美国P-12外语教师职前教育计划标准解析

美国最新的背景和内容,有四点启示:体现教师专业结构,符合候选教师标准原则;凸显专业化核心地位,强调外语教师发展主体性;强调教学管理知能,重视教学评估能力;外语教师标准呈连续体系,生涯规划显终身发展.     

Towards improving content and instruction of the ‘TESOL/TEFL for Special Needs’ course: an action research study

Action research (AR) – as a participatory, problem-oriented methodology – has been employed recently in Egypt to resolve complicated classroom and learning problems, and provide context-based solutions. Simultaneously, new ‘special education’ courses have been included recently in the university bylaws of Egyptian colleges of education. This imposes challenges, especially on course design and content selection. The present study therefore aimed at negotiating and improving the structure and delivery of a new special education language-learning course entitled ‘TESOL/TEFL for Special Needs’ taught to English majors (English as a foreign language [EFL] student-teachers) at Assiut University College of Education, and reaching a final framework. Therefore, an AR methodology of two cycles was employed with two different groups of English majors throughout two successive semesters during the academic year 2012/13: the first group included 106 junior general-section EFL student-teachers (first semester, 2012); and the second group consisted of 51 senior primary-stage EFL student-teachers (second semester, 2013). Data collection tools were used for both formative and summative evaluation purposes, and thus varied both at the initial stage and during iterations. They included questionnaires, online diaries, semi-structured interviews, final feedback reports and follow-up logs. The two AR cycles resulted in a final framework of course structure/content along with some suggestions and guidelines on how to deliver it. Moreover, some implications for teaching EFL to students with special educational needs as well as some conclusions related to using AR in Egypt to resolve many teaching/learning problems were presented.     

Gender and Language Use

Linguistic forms used by male and female contrast to different degrees in all speech communities.This heated and controversial topic of language and gender has evoked a considerable amount of research and discussions from various perspectives.Thus,this paper pro vides comprehensive definitions around gender in sociolinguistics.It also summarizes and synthesizes the relevant research considering gen der differences in language use.Lastly,it investigates the connection between gender studies and ESL classroom teaching and puts forward several practical and feasible recommendations on the applications of this concept to the professional teaching in TESOL classroom.     

Code-switching: L1-coded mediation in a kindergarten foreign language classroom

This paper is based on a qualitative inquiry that investigated the role of teachers' mediation in three different modes of coding in a kindergarten foreign language classroom in China (i.e. L2-coded intralinguistic mediation, L1-coded cross-lingual mediation, and L2-and-L1-mixed mediation). Through an exploratory examination of the varying effects of the three kinds of mediation on activating children's noticing and prior knowledge in learning a designated language game, the study shows that the L2-and-L1-mixed mediation optimises not only the children's exposure to the target L2, but also capitalises on the efficiency and effectiveness of mediation. The study also calls attention to the dynamic, interactive and mutually reflexive relationships among the factors involved, that is, although L2-coded mediation is a preferred choice in the setting, its effects are dependent on the realisations of five factors: the activation of learners' noticing, that of prior knowledge, the teacher's proficiency in the L2, the delivery of mediation, and the engagement of learners' interest.     

Australian TESOL Teachers’ Cultural Perceptions of Students

Over the last decade, research in the field of Teaching English to Speakers of Other Languages (TESOL) has increasingly focused on the relationship between culture and learning. Researchers such as Kumaravadivelu (2003) have been vocal in their opposition to the practice of cultural stereotyping. In the current study, Holliday’s (2005) model of Culturism was used as a theoretical basis. Six Australian TESOL teachers were interviewed to determine the nature and extent of the cultural stereotypes that they held, particularly as they pertained to specific learning-related behaviours. A qualitative analysis of the data revealed that teachers most often grouped students in terms of national or regional cultures and believed that cultural background strongly influenced student learning behaviour, resulting in the formation of a number of stereotypes. Despite this, the findings also demonstrated that teachers were self-aware of the pitfalls of cultural stereotyping and took other factors influencing student behaviour into consideration.     

Using Stories in the Young Learners Classroom

The essay refers to appropriate young learners theories of teaching and learning and exemplifies a lesson with storytelling. It is intended to highlight the importance of storytelling and how it is adopted in young learners classroom. The practical implication of this lesson is to help English teachers to better use of storytelling as effective teaching materials.     

英语学科教学论课程设置刍议

高师英语教育以高度的紧迫感和责任心加强对英语教育专业,尤其英语学科教学论课程设置的研究,以培养出合格的、高素质的英语师资。     

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。     

国外TESOL写作同伴互评研究综述

回顾并评述了国外TESOL写作中同伴互评相关论文及其研究成果,重点关注了同伴互评的效果、教师反馈和自我评测的比较以及对同伴互评的培训和具体实施3个方面,指出了国内未来研究的方向。     

Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran

This paper is a report on contributions of a critical EFL (English as a Foreign Language) teacher education course to Iranian teachers’ professional identity reconstruction.² Pre-course and post-course interviews with seven teachers, their reflective journals, class discussions, and the teacher educator’s reflective journals were analyzed as guided by grounded theory. Three major shifts were observed in their professional identities: from conformity to and romanticization of dominant ideologies to critical autonomy, from no orientation or an instrumentalist orientation to a critical/transformative orientation of teaching, and from a linguistic and technical view to an educational view of second language education.