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。     

Change and the Referent Organization: The Coalition for Networked Information

No abstract available for this article.     

Using web blogs as a tool to encourage pre-class reading, post-class reflections and collaboration in higher education

This paper reports on the students＇ experiments of using blogs to encourage themselves to do pre-class reading assignment and reflections after class. The sample in the study included five ESL （English as a Second Language） graduate students in a course of teaching methods, and 90 software engineering students in an undergraduate information technology program. Results indicated that there was a positive attitude towards the use of blogs for pre-class preparation and post-class reflections. However, considering the successful experience, it is important to consider the class size, students＇ educational level, and the type of reading assignment.     

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.     

Hong Kong-based TEFL/TESOL global academics: life,culture, mobility,globalisation and cosmopolitanism

This paper is about a qualitative research concerning a group of expatriates' (TEFL/TESOL English language teachers) experiences in Hong Kong. Data related to their life, attitudes and cultural dispositions are discussed under four different states, namely, Adaptation, Drifting in Global Comfort, Drifting in Global Discomfort and Bitter/Sweet Home. Together, these contribute to their mobility pattern – the Global Drift. The study discusses their global experiences and situations relating to the interplay of personal choice on the one hand and changing global and local processes and conditions on the other. It is argued that this is a self-perpetuating group sustained and reproduced by a Global Quality including distinct cultural dispositions, concepts of home and the reproduction of third-culture-kids, who are tailor-made for twenty-first-century mobile work. Finally, the research is situated in the study of cosmopolitanism, particularly in the identification of cosmopolitans and their dispositions. Alternative ways of theorising home (as interactive continuums) and issues related to mobility and dispositions will be discussed briefly.     

烛光工程与TESOL培训

TESOL是从Teachers of English of Speakers of Other Language中各取首字母而成的缩写词。TESOL协会是一个高资历的英语教师国际大网烙和特定的研究领域，北京烛之光教育化交流中心取得了加拿大INTERNATIONAL TESOL授权将具有广泛国际声誉的INTERNATIONAL TESOL证书培训项目引进，并于2002年率先在北京地区启动。     

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.     

Compromise Issues in Materials Development for TESOL

The paper will focus on the“Compromise”issues in developing teaching materials for speakers of other languages. It discusses inevitability will be discussed in the following part, with an analysis of e...