学术动态

我院英语系张德聪副教授的论文《英语词汇教学技巧》被美国国际学术组织TESOL(Teachers of English to Speakers of Other Languages)收入《课堂教学技巧创新》系列丛书《词汇教学新方法》专集,1994年由TESOL出版公司出版发行。张德聪先生被吸收为该组织的正式会员,赠书一套。     

国际中文师资培训模式的构建——基于美国TESOL项目的启示

国际中文教育已经开启了一个普及化的新时代,构建一支高水平的师资队伍是推动国际中文教育长期稳定发展的必要条件。为了提升教师质量和数量,亟需构建更为完善的国际中文师资培训体系。美国TESOL(Teaching English to Speakers of Other Language)教师培训模式较为成熟,已经得到全球英语教师和用人单位的高度认可。通过对TESOL项目的培训理念、教学对象、课程培训目标、课程设置和资格认证等方面的深入分析,可以帮助国内学界了解美国TESOL项目的特点,为国际中文师资培训提供切实可行的参考,构建一套专业化、规范化、国际化、统一的国际中文师资培训模式。     

第42届TESOL国际学术年会在美国纽约召开

2008年4月2—5日,国际英语它语教师协会（TESOL）在美国纽约召开了第42届国际学术年会。会议以“Worlds of TESOL：Building Communities of Practice,Inquiry,and Creativity”为主题．吸引了全世界7000余名英语语言学家、研究者、一线教师等参与。会议共设了1200余项会议主题、专题报告、工作坊等学术内容,另有150余家出版机构与学术团体参加了大会英语教学资源展示会。国家基础教育实验中心外语教育研究中心（IATEFL China）选派三位代表参加了本次学术年会,收益颇丰。     

国际英语外语教师组织(IOTEFL)成立

早在1967年．随着英语作为国际语言和世界各国对英语教学的重视,美国建立了TESOL（Teachers of English to Speakers of Other Languages）,英国建立了IATEFL（International Association of Teachers of English as a Foreign Language）,每年召开国际学术年会和专项研讨会,在其内部建立各种专业委员会（SIG）,定期出版刊物,引领着全世界英语教育教学。     

第41届TESOL年会参会侧记

第41届TESOL(Teachers of English to Speakers of Other Languages)年会于2007年3月21—24日在美国西雅图市召开。来自于世界各地的7000余名代表参加了这次会议。国际英语外语教师协会中国分会(IATEFL China)组成由会     

国际青年奥林匹克技能竞赛

国际青年奥林匹克技能竞赛组织的全称是:促进职业培训和国际青年技能奥林匹克国际组织(INTERNATIONAL ORGANISATION FOR THE PROMOTION OF VOCATIONAL TRAINING AND THE INTERNATIONAL YOUTH SKILL OLYMPICS)。总部设在西班牙,     

国际英语外语教师协会中国分会代表团参加第41届TESOL年会

第41届TESOL（Teachers of Enqlish to Speakers of Other Languages）年会于2007年3月21—24日在美国西雅图市召开。来自世界各地的7000余名代表参加了这次会议。国际英语外语教师协会中国分会（IATEFL—China）组成由会长包天仁教授为团长的5人代表团参加了本届年会。TESOL是一个英语作为非母语教学的国际性的英语教师协会。致力于研究不同语言环境下的英语教学。包括在英语语言国家的英语作为二语的教学（ESL）、在非英语语言国家的英语作为外语的教学（EFL），以及用于专门领域的英语教学（ESP）等。     

从纽约的两次TESOL学术年会看英语教学新发展

在美国纽约市立大学进修期间,我有幸碰上了IESOL(Teaching English to thespeakers of Other Languages)的两次盛会:一次是在1990年10月19日至21日召开的纽约州TESOL协会学术年会暨成立二十周年纪念会;另一次是在1991年3月24日至28日在纽约市召开的国际TESOL协会学术年会暨成立二十五周年纪念大会。两次会议均在高级宾馆进行,前者在纽约市郊长岛区的会议中心(Huntington Hillton Hotel),     

2000年7—9月外语教学研究国际学术会议信息(英文)

如ly2—5 Australian Council of TESOL Associations and QATESOL.2000 Conference,“Reclaiming the Ground in TESOL,”BrisbaRe,Australia.Jenny Miller.E.mail._『.肘iZ如r@mailbox.uq.edu.6tu.U鬈NATECIA National Annual Conference to be held at the University of G1amorgan Treforest Campus,Pontypridd.Contact Emilia Prodanova for further details on co.ordinator@ru~tecla。f~net.co.uk7—9 American University TESOL Program.Summer Intensive Workshop,“Classroom Management,”Washington,…     

Evaluation

Evaluation in TESOL settings is a process of collecting, analysing and interpreting information about teaching and learning in order to make informed decisions that enhance student achievement and the success of educational programmes （Rea-Dickins and Germaine 1993; Genesee and Upshur 1996; O＇Malley and Valdez-Pierce 1996）. Three simple examples help explicate the varied forms evaluation can take in TESOL settings：     

TESOL教学理念在大学英语教学中的运用

本文论述了TESOL的教学理念及教学模式,以及在国外英语教育中的应用,结合我国大学英语教学的现状,经过批判式的吸收,将TESOL中适用于我国英语教学现实的一些理念和方法应用到大学英语教学的实践当中。为从事我国大学英语教学广大教师在具体实践方法上提供一些有益的借鉴。     

The 39th Annual TESOL Convention and Exhibit(TESOL 2005)

The 39th Annual TESOL Convention and Exhibit will be held at the Henry B.Gonzalez Convention Center,San Anto- nio,Texas USA.Join TESOL in San Antonio for an opportu- nity to learn with more than 7,000 English language teaching professionals representing more than 113 countries.More than 800 concurrent sessions and 200 publisher/exhibitor sessions will provide TESOL professionals with opportunities to learn     

TESOL professional standards in the “Asian century”: dilemmas facing Australian TESOL teacher education

Australian teacher education programmes that prepare teachers of English to speakers of other languages (TESOL) are confronting the nexus of two facets of globalization: transformations in the Asian region, captured in the notion of the “Asian century”, and shifting conceptions of professionalism in TESOL in non-compulsory education. In booming Asian economies, English language learning is integral to the demand for high-quality education. This has produced increases in TESOL Teacher Education Programme (TTEP) enrolments of both domestic Australian students and international students from Asia. Growth in demand for TTEPs has necessitated that they cater to student diversity, and the intended contexts of practice. This demand has coincided with a concurrent movement towards professional standards for TESOL that, we argue, confronts complexities around quality, accountability, and professional identity and achieving conceptual and contextual coherence. Drawing on discourses of managerialism and performativity, this paper explores tensions between increased student demands for TTEPs, professional standards discourses which are part of the global policy discourses on teacher quality, and the achievement of programmatic conceptual and contextual coherence from the perspective of Australian TTEPs.     

Shifting sands: a resilient Asian teacher's identity work in Australia

Many TESOL (Teaching English to Speakers of Other Languages) programmes focus on providing professional knowledge to Asian teachers who are pursuing their degrees in English-speaking countries. However, not much attention is given to their expectations, personal lived experiences and identity construction while studying in these countries. These aspects are important in their development as users and teachers of English. This article explores these aspects through interviews and email correspondence with Thinh, a highly accomplished TESOL professional who pursued a Master of TESOL degree as an international student in Australia. Findings suggest that when she was in Australia, she displayed strong agency as she changed some aspects of her identity in order to adapt to studying and living in the country. Nevertheless, there is also continuity in her identity construction, as she maintained other aspects of the identity that she brought from her home country. Her identity construction is best seen in the context of her investment in her career in her home country. As a resilient individual, Thinh demonstrates how she manages her process of identity construction through her reflections and strategic thinking. The findings of this study suggest the need for TESOL programmes to actively connect international students' lived experiences outside class to their pursuit of professional knowledge.     

Teacher preparation for equitable access through the integration of TESOL standards,multiple intelligences and technology

Abstract

Schools need teachers who can provide English language learners with equal access to academic content and to information technologies. The authors propose that the integration of standards in TESOL (teaching English to speakers of other languages), the theory of multiple intelligences (MI) and technology can provide an equitable education, support learning differences and develop English language skills across the curriculum. The authors suggest how the integration of TESOL standards, MI theory and technology can become a part of pre-service teacher education and discuss some of the challenges to transferring this integration into the classroom     

From western TESOL classrooms to home practice: a case study with two ‘privileged’ Saudi teachers

This article is located in the debates concerning the continued problems underlying the cultural politics of English-speaking Western countries’ Teaching English to Speakers of Other Languages (TESOL) programmes and ‘Western’ pedagogies. It examines two Saudi TESOL teachers’ pedagogical enactments in their home teaching contexts after returning from their Western-based TESOL programmes. It aims to obtain insights into questions of knowledge construction, pedagogy and training in Western TESOL programmes and their impacts on these teachers’ teaching in Saudi settings. We argue that these teachers have never been passive in the entire process nor have they been naïve about the cultural politics of TESOL. They have appeared to proactively take advantage of being trained in the West to teach effectively and to appropriate their given privileged status in the home contexts. They have also appeared to do so with awareness and with a strong sense of agency. This very aspect of agency, as we argue, deserves substantial scholarly attention in future research. We also argue that to move beyond the mindset that positions periphery teachers at the receiving end of Western TESOL training and as the recipient of Western TESOL pedagogical experiments, it is no longer valid to assume the enlightening and educating role of such training.     

Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries

This study investigated the degree to which TESOL (Teaching English to Speakers of Other Languages) training in Inner-Circle English-speaking countries impacted on the autonomy in teaching practice of Vietnamese teachers of English. Using an online survey, semi-structured in-depth interviews, and classroom observations, the research explored tension faced by these teachers when attempting to exercise their autonomy after returning to their local institution, and revealed how they managed to operate within constraints. This paper has significant implications for a range of stakeholders involved in the professional development of non-Inner-Circle TESOL teachers trained in Inner Circle contexts.     

Issues in the education of TESOL teachers by distance education

Language teacher education by distance (LTED) has become a widespread and important practice in the preservice and in‐service education of teachers, and in language education internationally. The advent of the Internet has combined with developments in other information communication technologies, the globalisation of English, and the marketisation of education to afford a rapid increase in the number of TESOL (Teaching English to Speakers of other Languages) teacher education programs, and greater variety in the ways in which teaching and learning is mediated in these programs. This article reports on an international survey of TESOL teacher education providers, and considers the status of language teaching qualifications earned by distance, changes in the institutional roles of language teacher educators, and the current state of research into LTED.