in 1968 to meet the educational needs of language minority students. The Bilingual Education Act emphasized bilingual education and provided options for the development of students’ native language as well as their English language proficiency and academic achievement. In 2002 the Bilingual Education Act expired and was replaced by the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Drawing on Ricento and Hornberger’s [(1996) TESOL Quarterly, 30(3), 401--428] ‘onion metaphor’ for the multi-layered nature of language planning and policy, this paper considers the potential impact changes in language education policy may have on programs and practices for language minority students. A summary of interview responses from a small sample of Southern Oregon educators provides an added perspective.

Language teaching

Language teaching

Sociolinguistics

05–96Akinyemi, Akintunde (U of Florida, USA; akinyemi@aall.ufl.edu). Integrating culture and second language teaching through Yorùbá personal names. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 115–126.05–97Dewaele, Jean-Marc (Birkbeck College, U of London, UK; j.dewaele@bbk.ac.uk). The acquisition of sociolinguistic competence in French as a foreign language: an overview. French Language Studies (Cambridge, UK) 14.3 (2004), 301–319.05–98Morita N. (U of British Columbia, Canada). Negotiating Participation and Identity in Second Language Academic Communities. TESOL Quarterly (Alexandria, VA, USA) 38.4 (2004), 573–603.

Linking Observations to Interpretations and Uses in TESOL Research

TESOL Quarterly publishes brief commentaries on aspects of qualitative and quantitative research. For this issue, three researchers were asked to respond to “Some Guidelines for Conducting Quantitative and Qualitative Research in TESOL,” published in TESOL Quarterly (2003, vol. 37, pp. 157–178). The guidelines are also available on the TESOL Web site at http:www.tesol.orgs_tesolseccss.aspCID476&DID2150. Though not comprehensive, the guidelines address methods for quantitative research and three types of qualitative research: case study, conversation analysis, and (critical) ethnography.

Reflections on Research Guidelines, Categories, and Responsibility

N The guidelines for quantitative and qualitative research, published in TESOL Quarterly, are comprehensive, detailed, informative, and broad in scope. They present a variety of research designs and approaches, especially regarding qualitative research. They are useful for planning research, writing up research articles and reports, and reading research critically. At the same time, however, the guidelines raise a number of questions: Does the field need strict boundaries for research designs? Are the categories so distinct from one another? Can qualitative research designs be differentiated from one another in such ways? For example, is narrative research so different from critical ethnography, or conversational analysis? Can researchers not address these qualitative designs quantitatively as well? Do these categories represent research designs, research traditions, research paradigms, or methods of data analysis? Related to these questions is whether researchers need such detailed guidelines. What message do these guidelines send them? The guidelines are based on the assumption that research is fixed, finite, and follows a clear order. Yet, in an era when research is opening up to a variety of options, well beyond those included in the guidelines, such a prescription may be perceived as an imposition or a dogma of how research should be done. What is the right way to do research, anyway? When qualitative research emerged not long ago, positivists rejected qualitative methods because they felt such methods could not be trusted-that it was not real research. (Some journals still do not publish qualitative studies.) Researchers doing qualitative research rejected that criticism, however, claiming that quantitative research is restrictive and prescriptive, and it cannot address deeper insights and understandings of language phenomena. As the guidelines show, qualitative approaches are nowadays very widely accepted. Thus, TESOL researchers must be cautious that the guidelines do not restrict innovations in research designs by imposing

Readers Respond to Julian Edge's "Imperial Troopers and Servants of the Lord". The Author Replies. Of Displacive and Augmentative Discourse, New Enemies, and Old Doubts

0 When, on his deathbed, Voltaire was called upon to renounce the devil, he is reported to have replied, This is no time for making new enemies. As someone who has moved relatively peacefully so far through more than 30 years of a working life in TESOL, I feel much the same way. And yet, the informing ethos of the reader reacts/writer responds exchange-indeed, the unspoken assumption underlying academic discourse in general-is agonistic. Academics are trained in what might be called a displacive use of language, as though making a contribution is not sufficient; someone must first be shown to be wrong or lacking (Swales, 1990). The generic patterning of this displacive discourse in the TESOL Quarterly Forum takes the form of what Nicol (2004) calls intertextual critical exchange. It typically begins with a flourish that damns the original writer with faint praise and then goes on to state the reacting reader's position. The original writer then responds in kind. Purgason, for example, declares that Edge's text, prompted me . . . to do a great deal of reflection (this issue, p. 711). She emerges from this thoughtful state not only able to reconfirm the righteousness of her own previous thinking, but also to accuse me, the author, of simplistic argument, poor scholarship, unfitting choice of words, and alarmist rhetoric, all in the name of clarification' and an effort to keep the dialogue alive.., in a less polemical tone (this issue, p. 711). As a part of her clarification, and in apparently unconscious parody of rational argument, she suggests that the interest I declare (in my author statement) in using nonjudgmental discourse should somehow disqualify me from using evaluative expressions in my writing. Griffith takes a much less aggressive tack, albeit still in displacive mode. The core of his reaction is to dismiss the doubts and ambiguities that concern me with regard to the roles of TESOL in the contemporary world and to assure readers that people in the United States will only support a war if it has some idealistic rationale and that students of English gain access not merely to a linguistic code, but to outlook, a way of being, a culture rooted in human rights (this issue, pp. 715-716).

Sociolinguistics

04–576Alexander, Neville (U. of Cape Town, South Africa; Email: nalexand@humanities.uct.ac.za). The politics of language planning in post-apartheid South Africa. Language Problems and Language Planning (Amsterdam, The Netherlands), 28, 2 (2004), 113–130.04–577Bayley, Robert and Langman, Juliet (U. of Texas, USA; Email: rbayley@utsa.edu). Variation in the group and the individual: Evidence from second language acquisition. International Review of Applied Linguistics in Language Teaching (Berlin, Germany), 42, 4 (2004), 303–318.04–578Cruickshank, Ken (U. of Wollongong, Australia; Email: kenc@uow.edu.au). Literacy in multilingual contexts: change in teenagers' reading and writing. Language and Education (Clevedon, UK), 18, 6 (2004), 459–473.04–579Dailey, René M., Giles, Howard and Jansma, Laura L. (U. of California, Santa Barbara, USA; Email: rdailey@umail.ucsb.edu). Language attitudes in an Anglo-Hispanic context: the role of the linguistic landscape. Language and Communication (Oxford, UK), 25, 1 (2005), 27–38.04–580Davis, Kathryn and Skilton-Sylvester, Ellen (U. of Hawai'i at Manoa, USA). Looking Back, Taking Stock, Moving Forward: Investigating Gender in TESOL. TESOL Quarterly (Alexandria, VA, USA), 38, 3 (2004), 381–404.04–581Dewaele, Jean-Marc (U. of London, UK; Email: j.dewaele@bbk.ac.uk). Vous or tu? Native and non-native speakers of French on a sociolinguistic tightrope. International Review of Applied Linguistics in Language Teaching (Berlin, Germany), 42, 4 (2004), 383–402.04–582Gordon, Daryl (Temple U., USA). “I'm tired. You clean and cook.” Shifting gender identities and second language socialization. TESOL Quarterly (Alexandria,VA, USA), 38, 3 (2004), 437–457.04–583Kamwangamalu, Nkonko M. (Howard U., USA; Email: nkamwangamalu@howard.edu). The language policy/language economics interface and mother-tongue education in post-apartheid South Africa. Language Problems and Language Planning (Amsterdam, The Netherlands), 28, 2 (2004), 131–146.04–584Ordonez, Claudia Lucia (U. de los Andes, Santafé de Bogota, Colombia; Email: cordonez@uniandes.edu.com). EFL and native Spanish in elite bilingual schools in Colombia: a first look at bilingual adolescent frog stories. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 449–473.04–585Simpson, M. JoEllen (Formerly at U. del Valle, Cali, Colombia; Email: jsimpson@telesat.com.co). A look at early childhood writing in English and Spanish in a bilingual school in Ecuador. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 432–448.04–586Skliar, Carlos and Muller Quadros, Ronice (U. Federal do Rio Grande do Sul, Brazil; Email: skliar@piaget.edu.ufrgs.br). Bilingual deaf education in the south of Brazil. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 432–448.04–587Spezzini, Susan (U. of Alabama at Birmingham, USA; Email: spezzini@uab.edu). English immersion in Paraguay: individual and sociocultural dimensions of language learning and use. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 412–431.04–588Wright, Laurence (Rhodes U., South Africa; Email: L.Wright@ru.ac.za). Language and value: towards accepting a richer linguistic ecology for South Africa. Language Problems and Language Planning (Amsterdam, The Netherlands), 28, 2 (2004), 175–197.

Language learning

Language learning

Teacher education

04–386 Benson, Carol (Stockholm U., Sweden; Email: Carol.benson@biling.su.se). Do we expect too much of bilingual teachers? Bilingual teaching in developing countries. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 204–221.04–387 Butler, Y. G. (U. of Pennsylvania USA). What level of English proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 245–278.04–388 Erben, Tony. Emerging research and practices in immersion teacher education. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 320–338.04–389 Gray, Carol (U. of Birmingham, UK). Exploring the language teacher's mind – helping student teachers see beneath the surface. Language Learning Journal (Oxford, UK), 29 (2004), 23–31.04–390 Hornberger, Nancy H. (Pennsylvania U., USA; Email: nancyh@gse.upenn.edu). The continua of biliteracy and the bilingual educator: educational linguistics in practice. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 155–171.04–391 Pomphrey, Cathy (London Metropolitan U., UK). Professional development through collaborative curriculum planning in English and modern languages. Language Learning Journal (Oxford, UK), 29 (2004), 12–17.04–392 Sharkey, Judy (U. of New Hampshire, USA). ESOL teachers' knowledge of context as critical mediator in curriculum development. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 279–299.04–393 Varghese, Manka (Washington U., Seattle, USA; Email: mankav@u.washington.edu). Professional development for bilingual teachers in the United States: a site for articulating and contesting professional roles. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 222–237.04–394 Wade, Suzanne E. (U. of Utah, USA; Email: Wade@ed.utah.edu) and Fauske, Janice R. Dialogue online: prospective teachers' discourse strategies in computer-mediated discussions. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 134–160.

Reflections on the Impact of Teacher-Researcher Collaboration

from http://nces.ed.gov/pubs2002/2002606.pdf Patterson, L., Minnick Santa, C., Smith, KI, & Short, K. (1993). Teachers are researchers: Reflection and action. Newark, DE: International Reading Association. Shagoury Hubbard, R., & Miller Power, B. (1999). Living the questions: A guide for teacher researchers. Portland, ME: Stenhouse. Sharkey, J., & Johnson, K. (2003). The TESOL Quarterly dialogues: Rethinking issues of language, culture, and power. Alexandria, VA: TESOL. U.S. Department of Education. (2002). No child left behind. Retrieved May 17, 2004, from http://www.ed.gov/nclb/landing.jhtml

Teacher education

04–225Burley, Suzanne, and Pomphrey, Cathy (London Metropolitan U., UK). Intercomprehension in language teacher education: a dialogue between English and Modern Languages. Language Awareness. (Clevedon, UK), 12, 3&4 (2003), 247–55.04–226Cooper, Thomas C. (U. of Georgia, USA). How foreign language teachers in Georgia evaluate their professional preparation: a call to action. Foreign Language Annals (New York, USA), 37, 1 (2004) 37–48.04–227Cruickshank, Ken, Newell, Sandra (Sydney U., Australia; Email: k.cruickshank@edfac.usyd.edu.au) and Cole, Stephanie. Meeting English language needs in teacher education: a flexible support model for non-English speaking background students. Asia-Pacific Journal of Teacher Education (Bunbury, Australia), 31, 3 (2003), 239–48.04–228Doecke, Brenton (Deakin University, Australia). Locke, Terry and Petrosky, Anthony. Explaining ourselves (to ourselves): English teachers, professional identity and change. English in Australia (Norwood, Australia), 139 (2004), 103–12.04–229Ebsworth, M. (New York U., USA). Feknous, B., Loyet, D., and Zimmerman, S. Tape it yourself: videotapes for teacher education. ELT Journal (Oxford, UK), 58, 2 (2004), 145–54.04–230Hart, Juliet E. (College of William and Mary, USA) and Lee, Okhee. Teacher professional development to improve the science and literacy achievement of English language learners. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 475–501.04–231Jewett, P. and Smith, K. (Arizona State U., USA). Becoming critical: moving toward a critical literacy pedagogy – an argument for critical literacy. Action in Teacher Education (Reston, Virginia, USA), 25, 3 (2003), 69–77.04–232Johnston, Marilyn, Bendau, Shirley, Covert, Julia, Christenson, Mary, Dyer, Jennifer, Risko, Georgene and Slutsky, Ruslan (Ohio State U., USA). Conducting action research while teaching about it. Action in Teacher Education (Reston, Virginia, USA), 25, 2 (2003), 9–15.04–233Kamler, Barbara (Deakin University, Australia) and Comber, Barbara. The new English teacher: redesigning pedagogies. English in Australia (Norwood, Australia), 139 (2004), 131–42.04–234Locke, Terry (University of Waikato, New Zealand). Reshaping classical professionalism in the aftermath of neo-liberal reform. English in Australia (Norwood, Australia), 139 (2004), 113–21.04–235Reeves, J. (Auburn University, USA). ‘Like everybody else’: equalizing educational opportunity for English language learners. TESOL Quarterly (Alexandria, Virginia, USA), 38, 1 (2004), 43–66.04–236Szesztay, M. (Eötvös Loránd U., Hungary). Teachers' ways of knowing. ELT Journal (Oxford, UK), 58, 2 (2004), 129–36.04–237Tardy, C. (Purdue University, USA) and Snyder, B. ‘That's why I do it’: flowand EFL teachers' practices. ELT Journal (Oxford, UK), 58, 2 (2004), 118–28.04–238Wanae, Gertrude M. and Kang'ethe-Kamau, Rachel W. (Kenyatta University, Kenya; Email: getrudewam@yahoo.com). The concept of inclusive education: teacher training and acquisition of English language in the hearing impaired. British Journal of Special Education (Oxford, UK), 31, 1 (2004), 33–40.

Word-level stress patterns in the academic word list

This paper addresses teachers and researchers of English as a second or foreign language who are interested in speech intelligibility training and/or vocabulary acquisition. The study reports a stress-pattern analysis of the Academic Word List (AWL) as made available by Coxhead [TESOL Quarterly 34 (2000) 213]. To examine the AWL in a new way, we identified patterns of word-level stress in the AWL's 525 headwords and 2454 sublist items, or 2979 polysyllabic academic words in all. The report's final table rank orders 39 patterns of word-level stress. We learned that the first 14 patterns encompass over 90% of the AWL's lexical items, while the remaining 25 patterns are low in frequency of occurrence. Results of our analysis may be coupled with information on word-level stress already available in the literature (e.g., systematic shifts in word-level stress—as well as corresponding changes in vowel quality—due to such phenomena as suffixation, derivational morphology, and other aspects of rule-based pedagogy). The paper's concluding section highlights the importance of introducing English for Academic Purposes (EAP) learners to such pattern phenomena in coordination with the word stress frequency data reported in the study.

Problematizing Cultural Stereotypes in TESOL

Mitchell, J. (1994). Sex kills. On Turbulent Indigo [CD]. Los Angeles, CA: Reprise Records/Crazy Crow Music. Morgan, D. (2003, August 10). A debate over U.S. 'empire' builds in unexpected circles [Electronic version]. Washington Post, p. A3. Retrieved October 20, 2003, from http://www.truthout.org/docs_03/081203G.shtml Murphy, B. (2003, April 5). Neoconservative clout seen in U.S. Iraq policy. Milwaukee Journal Sentinel. Retrieved October 20, 2003, from http://www.jsonline.com/news /gen/apr03/131523.asp Pennycook, A. (1994). The cultural politics of English as an international language. London: Longman. Pennycook, A. (Ed.). (1999). Critical approaches to TESOL [Special-topic issue]. TESOL Quarterly, 33(3). Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Erlbaum.

Language teaching

Language teaching