Relevant bibliographies by topics / TESOL

Academic literature on the topic 'TESOL'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "TESOL"

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Berardo, Marcellino. "Rethinking our Practice and Choosing a Topic for TESOL International Association 2014 and MIDTESOL 2013." Issues in Language Instruction 2 (June 1, 2013): 2. http://dx.doi.org/10.17161/ili.v2i0.6951.

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A key reason for launching ILI at AEC is to help us rethink our practice and improve professionally through the exchange of ideas, techniques, materials, assessments, reflections, and so on. This supplement offers ways to think about practicing and interpreting TESL within the framework of TESOL International Association 1 and MIDTESOL. TESOL’s framework consists of three parts: (a) Interest Sections, (b) Content Areas, and (c) types of sessions. TESOL also has conference themes that we can use to help us reimagine our practice. Similarly, MIDTESOL has conference themes and session types but unlike the international organization, MIDTESOL does not require interest section affiliation and does not categorize presentations according to content area.
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Berardo, Marcellino. "Rethinking our Practice and Choosing a Topic for TESOL International Association 2014 and MIDTESOL 2013." Issues in Language Instruction 2, no. 2 (June 1, 2013): 2–5. http://dx.doi.org/10.17161/ili.v2i2.6951.

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A key reason for launching ILI at AEC is to help us rethink our practice and improve professionally through the exchange of ideas, techniques, materials, assessments, reflections, and so on. This supplement offers ways to think about practicing and interpreting TESL within the framework of TESOL International Association 1 and MIDTESOL. TESOL’s framework consists of three parts: (a) Interest Sections, (b) Content Areas, and (c) types of sessions. TESOL also has conference themes that we can use to help us reimagine our practice. Similarly, MIDTESOL has conference themes and session types but unlike the international organization, MIDTESOL does not require interest section affiliation and does not categorize presentations according to content area.
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Aldridge, Charlotte Groff. "TESOL '91." IALLT Journal of Language Learning Technologies 24, no. 2 (April 15, 1991): 79–82. http://dx.doi.org/10.17161/iallt.v24i2.9429.

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Stone, LeeAnn. "TESOL '92." IALLT Journal of Language Learning Technologies 25, no. 2 (April 15, 1992): 51–54. http://dx.doi.org/10.17161/iallt.v25i2.9468.

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SILBERSTEIN, SANDRA. "“Theorizing” TESOL." TESOL Quarterly 42, no. 2 (June 2008): 299–302. http://dx.doi.org/10.1002/j.1545-7249.2008.tb00123.x.

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Field, John. "TESOL QuarterlySpecial Topic Issue September 2008Psycholinguistics in TESOL." TESOL Quarterly 40, no. 2 (June 2006): 294. http://dx.doi.org/10.1002/j.1545-7249.2006.tb02286.x.

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Li, Yulong, and Lixun Wang. "Chinese teachers’ perception of how TESOL differs from teaching EAP." Indonesian Journal of Applied Linguistics 10, no. 2 (October 18, 2020): 562–70. http://dx.doi.org/10.17509/ijal.v10i2.28609.

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The last two decades have witnessed a prolific increase in academic activity in the study of English for Academic Purposes (EAP). Many teachers who were trained for Teaching English to Speakers of Other Languages (TESOL) have been required to teach EAP. TESOL and EAP are two different concepts and teachers transitioning from TESOL to teaching EAP may encounter many difficulties. However, little research has been carried out in this area, particularly beyond the context of the UK. Helping teachers to clarify their perceptions of TESOL and EAP is the first step to facilitate this transition. The present study aims to facilitate Chinese university teachers’ pedagogical transitions from TESOL to teaching EAP by clarifying teachers’ own understanding of these two concepts and by outlining how several different factors contribute to their EAP conceptualisation. By using a multiple case study methodology, the current research has revealed that the investigated teachers’ perceptions of EAP comprised eclectic theories, which overlap with some current EAP literature. Facing a somewhat unethical research culture in China, some teachers added moral rubrics into their EAP concepts as reminders to their students. The teachers reported that TESOL and EAP diverged in discourses and commissions: EAP is more student empowering, but TESOL is more humanistic.
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Atkinson, Dwight. "TESOL and Culture." TESOL Quarterly 33, no. 4 (1999): 625. http://dx.doi.org/10.2307/3587880.

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Banegas, Darío Luis. "Practice in TESOL." ELT Journal 71, no. 2 (February 12, 2017): 254–55. http://dx.doi.org/10.1093/elt/ccx002.

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Hui, Bronson. "TESOL: A Guide." System 55 (December 2015): 163–65. http://dx.doi.org/10.1016/j.system.2015.08.008.

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Dissertations / Theses on the topic "TESOL"

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Corrigan, Paul Clinton. "Research ethics in TESOL." Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274678.

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Stanfield, Peter William. "An exploration of place-based TESOL." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4185.

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The purpose of this study is to explore the assumption that classrooms are the most appropriate places for the Teaching of English as a Second or Other Language (TESOL) to adult learners in contemporary global society. It considers the success of postmodern general education curricula that systematically dissolve the boundaries between the classroom and the community and seeks to show why such a place-based approach might be particularly useful in transforming TESOL curricula which for the most part overlook informal learning. This study offers 15 successful non-mother tongue English users the opportunity to reflect on their language learning in two separate open-ended interviews. Subsequently, it analyses the range and properties of the places of their acquisition as they emerge from the interview data. The study finds that the classroom is an insufficient place because its social relations necessarily limit learner agency and generally render it ineffective for ESOL acquisition. This suggests the need to transform TESOL into a practice from within which quite new places of learning with more equal social relations emerge where English language can be effectively acquired. This study recommends that English language learners and teachers collaboratively negotiate opportunities for participation in real-world English speaking communities of practice in order to acquire language rapidly and thoroughly. It suggests that this might be achieved by transforming tertiary level English classrooms into laboratories for critical reflection where students are encouraged to discuss problems of significance to them and subsequently deliver real world solutions to the local community. This exploration of place-based TESOL employs Critical Discourse Analysis as its methodology and is situated within the critical paradigm of language education research.
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Ko, Sungbae School of Modern Language Studies UNSW. "Multiple-response sequences in adult Korean TESOL classrooms." Awarded by:University of New South Wales. School of Modern Language Studies, 2005. http://handle.unsw.edu.au/1959.4/23375.

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In this thesis, multiple-response sequences (MRSs) are examined. These are a language classroom practice in which two or more students respond to a teacher???s question or other elicitation. The study uses tools of Conversation Analysis to investigate over 38 hours of classroom talk- in-interaction in TESOL classes comprising monolingual adult Korean learners. Classes were recorded on audio and video in Seoul, South Korea and Sydney, Australia. About 1050 cases of MRSs were found and analysed. In the study, four distinct major types of multiple responses (MRs) are identified. These are: the identical MR, in which two or more students provide the same response; the complementary MR, in which two or more students??? responses provide essent ially the same meaning, but in different forms; the collaborative MR, in which two or more students collectively provide various parts of the response in the construction of a single response; and the competitive MR, in which two or more students provide responses that diverge from one another. The study also examines complex MRs, which are combinations of the basic four types, and expanded sequences, in which MRs occur in preparatory stage or post-expansion sequences. It was found that the teacher and students can produce highly complex, co-ordinated and orderly talk in the course of MRSs. The study also considers MRSs as a potential locus for second language learning. The relevance of this study to some major theories of second language acquisition is discussed, in particular in relation to social interaction in the classroom.Finally, some suggestions for future research in the area are presented.
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Patel, Chirayush C. "Cultural awareness in TESOL student and teacher material." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19969.

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Thesis (MPhil)--Stellenbosch University, 2012
ENGLISH ABSTRACT: The aim of this thesis is a qualitative examination of TESOL material, specifically New Headway Advanced [NHA] -3rd Edition (Soars & Soars: 2002), and the degree to which Cultural Awareness [CA] is present in the material. CA is herein defined as the use of empathy to explicitly examine the contextual variations which give rise to different languages and cultures with the aim of avoiding stereotypes and promoting a mediated third linguistic and cultural place which incorporates the variations of context inherent in a student’s L1 and WEs. The thesis provides an overview of TESOL methodology together with issues arising from postmethod views of TESOL. Qualifications for ESOL teachers, namely the CELTA and Cert.TESOL, are also examined with specific attention to their inclusion of references to CA. The examination of NHA is carried out with the use of Hofstede & Bond’s (1980) Dimensions of Cultural Variability to provide a dimensional profile of NHA. Finally there is a discussion of the extent to which CA is present in NHA and recommendations for the future development of ESOL and TESOL material.
AFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om ‘n waardebepaling van TESOL materiaal te doen, veral New Headway Advanced (NHA) – 3e weergawe (Soars & Soars:2002), en die mate waarin Kulturele Bewustheid (KB) in die materiaal teenwoordig is. KB word in hierdie konteks gedefinieer as die gebruik van empatie vir die deeglike ondersoek van kontekstuele variasies wat lei tot verskillende tale en kulture ten einde stereotipering te vermy en ‘n bemiddelde derde taalkundige en kulturele plek te bevorder wat die kontekstuele variasies inherent in ‘n student se L1 en WE insluit. Die tesis voorsien ‘n oorsig van die TESOL metodologie saam met kwessies voortspruitend uit sieninge na die aanbieding daarvan. Kwalifikasies van onderwysers, naamlik CELTA en die TESOL sertifikaat, word ook ondersoek met spesifieke verwysing na KB. Die ondersoek van NHA word gedoen met behulp van Hofstede & Bond se (1980) Dimensions of Cultural Variability om ‘n dimensionele profiel van NHA te verskaf. Laastens is daar ‘n bespreking van die mate waarin KB teenwoordig is in NHA en aanbevelings vir die toekomstige ontwikkeling van ESOL en TESOL materiaal.
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Sabbah, Manal Jomaa. "Exploring the intercultural learning of TESOL global educators." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15884.

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The emergence of English as a global language has led to a huge demand for TESOL language educators around the world (Davies, 2009). This has resulted in greater intercultural encounters with the cultural Other; hence, the need to understand the experiences of these teachers to prepare teachers for their work and support them to achieve favourable outcomes of intercultural learning emerges. This is especially important in light of the failure of teacher education programs to prepare these teachers for the realities of their work and in light of inadequacy of intercultural learning theories to theorize intercultural learning based on these teachers’ experiences. This thesis sought to explore TESOL teachers’ experiences using a grounded approach that is based on the teachers’ experiences as central to their intercultural learning. Drawing upon the intercultural experiences of seven global TESOL teachers who are working in Saudi Arabia, this thesis sought to understand the types of intercultural experiences that they went through, the factors that affected these experiences and the intercultural learning that these experiences generated. Interpretative qualitative study methodology was employed in my study to examine the TESOL global teachers’ lived intercultural experiences in Saudi Arabia. Qualitative data were collected through conducting in-depth narrative interviews and examining personal correspondence (where available), with seven experienced global TESOL teachers. The findings suggested that the global TESOL educators’ intercultural experiences were enormously complex with many factors and four facets affecting these experiences. The global TESOL educators’ experiences of interculturality were mainly found to be Othering experiences. The factors related to the global educators’ social positions and the four facets were wider discourses, dispositional positions, contextual realities and situated value systems in Saudi Arabia. The findings highlighted the importance of “translocational positionalities” in understanding the TESOL global teachers’ intercultural experiences and learning. Contrary to the literature, the thesis suggests that intercultural learning was not about intercultural competencies and developmental stages, but about how the participants negotiated their positionalities and developed awareness of their positionalities in relation to the Other. The thesis also uncovered two insights that have potential to contribute to preparing and supporting global TESOL educators in global contact zones. These insights related to the educators’ need to talk about their intercultural experiences and the need to interrogate these educators’ understanding of culture. The findings and the insights offer some theoretical and practical implications for understanding intercultural learning experiences in a new light. The theoretical implications suggest a new experiential model for intercultural learning in global contact zones. The practical implications highlight suggestions for a pedagogy of dialogue for teacher education programmes to promote favourable intercultural learning outcomes.
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Ng, Christina May Ann. "TESOL as a pre-evangelism tool in China." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Kruger, Frans Jacobus. "Mapping peace and violence in the TESOL classroom." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/52936.

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In a globalised world the value and importance of languages have been redefined and as such it has been argued that the field of Teaching English to Speakers of Other Languages (TESOL) should be at the forefront of promoting peace. Through drawing on Deleuze s transcendental empiricism and working from the position that English language teaching can never be neutral or value-free but should rather be understood as a social, political, and cultural act, this study explores how understandings and experiences of peace and violence intersect with the field of TESOL. In particular, it is concerned with how adult language learners understand and experience peace and violence. Multiple Literacies Theory (MLT) was employed to foreground how adult language learners, through investment in becoming-literate, read the world, the word and the self as texts intensively and immanently, and how such readings produce corporeal and incorporeal transformations. Over a period of four months, seven adult English language learners took part in this qualitative research study. On-site research actions included individual interviews, classroom observations, and the sharing of artefacts. In keeping with transcendental empiricism, which informs MLT, rhizomatic analysis is employed to map these research materials. In treating analysis as an intensive, immanent and experimental activity, rhizomatic analysis allows for disparate connections to be made and for the research materials to be reported on as cartographic assemblages. The cartographic assemblages mapped explore how peace and violence becomes actualised during the immediacy of the event through investment in becoming-literate. This actualisation is considered specifically in the relation to the emerging TESOL landscape in South Africa. Based on this consideration I posit the learning community as mass-pack hybrid and conceptualise the curriculum as rhizomatic experiment. Together these two concepts become a communo-rhizocurriculum, which as instance of minor-curriculum, allows for the majoritarian tendencies in TESOL to be challenged.
Thesis (PhD)--University of Pretoria, 2015.
Humanities Education
PhD
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Sowa, Elżbieta. "Being a young learner English language teacher in a Polish primary school : professional self-construction in a climate of a reform." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/29916.

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The study reported in the thesis sought to explore how semi-specialists TEYL teachers who have not received specialized TEYL training and did not graduate from public 3- years teachers’ training colleges construct their professional sense of self or professional identity) within the context of educational reform in Poland which has led to the lowering of the start age of English instruction the last to the first grade of primary school, as well as to the introduction of new child-friendly pedagogic practices. The study aimed to explore the following research questions: 1) What factors contribute to semi- specialists TEYL teachers’ feelings of em-powerment/ disempowerment in a context of educational reform in young learners’ classroom 2) What strategies do semi-specialist TEYL teachers use to feel empowered? 3) In what ways does participation in the online platform for teachers profes-sional development help teachers to feel empowered? The data were obtained through face to face semi- structured interviews with 5 semi- specialists TEYL teachers who are currently employed in public primary schools. The research conveyed the significance of macro (the politics of the Ministry of Education), meso (teachers’ autonomy in a classroom and collaboration in a school community), micro factors (teachers’ life histories). The teachers listed the following factors that shape their professional self in the context of the re-form: teachers’ initial experiences with TEYL, the status of TEYL as a profes-sion, the politics of the Ministry of Education, capacity for autonomy in a class-room, collaboration with others, supportive relationships with others, the role of platform. Some of these factors like the initial experiences with TEYL, the status of TEYL as a profession and the politics of the Ministry of Education are disem-powering for teachers’ professional self, while others like supportive relationships and the role of platform are more empowering.
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Mughal, A. J. "A framework for the improvement of TESOL curriculum in Lahore, Pakistan, based upon a comparative analysis of TESOL in Birmingham, UK." Thesis, University of Wolverhampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264373.

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Sughrua, William Michael. "A qualitative investigation into 'alternative' professional writing in TESOL." Thesis, University of Kent, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589930.

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This thesis reports on a qualitative investigation into 'alternative' professional writing within 'Teaching English to Speakers of Other Languages' (TESOL), as seen in the 'research article' in a mainstream refereed journal, the 'chapter' in an edited book, and the 'monograph'. This 'alternative' writing, as it comes to be constructed during the data collection, can be broadly considered as 'creative' type of writing such as autobiography or fictionalized scenes that extends itself throughout the 'space' of a 'conventionally written' paper in such a way that 'conventionality' is challenged. This 'alternative academic writing in TESOL' (AA WT) seems to have been practiced to a minimal degree since approximately 1998. A review of the literature on academic writing and related areas such as discourse community provides a general backdrop to AA WT; however, this literature also suggests an overt 'descriptiveness' that seems to marginalize or inhibit AA WT. In the present thesis, AA WT is explored according to two research questions inquiring as to perceptions of and publishing experiences with this type of writing, on the part ofTESOL 'professional' writers, journal editors, and journal referees. To this end, the author of the thesis carried out interviews and email correspondence with thirty-eight TESOL writers, journal editors and journal referees; the author also submitted two of his own apparently 'alternative'-type papers to four mainstream TESOL journals and thereby obtained 'rejection' editorial correspondence and referee reports from four editors and five referees.
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Books on the topic "TESOL"

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Oxford University Press. TESOL/TESL certification: Training manual. Don Mills, ON: Oxford University Press, 2012.

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Valenzuela, Hannah. Linguistics for TESOL. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40932-6.

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1926-, Madsen Harold S., and Hilferty Ann, eds. TESOL techniques and procedures. Rowley, Mass: Newbury House Publishers, 1985.

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Perspectives: Sociolinguistics and TESOL. Cambridge [England]: Newbury House Publishers, 1989.

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Richards, Keith. Qualitative Inquiry in TESOL. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230505056.

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Garton, Sue, and Keith Richards, eds. Professional Encounters in TESOL. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230594173.

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Keith, Richards. Qualitative inquiry in TESOL. New York: Palgrave Macmillan, 2003.

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Strong, Rosalind. TESOL teacher competencies document: Paper presented at TESOL '94 conference, Baltimore. Darlinghurst, N.S.W: R. Strong, 1994.

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Chen, Shen, and Thi Thuy Le. The TESOL Research Training Journey. Title: The TESOL research training journey : voices from international PhD students / Shen Chen and Thi Thuy Le. Description: Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003015567.

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TESOL Quarterly. (s.n.), 1987.

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Book chapters on the topic "TESOL"

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Bygate, Martin. "TESOL and Linguistics." In English Language, 642–55. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_39.

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Bygate, Martin. "TESOL and Linguistics." In English Language, 579–92. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_39.

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Taylor, Shelley K. "Plurilingualism in TESOL." In Research Questions in Language Education and Applied Linguistics, 853–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_147.

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Bell, Nancy. "Key Concepts in TESOL." In A Student’s Guide to the MA TESOL, 51–72. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230245105_3.

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Clark-Gareca, Beth. "Evolving the TESOL Practicum." In Innovating the TESOL Practicum in Teacher Education, 64–76. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003193937-6.

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Cho, Hyesun, Reem Al-Samiri, and Junfu Gao. "Transnational TESOL Graduate Students." In Transnational Language Teacher Identities in TESOL, 1–11. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003219088-1.

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Abeywickrama, Priyanvada, Stefan Frazier, David Malinowski, and Scott Phillabaum. "TESOL Programs in Flux." In English Language Teacher Education in Changing Times, 175–87. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003295723-19.

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Valenzuela, Hannah. "What Is Language?" In Linguistics for TESOL, 1–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40932-6_1.

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Valenzuela, Hannah. "Variation." In Linguistics for TESOL, 21–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40932-6_2.

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Valenzuela, Hannah. "Phonemes." In Linguistics for TESOL, 43–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40932-6_3.

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Conference papers on the topic "TESOL"

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Tsuda, Nobuo. "Utilizing U.S. TESOL Undergraduate Internship Students to Improve Japanese College Students’ English Skills and the TESOL Students’ Teaching Skills." In The IAFOR International Conference on Education – Hawaii 202. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2189-1036.2020.26.

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Shim, Jae Hyung, and Hohsung Choe. "Attitudes Towards Korean English for Korean TESOL Graduates." In 10th International Workshop on Education. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.5.01.

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Hwang, Yohan. "Poetic Habits of Mind in TESOL Teacher Preparation." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1433370.

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Wu, Biyu, Hui Sun, and Qi Feng. "Methods to Identify Topic Sentences in Paragraphs in TESOL." In ICDEL 2021: 2021 the 6th International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3474995.3475741.

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Badrian, Nadav. "Do Native English Speaking Tesol Teachers Need To Relearn English?" In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.34.

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Lin, Ching-Ching. "TESOL Candidates' Perspectives on Leveraging Virtual Exchange in Globalized Classrooms." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686180.

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Liu, Ming. "Difficulties in the Application of TESOL Teaching Model in China." In 2020 5th International Conference on Modern Management and Education Technology (MMET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201023.026.

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Koubek, Katya. "Examining Graduate Students' Transformative Learning in a Community-Based TESOL Experience." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691183.

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McDyre, Brian, Ashley McAndrew, and Esther Smidt. "Investigating an Online TESOL Course using the Framework of Transactional Distance Theory." In Annual International Conference on Language, Literature and Linguistics. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-3566_l315.13.

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Niewiadomski, Robert. "TESOL Teachers' Grapple With Native-Speakerism: An Exploratory Study on Language Ideologies." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583140.

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Reports on the topic "TESOL"

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Lawrence, Sarah. An Exploration of the Value of Future TESOL Teachers Reflecting on their Pasts as Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6822.

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Addiego, Emily. The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.985.

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