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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.
3
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, 2012ENGLISH 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
8
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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Arkhipenka, Volha. "A narrative exploration of MA TESOL participants' professional development". Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/a-narrative-exploration-of-ma-tesol-participants-professional-development(b0538e1b-9260-49b1-8adc-5769b27116d3).html.
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This thesis documents my exploration of professional development of four experienced English language teachers of diverse background taking the MA TESOL programme at the University of Manchester. Having considered professional development to be about change construed broadly to professional identity and teacher beliefs, I explored it through a series of individual in-depth interviews held throughout the programme. The majority of the interviews focused on the teachers' ongoing life and development and allowed the teachers space to make meaning of what they were going through and how they were developing as they engaged in the programme. On the basis of the interviews, stories about the teachers and their year were constructed. Within the stories, I synthesized what I had learned about the teachers' experience and highlighted the changes that I could see had happened to their professional identity and teacher beliefs. The stories provide a vivid example of professional development of experienced English language teachers through a master's degree. They also bring to the fore the significance of future-directed thoughts for how teachers develop professionally, which is rarely acknowledged in the existing literature. I further use the stories as a ground to conceptualize professional development of the four teachers to account for the important role their thoughts about the future played in it. Using the concepts of imagined identity and antenarrative, which I borrow from the literature, I describe it as an iterative pursuit of an ever-evolving imagined identity, or identities, and antenarrative, or antenarratives. Finally, I examine the cases using the conceptualization as a lens and offer some further insights about professional development in TESOL.
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McGowan, Jessica E. "Training and resource guide for beginning teachers of TESOL". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/452.
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AlKhars, Dalal Ali Mohammed Ali. "Creativity in English language teaching in Kuwait : a TESOL study". Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13928.
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The aim of this study is to investigate English language teachers’ understanding of creativity in the context of primary education in Kuwait. The meaning of creativity, and the factors that support or suppress it, are investigated from the point of view of female English language teachers in the primary stage in Kuwait. Most research in the fields of both TESOL and creativity in education has been undertaken in the West, some in the East, but very little in the Middle East (Craft, 2001a) in a context similar to that of Kuwait. In the context of Kuwait, creativity is called for in policy, but there is a lack of research and clarification as to what creativity means to English language teachers in their own context. The main approach to data collection and analysis was grounded theory. In the first stage of data collection, fifteen in-depth interviews and ten non-participant observations were carried out, to provide both breadth of research and depth of understanding. In the second stage, to enlarge the data, a survey (of seventy-five participants) was designed based on the findings of the first stage of data collection and analysis, as well as on the findings of previous literature. The participants were female TESOL teachers and senior teachers in primary schools in Kuwait. Findings from interviews, observations and questionnaires were consistent in many ways regarding the meaning of creativity in TESOL in the context of the study. All three methods of data collection revealed that creativity was perceived as a multi-faceted concept. The creative English language teacher was viewed as confident and self-directed. Using new and successful teaching material and methods, establishing good relationships with learners and being able to meet their needs in English language were associated with creative English language teaching. However, some findings emerged from certain data collection methods but not others. For example, the salience of clarity and freedom (autonomy) emerged from the interviews but not from the observations or questionnaire. All three methods showed similar supporting and suppressing factors for creativity. Supporting factors were both internal and external, notably the availability of teaching material (resources) and self-motivation. Suppressing factors were the lack of teaching aids and a negative school environment. The current study contributes to knowledge by expanding the understanding of two areas of research which are TESOL and creativity within the context of Kuwait, focusing on the voice of the primary stage teacher. The current study agrees with previous studies that creativity is associated with newness and value (Cheng and Yeh, 2006; Forrester & Hui, 2007) and the current study explained that newness and value are relative. The current research suggests that TESOL teachers can be creative in one or many aspects (Rietzschel et al., 2009). The current study agrees with previous studies that creativity is context related because there are creativity elements which are unique to the cultural context (Craft, 2001a; Grigorenko & Tan, 2008), but at the same time the current study proposes that creativity can be universal in some ways because of some common findings of studies from different contexts. Other contributions to knowledge points are clarity and freedom and their relation to creativity in TESOL. Clarity is not mentioned much in the literature, but can be linked to knowledge (Sternberg & Lubart, 1991). Freedom can also be related to autonomy and creativity (Sternberg, 2006b). The current research views that the process, product, person and place of creativity in TESOL are interrelated (Wallace, 1926; Fryer, 1996; Runco, 1997; Craft, 2001; Rhodes, 1961). Unlike previous studies, the current research into creativity in TESOL was not associated with artistic language, literature (Mok et al., 2006), or errors and violating language rules (Tin et al., 2010; Brown, 2001). The current findings are also different from the literature in that creativity was not linked to imagination (Beetlestone, 1998; Craft, 2000; Craft, Jeffrey & Leibling, 2001; Fryers, 1996; Egan et al., 1988; Craft, 2002, 2003a) or aesthetics (Craft, 2001a). On the other hand, creativity in TESOL is linked to personal traits including confidence, which agrees with the literature (NACCCE, 1999; Craft, Jeffrey, & Leibling 2001; Burnard et al., 2006; Craft, 2002; Craft, 2001b; Claxton et al., 2006; Fryer, 1996). The current study suggests more detailed the written preparation notes of the participants the less confident participants seemed to be. This can be related to the negative effect of evaluation on creativity (Sternberg, 2006b). The literature associated intrinsic motivational factors with creativity (Jones & Wyse, 2004, Sternberg, 2006b), but the current study shows that extrinsic as well as intrinsic motivational factors support creativity in TESOL. The current study suggests belonging to field and workplace is a supporting factor for creativity. This can be related to collaboration which is suggested in previous studies (Craft et al., 2008; John-Steiner, 2000; Miell & Littleton). The literature suggests that creativity flourishes in collaboration; however some of the current research participants prefer to work individually, while others prefer to work collaboratively to be more creative. Teaching material is an important tangible side to the creativity of TESOL (Cheng & Yeh, 2006), and relationships are also linked to improving TESOL creativity according the current research. Implications for teachers’ reflection, teachers’ education and training courses as well as better communication with the teacher for teaching material design and a better school working environments are some of the recommendations of the current research. Future research can benefit from the findings and the recommendations of the current research.
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Steeby, Robins Laura Kathleen. "An evaluation of Brigham Young University's local TESOL internship program /". Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1989.pdf.
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Wilson, Gordon Travis. "An Evaluation of a Curriculum for Basic Training in TESOL". Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3170.pdf.
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Steeby, Laura Kathleen. "An Evaluation of Brigham Young University's Local TESOL Internship Program". BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1019.
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An evaluation of BYU's Local TESOL Minor Internship program shows the strengths and weaknesses of this academic internship program. Students are required to complete 150 hours of TESOL-related work outside of their courses. The interns volunteer in different English-teaching programs in the area. Internship hours include the time in the classroom, preparation, materials development, as well as the time in the Linguistics 496R course. The interns are required to have most of their minor classes finished before they complete their internship so that their internship can be a capstone to and an application of what they have learned thus far. This MA evaluation project reports findings of a formal program evaluation of BYU's Local TESOL Internship program, which has been in place for four years. It specifically looks at how effective the internships are by addressing the program's criteria which are: The internship enhances the student's education, reflects what the students have been taught in their TESOL minor classes, helps the interns become more confident teachers, helps the interns feel more prepared to teach ESL, and creates ties with the community. The paper presents quantitative data collected from surveys of past and present interns as well as program administrators. It also presents qualitative data from the same surveys as well as from summary papers in which the interns have discussed their internship experience. The evaluation also offers suggestions and recommendations for the program, as well as future research recommendations.
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Jama, Itithaz. "INVESTIGATING SAUDI EFL INSTUCTORS’ PERCEPTIONS AND PRACTICES IMPLEMENTING TESOL STRATEGIES". OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1658.
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Mercieca, Paul. "Teacher attitudes to approaches to teacher education in adult TESOL". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1732.
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This study looked closely at the attitudes of TESOL teachers to a range of approaches to teacher education, with particular emphasis on the role of classroom observation. The influence of pre- and in-service training and the school environment was probed through semi-structured interviews and confirmatory discussions. Participants for this qualitative study were practising TESOL teachers at the Centre for International English, Curtin University, Western Australia. The approach taken was to allow them, as far as possible, to identify issues in teacher education for themselves. At the same time, their words were used, where possible, to describe attitudes to these issues. Any categories which emerged during analysis were regarded as flexible and dynamic. The research shed useful light on the attitudes of teachers with implications for teacher educators in TESOL. It found that informants introspecting on teacher education were mainly concerned with classroom events, but also believed factors outside the classroom and teaching itself, such as personal experience, to be worthy of consideration. The range of contexts in which teacher development takes place is represented in this study as the 'Action- Reflection continuum', which covers six linked aspects. Teaching, the first aspect, is at the 'action' end of the continuum, which then moves through Observing, Being observed, Hearing and Talking about Teaching, Reading and Writing about Teaching, and finally to Personal Development, at the 'reflection' end. Within the individual aspects of teacher development a range of main factors were found to be influential. These were the degrees of experience, comfort, formality, reality, contact with others, and the appropriate balance between theory and practice. A number of clear and consistent views emerged. Teaching itself was clearly a major context for development and unobserved teaching was felt to be extremely valuable at both pre- and in-service. At the same time feedback was considered to be so crucial that some form of observation was essential and unavoidable. When teachers themselves are observed by senior staff, a range of situational factors influence the level of comfort experienced and development taking place. Clearly peer observations were felt to be valuable and less threatening in general. They were felt to be most useful at in-service level, but generally conducive to teacher development. Informants also felt that there were developmental opportunities outside the classroom, particularly of an informal nature, via workshops and other staff interactions, and via personal reflection. The findings of the study support the now strong conviction amongst many of those writing about teacher education that experiential and reflective approaches are preferable to purely behavioural. Previous findings that teachers wish to be actively involved in their own development, participating and interacting with colleagues within a framework of strong institutional support, are also vindicated. At the same time it is clear that more traditional supervisory and evaluative approaches to such matters as classroom observation are still felt to be essential.
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Weaver, Jennifer D. "Creating better pairwork: Salient cultural variables in adult TESOL classroom interaction". Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/247.
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This study investigated the salient cultural variables in play in an adult TESOL classroom. Two instructors paired students and offered their rationales for having done so. They created 71 dyads, which were examined and categorized according to Storch's four patterns of interaction. Results showed that the instructor who created pairs according to certain student cultural variables had a 12% higher rate of acquisition-enhancing patterns than did the instructor who did not pair in this same fashion. Instructor rationales were then analyzed to determine which cultural variables were found to be most salient in the creation of each of the four interaction patterns. Among them were issues of facework, trust, cultural norm remaking, and role ascription or achievement. By extension, the findings showed that using cultural variables when pairing learners in the TESOL classroom might significantly enhance second language acquisition.
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MacLeod, Ruari Alexander. "TESOL practitioner identities in the United Arab Emirates : discourses of neoliberalism". Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13979.
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In the era of neoliberal globalisation, higher education has taken on new significance internationally in terms of its role in creating local knowledge economies to engage with the wider global economy. Universities across the world have responded to this commercial imperative by internationalising their curricula, in many cases employing English language-teaching professionals – particularly those from BANA/Western countries – to facilitate this transformation. While these educators perform a central function in globalising education, little is known about their experiences as migrant professionals and very few studies have examined the professional identities of such English language teachers. This study addresses the gap in research literature on English language teacher identities by exploring the professional lives of a group of eight Western English teachers working at an institution of higher learning in the United Arab Emirates (UAE). The study examines the experiences of these language teachers in the UAE, considering both their self-perceived roles as educators, and the ways in which they regard their students (UAE nationals) and the communities of which they are a part. The research utilises interview data verified through summary-memos sent to the interviewees. The analysis of the data reveals that the teachers struggle with their various (and often conflicting) professional identities and the conflicts between "internationalised‟ higher education and the perceived realities of the local context. The evidence suggests that this struggle has resulted in feelings of alienation among teachers toward the institution for which they work. The analysis of interviews also reveals a perceived sense of estrangement toward students among the participants. In many cases this is expressed in their chauvinistic appraisals of "local culture,‟ which is regarded as an obstruction to the globalising institutional ethos. More broadly, the data shows that many of the attitudes exhibited by participants are reflective of ideologies that infuse the discourse of neoliberalism. In particular, these relate to notions of self-sufficiency, entrepreneurialism, privatisation, welfarism and the purposes of education. Assumptions linked to these attitudes have thus led the participants to evaluate their professional context and their students negatively. These assumptions are so prevalent in the discourse of the participants that they may be regarded as significant strands of their professional identities. The study is of particular significance in that it reveals conflict between the discourses of education and those of commercialisation/globalisation and the effect that this can have on professionals working within this domain. In a broader sense, the study exposes the tensions that arise when the macrostructural forces of globalisation intersect with local realities and the effects that this intersection can have upon social actors in these local contexts.
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Shah, Muhammad Athar Hussain. "The odyssey of professional excellence : becoming a highly effective TESOL professional". Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24454.
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In order to expand the institutional support base for professional learning and development of teachers in the field of TESOL and other educational disciplines, a firm resolve is needed to keep extending our intellectual frontiers for a broader understanding of a fundamental question in educational research: How do teachers learn and develop? In light of the TESOL Inc. (2003) position statement on teacher quality, which conceives TESOL to be a professional discipline, the present research was conducted on the learning biographies of those TESOL professionals who have already demonstrated their professional competence and earned the title of highly effective TESOL professionals at their workplaces. On their supposedly epic journey from being novices to becoming highly effective TESOL professionals, they are expected to have developed an advanced level of professional consciousness, which is informed by a blend of propositional, pedagogical and experiential knowledge of the profession and the noble professional and humanistic values reiterated by TESOL Inc. To enhance our understanding of the phenomenon set forth above via research on the learning biographies, the current study was primarily planned to analyse the continuing professional learning and development experience, along with the role of various influential contextual and individual factors, of three highly effective Pakistani TESOL professionals working at a Saudi university. More importantly, explanation was sought for the nature of their professional learning and development in light of the social learning theories of Vygotsky and Lave and Wenger, and the established yet evolving construct of reflective practice. With a scope for investigative depth, interpretive adequacy, and illuminative fertility (Shank & Villella, 2004), the study was designed within the ambit of Interpretive Paradigm employing purposive sampling for data collection. Following an intra-paradigm methodological eclecticism, a narrative-biographical inquiry of three TESOL professionals’ lifelong professional learning and development was conducted for fieldwork. The findings of the study have some significant implications that may be of interest to a myriad of people. The findings of these narratives of professional learning and development may be motivating for the TESOL aspirants in Pakistan and the Gulf, enlightening for fellow professionals at different rungs of their career, and thought-provoking for researchers, teacher-trainers and policy-makers in the field of TESOL. First, the findings reinforced with additional evidence that TESOL professionals learn in a variety of ways and their professional learning and development feature idiosyncrasy and complexity rendering all attempts at uniformity of the process of learning as problematic. Whereas, an inclusive, non-dichotomous approach combining a variety of learning theories can help capture the ubiquitous and variegated nature of teachers’ professional learning and development. Secondly, the findings underscored that such learning experiences which tend to effect an epistemological as well as an ontological change in teachers, lead to profound transformation in their professional-self. Thirdly, the participants’ concern for context-specificity and culture-sensitivity in their pedagogical practice, particularly in the event of boundary crossing (job in a different context), significantly contributes to their learning by challenging their existing repertoire and creating new zones of proximal development (ZPDs). Fourthly, the study envisages hope for the vital context-specific professional learning and development through participation in interdependent, synergistic professional learning communities epitomizing the features of mutual empathy and maturity. Fifthly, the analyses of these narratives offer situated understanding of professional learning and development with a scope for readers to identify with (some of) the ideas, themes, and patterns and develop them further for application beyond the research context. Finally, narratives of lifelong professional learning and development of these highly effective Pakistani TESOL professionals are a substantial contribution to the extremely deficient body of knowledge about the learning lives of Pakistani TESOL professionals working in or outside Pakistan.
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Zhang, Wenli. "Investigating Preservice ESL Teacher Development in an Undergraduate TESOL Licensure Program". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1595334221908873.
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Shirley, Ken. "Teacher knowledge and the role of theory in practice in TESOL". Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8221/.
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The research project explores teacher knowledge and the role of theory in the practice of English for Speakers of Other Languages (ESOL) teachers. It addresses issues which are relevant more widely to the field and profession of English Language Teaching (ELT). It includes a literature-based survey of the types and sources of knowledge relevant to the work of ESOL-ELT teachers, which are collated into a conceptual framework (CF). The CF includes aspects of teacher knowledge and learning such as the ‘apprenticeship of observation’ (Lortie 1975/2002) and ‘personal practical knowledge’ (Clandinin 1985; Clandinin & Connelly 1987). Relevant contextual factors are analysed, with four levels of policy identified as impacting to varying degrees on ESOL teachers’ practice. These (policy) contextual factors include notions of ‘best practice’, ‘appropriate methodology’, and the ELT-ESOL curriculum. A further contextual area of influence on the role of theories in ESOL teachers’ practice is the recent history of teaching methodology, including ‘ELT methods’, which is analysed in a ‘genealogy of ELT’. Several of these ELT methods have traditionally embodied elements of theories from Applied Linguistics. One such ELT ‘method’ (or ‘approach’) - Communicative Language Teaching (CLT) - is identified as influential on the thinking of ESOL teachers. The question of theory and the relationship between theory and practice are discussed with reference to the work of Alasdair MacIntyre and his use of Aristotelian concepts, such as praxis. Views from ELT and mainstream education regarding the role of theory and practice are also discussed. In addition to the theoretical and conceptual analysis of the research question, an ‘empirical’ data-collection element of the research design involves conducting ‘semi-structured’ qualitative research interviews with eight ESOL teachers who work in the same UK Further Education College as the researcher. A qualitative, interpretivist research approach is adopted, which draws on several research methodologies and ‘paradigms’ such as phenomenology and critical realism. Data analysis methods draw on ideas from ‘Grounded Theory’, and use NVivo computer software to process the research interview data. Findings from the interview data are briefly presented (in Chapter 5) and illustrative quotations are included in Chapter 6. Conclusions and recommendations are presented, relating to issues of ESOL teacher education, teacher development, policy, and areas for future research (in Chapter 7). They highlight the potential value for ESOL practitioners of a greater examination of the role of theory in their practice.
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Wharton, Susan M. "From postgraduate student to published writer : discourse variation and development in TESOL". Thesis, Aston University, 1999. http://publications.aston.ac.uk/14833/.
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This thesis is part of a project whose overall aim is to assist participants on an MSc TESOL course who wish to begin to publish articles in the field to do so. The project, which is undertaken within a naturalistic paradigm, has two intimately related and mutually constitutive strands: one descriptive, one interventionist. The descriptive strand consists of an analytical model of the TESOL article genre, and it is instantiated in this thesis. The interventionist strand consists of a series of pedagogic interactions and materials intended to assist project participants formulate a text suitable for publication within the target genre, and it is reported on in this thesis. I begin the thesis by looking in detail at the research approach which characterises the project. I then attempt to explain the situational context of the work and to position it within the context of other research in the areas of discourse community membership, academic genres, genre learning and academic enculturation. Having thus contextualised the work, I next attempt a detailed exploration of the problems of postgraduate students in TESOL when first attempting to write in the TESOL article genre: this exploration is undertaken from both a linguistic and a pedagogic perspective. Then in subsequent chapters, both a linguistic and a pedagogic response to these problems are proposed: the first consisting of an analytical model of the target genre, the second consisting of a series of pedagogic interactions and materials. The relationships between the two lines of response are also examined in some detail. Then in the final part of the thesis, I report feedback from the interventionist strand and attempt to conduct an evaluation of the whole project to date. Criteria for evaluation are proposed and examined in some detail in the context of the research approach of the project. The concluding chapter is a brief discussion of future directions for this work.
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Angwin, Jennifer, i mailto:ja@deakin edu au. "Women, Words, and Work: A study of change and reconstruction in adult TESOL". Deakin University. School of Social & Cultural Studies in Education, 1996. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031125.085112.
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My dissertation asserts that the discourses which at the present time construct the world of work for teachers in adult TESOL, are no longer adequate to represent the field in these new and rapidly changing times. For the last forty years the discourses that have constructed the field present a totalising, gender free, liberal humanist view of TESOL, rendering women's experience invisible, no longer speaking to or for women teachers who make up more than ninety percent of the teachers in Victorian adult TESOL programs (Cope & Kalantzis 1993, Brodkey 1991, Fine 1992, Peirce 1995). I begin by exploring the work of women teachers in adult TESOL, focusing on women teaching in the fast growing de-institutionalised settings of adult TESOL programs, which remain marginalised from the central programs in terms of administrative policy and practice. I report the findings of a series of projects undertaken by the teachers and the researcher by which new insights and understandings of teachers beliefs about their work and the changes which are currently reconstructing the field of adult language and literacy education in Australia, have been gained. I questions the discourses of applied linguistics which have for the past forty years constructed the field of adult TESOL in Australia and suggests that these lack a social theory (Candlin 1989). From the research findings I questions the possibility of continuing to work in the ways of the past, in the current climate of reconstruction of the field, rapid policy change and continued erosion of resources. I suggest that the previously loose system which held this field of work together, the ways of working, the understandings of practice, have in the light of these new times, been stretched to the limit and are in real danger of collapse. For the women working in TESOL this continued incursion of the systems into their work and the changes that have taken place, the denial of their ways of working, their local knowledge and gendered experiences, can be read against Habermas' concept of the colonisation of the lifeworld of language teaching (Habermas 1987).
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Zou, Bin. "How computers are being used to develop listening and speaking skills in TESOL". Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/1170d46b-3bda-4616-8ee3-d615ab35a39a.
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Lee, Hyoseon. "An Investigation of L2 Academic Writing Anxiety: Case Studies of TESOL MA Students". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1573785567179317.
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Kurtak-McDonald, Leilani Faye Louise. "World Englishes, English as a Lingua Franca, and the Pedagogical Implications for TESOL". Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/321787.
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Bailey, Caprice L. "Full-time Employment Ads in TESOL: Identifying What Employers Seek in Potential Hires". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2665.
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Within the professional field of TESOL (Teaching English to Speakers of Other Languages), it is not unusual for highly qualified instructors to teach several part-time jobs in order to support themselves. Despite advocacy efforts carried out by the international TESOL organization, finding rewarding full-time employment in the United States can be very challenging. In addition, with the current state of the economy and high unemployment, TESOL professionals like others in various fields are seeking stable employment. Although this research will not solve the lack of full-time jobs, the intention is to help job seekers better prepare themselves for today's job market by knowing the skills, knowledge, and personal characteristics that employers are looking for in potential hires. To identify this information, a 12-month review was conducted of three well-established employment websites in an effort to capture advertisements seeking to hire TESOL professionals full-time for ESL related positions in the U.S. A total of 169 job advertisements were collected and reviewed to identify the skills, knowledge, and personal characteristics employers were seeking in qualified individuals. Data from the advertisements were organized into a 42-category coding scheme in an effort to delineate the skills, knowledge, and job characteristics mentioned previously. In addition, a second coding scheme containing 12 categories was created for analyzing the personal characteristics listed in the advertisements Results from this data revealed that employers seek applicants who have knowledge and experience in curriculum development, teacher education, and program administration. Top skills include written and oral communication and basic computer skills. With regards to personal characteristics, employers are most interested in individuals possessing strong interpersonal and teamwork skills. In addition to these skills and qualifications, the data provide important insights concerning the distribution of jobs by job type, degree, institution type, and salary across five regions of the United States.
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Priddis, Eimi. "Employment After Graduation: Career Path Trends of TESOL MA and Graduate Certificate Students". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3006.
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As English expands across the world, quality English teachers are increasingly needed. However, reports that even well-trained TESOL professionals have a hard time obtaining stable employment are prevalent. This study sought to provide some solid evidence about employment trends in TESOL. It is based on a survey administered to alumni who graduated between the years of 1973 and 2008 from Brigham Young University's TESOL program. The results indicate that graduates spend about half of their career time in TESOL-related employment. Most are involved in teaching, but jobs in administration, materials development,or testing are more likely to be full-time and offer benefits. Graduates spend little time in EFL positions, but these jobs are the most likely to be full-time and offer benefits. A surprising amount of time was spent unemployed by choice, and the majority of graduates report salary satisfaction, indicating that perhaps the field attracts those who are not looking for stable, full-time employment. These findings are useful for those anticipating a career in TESOL and for teacher educators. They likewise add a valuable contribution to the small body of literature focused on TESOL employment.
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Abednia, Arman. "Teacher identity construction in a TESOL Graduate Certificate of Education in Western Australia". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2078.
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This research project explored the potential of a second language teacher education course for fostering teacher identity negotiation. It was found that classroom conversations provided a rich space for teacher identity negotiation; however, no substantial changes were observed in most aspects of their identities during the course, except for a growth in a few teachers’ selfconfidence. The implications are that conducting teacher education in an interactive manner is highly beneficial, but deeper engagement with practice of teaching is recommended. These insights should facilitate positive outcomes for teacher education programs.
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Nguyen, Mai. "TESOL teacher education in a globalised world: The case of Vietnamese teachers of English". Thesis, Griffith University, 2017. http://hdl.handle.net/10072/370594.
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This research examines the professional experience of Vietnamese TESOL teachers who previously underwent professional training in two types of Master’s level TESOL programs: those offered by institutions of one of the Inner-Circle countries (e.g., USA, UK, Australia, New Zealand) in these countries (overseas programs), and programs offered by Inner-Circle institutions in association with a Vietnamese institution in Vietnam (localised programs). These programs were chosen as the research is situated in the context of TESOL becoming a globalised field, partly demonstrated in the mobility of teachers and teacher training programs. The impacts of previous TESOL training are investigated through three main lenses believed to encompass different current aspects of TESOL teachers’ professional experience, and which reflect the training content and aims of contemporary TESOL teacher education programs. The three lenses are teachers’ beliefs toward various issues related to the teaching of English as an International Language (TEIL), their autonomy in teaching practice, and their satisfaction with the teaching job.
Adopting a sequential explanatory mixed methods design, the present study involves the participation of 85 Vietnamese English language teachers who were trained in either an overseas or a localised TESOL program. Two-thirds of the participants were working at public higher education institutions in Vietnam at the time of the study, and the rest were teachers of private educational organisations. An online survey was first delivered to all participants to garner data on their beliefs about TEIL, their perceptions toward autonomy in teaching practice, and their work satisfaction level. Semi-structured in-depth interviews were then carried out with 20 of them to obtain further clarifications and deeper information about the researched issues. Additionally, teaching observation sessions and retrospective interviews were conducted with three overseas-trained teachers to provide further evidence of their teaching autonomy.
In terms of teacher beliefs about aspects of TEIL, it was revealed that post-training, both overseas- and localised-trained teachers had an increased awareness of the pluricentricity of English, the importance of teaching both Anglophone and non-Anglophone cultures, and understanding of the larger social, cultural, and political context of teaching. The study also found that teacher education programs played a significant role in modifying teacher beliefs, such as strengthening, disproving, and reconstructing existing beliefs, or shaping new beliefs. It also uncovered aspects of TEIL where teacher education could exert more impact, such as the construct of language teacher proficiency, and the risk of over-relying on Western teaching methodologies.
Regarding autonomy in teaching practice, teachers in both program types demonstrated a medium level of autonomy in their teaching, with the level of autonomy in general aspects of teaching (e.g., deciding on teaching methods and learning activities) being greater than that of curricular aspects (e.g., selecting learning content and materials). Noticeably, teacher education programs were found to provide them with professional knowledge and ideas that they could use to innovate their everyday teaching activities, and to a certain extent allowed them to be autonomous learners. However, they did not seem to provide teachers with much assistance in dealing with curricular constraints, nor inspire them to create spaces for more teaching autonomy.
Finally, the teachers’ level of satisfaction with their teaching job was found to vary depending on various aspects. They were most satisfied with intrinsic aspects of the job and the relationships with their students, colleagues, and supervisors, and were less satisfied with aspects related to institutional support (e.g., autonomy given to teachers, recognition of teaching accomplishments), and professional standing (e.g., promotion and salary). Influence of training seemed most evident in how the teachers were positively seen and welcomed by their supervisors, students, and colleagues when they returned, and, in the case of teachers taking overseas programs, how the overseas living and study experience added enjoyment and stimulation to their perception of the teaching profession.
These findings confirm the role of TESOL teacher education in enriching the overall professional lives of practising TESOL teachers. On the other hand, they reveal tensions resultant from mismatches between Inner-Circle-based curricula and training approaches and the local Vietnamese context where the teachers returned to teach. The research has important implications for stakeholders involved in the professional development of non-Inner-Circle TESOL teachers in the current globalised world.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
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Chandella, Nayyer Iqbal Ali. "The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE". Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3318.
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Dialogic pedagogy involves students as critical inquirers, who can analyze their perspectives and attitudes. Dialogic creates liminal space (Buber, 1965) where conversation generates knowledge and personal relations. I intend to explore these ‘dialogic spaces’ where a group of 20 students and their teacher engage in dialogue around literary texts in an advanced English composition and literature major class of female students of one university in United Arab Emirates (UAE). My study takes further, growing interest in the value of dialogical process in second language learning. It describes the ways in which learners engaged in dialogical process begin to challenge perspectives and power relations. Because of the positive response that followed the sessions (conducted for the pilot study), I wanted to explore the process in relation to gender and culture. My dissertation research takes further the questions raised in the assignment study. I want to consider the conditions that will allow perspectives to remain in dialogue. My research explores how dialogic literacy practices function in relation to particular cultural and ideological discourses (Fairclough, 1992; Gee, 1996; Luke, 1991). The data include: class observations, field notes, semi-structured interviews (of students and the teacher) and writing assignments. The study employs an exploratory research design to discover and understand perspectives of the people involved (Merriam, 1998). I therefore emphasize that the analyses of the data are offered as partial and unfinished interpretations based on a specific theoretical framework. Although the research findings cannot be generalized across all female students in the UAE, they provide some insight into the learning experiences and preferences of Emirati women. Knowledge is finding light in darkness and staying warm in the cold. This is the knowledge our students must acquire. Not facts and theories, but a deep knowing (O’Reilley, 1998). Thus it seems appropriate to me to call this study, ‘the lighting of a fire’ (W.B.Yeats).
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Sepulveda, David. "DEVELOPING TECHNICAL COMMUNICATION PEDAGOGY FOR NONNATIVE TECHNICAL GRADUATE STUDENTS". Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2866.
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This thesis seeks to develop a pedagogy for teaching academic writing to nonnative graduate students of technical disciplines in order to give them the skills they need to write papers that they can submit to academic journals and conferences, thereby advancing their careers and gaining recognition for their academic institutions. The work draws on research from the fields of technical communication and second-language acquisition in order to develop pedagogical principles for a class in which nonnative technical graduate students write an academic paper that they can submit for publication. The thesis proposes an approach that incorporates content-based instruction, certain plain language principles, and guided drafting, and then discusses some specifics of a potential class based on those conclusions.M.A.
Department of English
Arts and Sciences
English
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Williams, Alan Brunton, i Alan Williams@latrobe edu au. "Resolving the culture conundrum: A conceptual framework for the management of culture in TESOL". La Trobe University. School of Educational Studies, 2005. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20060714.142623.
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The thesis explores the place of culture in the teaching of English to speakers of other languages (TESOL). The study originally set out to investigate the ways in which teachers understand culture and deal with it in their teaching of English. A survey of teachers found that while the teachers had sophisticated understandings about culture and its relationship with language at a general level, they did not have clear understandings about how cultural teaching can be enacted in the classroom. This conundrum was also evident in the literature on teaching culture in TESOL. An extensive survey of the literature found that while there are a number of different perspectives on how culture can be understood and dealt with in TESOL, none of these provide a comprehensive basis for the understandings teachers need for the practicalities of teaching. The focus of the study shifted from an investigation of professional development to the articulation of a conceptual framework to inform teachers in the way they can manage the teaching of culture. The framework draws on some significant insights of one of the perspectives in the literature, Intercultural Language Teaching, as well as some insights from other perspectives. The framework identifies dimensions in which teachers need to understand how culture can be manifest and managed in TESOL. For each dimension a number of factors on which decisions need to be made are identified. The framework also identifies a number of principles to guide teachers in their decision-making about the teaching culture. The potential of the framework to inform the teaching of English to adult immigrants in Australia, as well as students studying English in a university in Vietnam is explored. The capacity of the framework to inform TESOL teacher education, research and theory building is also evaluated.
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Williams, Alan. "Resolving the culture conundrum : a conceptual framework for the management of culture in TESOL /". Access full text, 2005. http://www.lib.latrobe.edu.au/thesis/public/adt-LTU20060714.142623/index.html.
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Thesis (Ph.D.) -- La Trobe University, 2005."A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy [to the] School of Educational Studies, Faculty of Education." Research. Includes bibliographical references (leaves 309-317). Also available via the World Wide Web.
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Tantiniranat, Sutraphorn. "TESOL purposes and paradigms in an intercultural age : practitioner perspectives from a Thai university". Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/tesol-purposes-and-paradigms-in-an-intercultural-age-practitioner-perspectives-from-a-thai-university(91d97b31-3147-4c8f-9e42-f98ff75189ca).html.
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Informed by, and seeking to contribute to, discussions about appropriate methodology (e.g. Holliday, 1994), my study as reported in this thesis was concerned with appropriacy of paradigms in TESOL (Teaching English to Speakers of Other Languages). It explored practitioner perspectives in Thai higher education (HE) in this era when English has become 'the' main international language for intercultural communication (IC). This linkage between English as an international language (EIL) and IC is evident in the strategy of the Association of South East Asian Nations (ASEAN) - of which Thailand was a founding member in 1967 - for greater economic, cultural and socio-political integration among its members. For practitioners like me, this regional strategic move in conjunction with Thai policies and curricular documentation raises questions about the appropriacy of the established practices of Teaching English as a Foreign Language (TEFL) in Thailand. My multi-method qualitative case study addressed such questions by exploring the perspectives of three Thai-national teachers of English working in a Thai public university regarding the purposes of, and assumptions underpinning, their teaching of English. As informed by an understanding of their perspectives, I then considered the possible influences which might have shaped these perspectives. The study identified the teachers' main purposes to be short-term, instrumental ones - i.e. for academic study and examination preparation purposes. As such, they tended not to attach much value to the teaching of the cultural dimension (i.e. the target culture of native English speakers [NESs], the students' home cultures and other cultures) or intercultural dimension (i.e. knowledge, skills and mindset needed for engaging people from differing cultural backgrounds). These purposes were underpinned by assumptions they held about the NES linguistic norms as testable norms in TEFL and Teaching English for Academic Purposes (TEAP). The teachers seemed unfamiliar with alternative paradigms - such as Teaching English as an International Language (TEIL) - that might align top-level policy statements and actual classroom practices. This unfamiliarity suggests the inadequacy of the teachers' educational and professional development experiences. The influences from their institution such as exams-oriented and English-medium academic agendas also had repercussions for the teachers' perspectives. Stepping back from the teachers' perspectives, my study suggested discourse inconsistencies across Thai HE regarding paradigms and purposes of TESOL. This situation is unhelpful vis-à-vis the ASEAN foregrounding of EIL for IC, and the consequent need, through TESOL, to prepare Thai students to engage in IC with people within and beyond ASEAN. My study has implications for a direction of change for TESOL in the Thai HE and possibly for similar contexts elsewhere. It offers some suggestions about teacher education that can be supportive of reorienting TESOL towards appropriate and purposeful paradigms.
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Dydowicz, Jaroslaw. "The development of TESOL teacher beliefs and knowledge in an ICT-enriched CPD environment". Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021752/.
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This thesis investigates the professional development of TESOL teachers during a postgraduate peer-taught course in English Philology at the Pedagogical University in Krakow, Poland. The analysis, conducted on the basis of a Grounded Theory approach, examines how an ICT CPD course influenced the professional development of forty newly-qualified Polish teachers of English as a Foreign Language, who engaged in peer teaching as a central component of the course. The research uncovers and examines teacher beliefs and knowledge in a setting characterised by a high degree of autonomy. The study proposes that the participants, in order to present themselves as competent and self-assured ELT professionals, acted upon the notion of the ‘good teacher’ through both the tacit and the explicit CMC-based negotiation of a collaboratively structured teaching model consistent with their beliefs. In the process of designing ICT-rich English lessons, the participants, guided by their beliefs, ascribed value to subject-specific pedagogical knowledge and skills, foregrounding pedagogy and normalising the technology. The role of autonomy is confirmed as a prerequisite for the kind of practice which supports and enables the pedagogical development of teachers in such an ICT CPD. The thesis offers an original contribution in its presentation of a new construct for understanding teacher belief in the context of technology-related settings. The Technological Pedagogical and Content Beliefs construct (TPACB) attempts to capture the relationship between different types of teacher beliefs, and complements a parallel knowledge construction model - Technological Pedagogical and Content Knowledge – by offering a proposition which illuminates the nature of the interplay of the beliefs relevant to the field of TESOL and other areas of education. In addition, the study proposes a model for an ELT CPD practicum which encourages development in pedagogical knowledge and beliefs while promoting the integration of ICT into practice.
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Arnold, Pang Chau Yu. "The design of in-service ICT training for TESOL teachers : an action research study". Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681487.
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This study was based on an action research project aiming to investigate how training effectiveness could be influenced by the design of an ICT training program and to explore what factors may affect teachers' engagement in ICT integration. The aim was to understand how ICT training could be designed to meet the needs of a particular group of TESOL teachers and improve their current practice in the context. The main action consisted of a series of ICT training programs in two phases designed for the eight participating TESOL teachers. They shared their experiences and views with me through personal interviews after each phase. The findings emerged from the analysis of interview data and were triangulated with data from observations and informal conversations. The findings show that ICT training has different effects on teachers with different levels of ICT competency. The findings further suggest that the training programs can be more effective if they are tailor-made for teachers in order to cater for their various training needs. Based on the findings, an emergent design model consisting of four basic design features, three specific design features and some design factors was developed. The four basic design features form the basis of the training design while the specific design features and the design factors are to be adjusted according to the particulars of the teachers and their teaching context, making the training programs more effective and connected to real practice. The findings also reveal the importance of some non-design factors on training effectiveness, including hardware provision, technical support and teachers' attitudes towards ICT training and ICT integration, suggesting the need to view the problems from multiple perspectives. These findings, the development of the design model in particular, offer a contribution to our understandings of ICT training for TESOL teachers.
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Javier, Eljee. "Narratively performed role identities of visible ethnic minority, native English speaking teachers in TESOL". Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/narratively-performed-role-identities-of-visible-ethnic-minority-native-english-speaking-teachers-in-tesol(67d6ca08-8e83-4a1c-bad3-c880c6c1bdec).html.
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The binary distinction of “native speaker” and “non-native speaker” (NS/NNS) remains the primary way in which professionals are categorised in the field of teaching English to speakers of other languages (TESOL). This distinction is problematic because it is used to place greater value on native English speaking teachers (NEST) over non-native English speaking teachers (NNESTs). This distinction is argued to be largely based on linguistic features (Medgyes 1992; Cook 1999). However the aspect of race remains to be adequately discussed (Kubota and Lin 2006).This thesis has its origins in my personal experiences with racism because, as a Canadian- Filipino, my employer and my students did not accept me as a “real” NEST because I am “non-white”. In my initial research, during my MA TESOL, into the professional experiences of racism I coined the acronym “VEM-NEST”: visible ethnic minority, native English speaking teacher. I used this term to describe the particular group of teachers, to which I belong, who do not easily fit into the available categories of NS/NNS, and consequently NEST/NNEST.My thesis reported on the experiences of nine VEM-NESTs and how they performed specific identities during specific events. Their experiences were presented as individual restoried narratives which were developed from the combination of the participants’ written stories and one-to-one interviews. The restoried narratives were analysed using an analytical lens based on Labov and Waletzky’s (1967) structural approach. The findings suggest that VEM-NESTs need to meet a certain amount of “native speaker” norms in order to be given the opportunity to perform their VEM-NEST role identities in specific situations. This has particular implications for how the NS/NNS binary distinction needs a more nuanced understanding as a way of addressing the inequalities embedded in the way TESOL professionals are valued.
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Green, Simon John. "The construction of academic literacy : process case-studies from a TESOL context in Oman". Thesis, University of Leeds, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551247.
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This thesis reports research into the construction of academic literacies by three Omani undergraduates in their first year on a British university BA (Educational Studies) TESOL programme, taught in Oman. The study constructed academic literacy as communicative social practice situated within disciplinary and institutional communities, requiring the acquisition of knowledge within a number of domains: subject-matter, community, genre, process, rhetoric, ultimately resting on a foundation of communicative competence. The study used multiple data-sources: audio-logs (spoken and recorded journals), interviews, and tutorial notes to investigate the processes through which the three participants completed the first three written assignments of their undergraduate course, over the period of a calendar year. The study addressed two specific questions: (1) What patterns of interaction occurred over the course of the participants' completion of their assignments? (2) Which interactions facilitated the completion of their assignments? The study found complex patterns of textual and interpersonal interaction and concluded that the construction of academic literacies involves the interplay of textual, and interpersonal interactions, affected by individual learner differences, thus lending support to a socio-cognitive perspective on learning. Preliminary studies carried out in preparation for the study, and included within the thesis, analysed the undergraduate TESOL assignment set within the university of Leeds, School of Education, in terms of four core cognitive-rhetorical problems culminating in the construction of a genre text characterisable as a proto-typical research article. There are implications for instructional design at the interfaces of EAP and disciplinary studies.
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Lopez, Jaramillo Maria Gabriela. "ARE TEACHERS READY FOR ELF? EVIDENCE FROM NON-NATIVE ENGLISH SPEAKING MA TESOL STUDENTS". OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1527.
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This study aimed to explore whether non-native English-language teachers were aware of the existence of the English as a Lingua Franca paradigm and to examine their aspirations and preferences for themselves and their students as learners of English. Five research questions guided the study: 1) What variety of English do non-native teachers aspire to for themselves? 2) What variety of English do non-native teachers aspire to for their students? 3) What environments (native vs. non-native) do they consider to be most conducive for the acquisition of English? 4) Do they emphasize accuracy vs. intelligibility? 5) Is there a relationship between their aspirations and their preferences for accuracy and/or acceptability? The findings provided empirical evidence that non-native English teachers are aware of the different English varieties. The participating teachers seemed to put higher emphasis on intelligibility than on grammatical accuracy if they thought that certain utterances would not impede international communication. The results also revealed a dual orientation in participants' aspirations, where their awareness of the diversity of English varieties and their emphasis on intelligibility was paradoxically contradicted by their own strong preferences for native-like models of pronunciation and lexical knowledge.
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Ripplinger, Lydia. "Implementation and Evaluation of Curricular Changes in the Undergraduate TESOL Internship Program at Brigham Young University". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3113.
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This MA project consists of the implementation and evaluation of the effectiveness of intended improvements to the TESOL minor internship program at Brigham Young University (BYU). The majority of changes implemented and evaluated in this study were suggested by Marisa Ontiveros in her 2010 MA thesis, An Evaluation of the Learning Outcomes and Curricular Organization of the Brigham Young University Undergraduate TESOL Internships Course. The present report summarizes relevant literature that led to the current project, including a discussion of the importance of internships in general, information regarding the significance of TESOL internships, and a summary of the BYU TESOL internship program, with descriptions of past studies that have focused on it. Specific curricular changes central to this study are then outlined, which consist of the implementation of new learning outcomes, the alteration of internship prerequisites, the addition and alteration of several course components, and the requirement that international interns participate in internship class sessions. Methods employed to implement and evaluate these changes are also discussed. Evaluation results are summarized, and implications and suggestions for future work are detailed.
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Morgan, Neil L. "Home truths from abroad? : a TESOL blueprint for the mediation of L1/L2 language awareness". Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/50019/.
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The status of the cross-linguistic dimension of second language learning, and hence of L2 pedagogy, appears to have been systematically underplayed in epicentric, i.e. flowing from centre to periphery, theories of second language acquisition (SLA). Indeed, following the advent of cognitivism, mainstream SLA theory has frequently sought to marginalize anything suggestive of a contrastive paradigm. SLA conceptions of the nature of the influence of a learner’s first language on L2 acquisition and performance have tended to take the form of reductive dichotomies of the interference versus facilitative resource type – a mutually exclusive either/or interpretation. Consciously or otherwise, epicentric theories of L2 learning and pedagogy have filtered down to the language improvement and language awareness components of TESOL initial teacher education (ITE) and in-service education and training (INSET), where the focus is exclusively monolingual L2 and necessity all too often masquerades as principle. Against this backdrop, the present inquiry set out to evaluate the perceived benefits of an explicitly cross-linguistic (L1/L2) approach to language awareness on an L2 ITE program for pre-service trainees from the Japanese EFL context. Based on the evaluative response data from the non-native speaker (NNS) program participants, I invoke the notion of analytic generalization to argue that an explicit focus on selected cross-linguistic aspects of L2 learning, together with awareness-raising in respect of a range of context-specific ESOL-related issues has the potential to positively contribute both to trainees’ L2 development and to their development as pre-service TESOL professionals. The thesis further argues for a more holistic appreciation of the dynamic, complex nature of cross-linguistic influence viewed within a broader, context-specific conception of the L2 Teacher Language Awareness (L2 TLA) construct.
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Wyatt, Mark. "Growth in practical knowledge and teachers' self-efficacy during an in-service BA (TESOL) programme". Thesis, University of Leeds, 2008. http://etheses.whiterose.ac.uk/11337/.
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This thesis explores growth in practical knowledge and teachers' self-efficacy during an in-service language teacher education programme; a three-year BA (TESOL). Teachers' self-efficacy beliefs are teachers' beliefs in their capabilities of supporting learning in various task and context-specific cognitive, metacognitive, affective and social ways. The study focuses on five non-native speaker teachers of English in a hitherto little researched geographical context, using qualitative case study methodology to trace their development longitudinally. Longitudinal studies into the practical knowledge growth of language teachers are notable by their absence, as are qualitative studies into language teachers' self-efficacy beliefs. Accordingly, constructs and processes central to this thesis have been under-researched, leading to a gap in the literature that . this study addresses. In this thesis, case studies of the development of teachers' self-efficacy and practical knowledge in ELT are presented. Findings suggest that in-service language teacher education programmes that encourage reflection and deep learning can foster considerable growth in practical knowledge and teachers' self-efficacy. Various dimensions of this practical knowledge growth are explored and light is shed on teachers' cognitions in previously little researched curricular areas of language teaching. Assertions are made about the nature of growth in language teachers' selfefficacy, and a conceptual model is offered that seeks to explain this process. Insights gained from the study suggest that qualitative methods, including observations and interviews used together, can uncover links between language teachers' practical knowledge and self-efficacy beliefs, and can be used to chart growth that occurs in both longitudinally. This work thus makes a methodological contribution as well as enriching understanding of the constructs themselves. It also makes recommendations for the design of in-service language teacher education programmes with a view to helping them support growth in practical knowledge and teachers' self-efficacy.
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Kusaka, Laura Lee. "Negotiating Identities: An Interview Study and Autoethnography of Six Japanese American TESOL Professionals in Japan". Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/280935.
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Applied LinguisticsEd.D
In this interview study involving the analysis of narratives collected from Japanese American professionals teaching English to speakers of other languages (TESOL) who have lived more than ten years in Japan, I focus on how the participants negotiated their often contested identities in the TESOL context in Japan. I use the notion of identity negotiation narrowly defined as "struggles which occur when certain identity options are imposed or devalued, and others are unavailable or misunderstood" (Pavlenko & Blackledge, 2004, p. 20). Most Japanese Americans share similar phenotypes with the majority of Japanese nationals, creating many misconceptions about our linguistic competence in Japanese and English and ability to act appropriately within Japanese cultural norms. Educational settings are also an arena contributing to a simplistic Japanese/non-Japanese, native speaker/non-native speaker (NS/NNS) framework within which such encounters are defined. I intend to illuminate the underlying assumptions responsible for the misconceptions that continue to challenge their authenticity. This is in line with inquiry into the role of race in TESOL (Curtis & Romney, 2006; Kubota & Lin, 2006). The six participants were two men and four women, including myself. I conducted multiple interviews individually and in groups over a period of four years. I transcribed the narrative data into numbered lines and reworked selected parts into stanza form (Gee, 2005) or used block quotes to analyze the identity negotiation processes. For the autoethnography, I used intensive reflective writings done throughout the course of this project in addition to interview data in which I am the interviewer who also shares stories. Through multi-layered analyses (Sorsoli, 2007), I hope to illuminate what the individuals' narratives reflect about the contested nature of values held about language, ethnicity, race, and identity in the context of English teaching, learning, and use in Japan today. I suggest that the findings and conclusions from this study can be applied to other contexts in the world as well. It is therefore important for the TESOL professional to become an actively critical observer of how her work is affecting all the stakeholders, including her own self.
Temple University--Theses
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Chirciu, Alina Rebecca. "The art of possible : experiences of critical pedagogy at a higher education institution in the Sultanate of Oman". Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27317.
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The purpose of this research study was to explore the possibilities of critical pedagogy and critical literacy in an English language course at a higher education institution in the Sultanate of Oman. Its aim was to propose an alternative curriculum for an English language pathway module by introducing socially-contextualized generative themes, position questioning and post-methodological teaching and learning strategies which would lead to an increased engagement with multiple perspectives hence an increased level of critical awareness. Moreover, the study sought to provide a platform for students’ voice where their views and choices were not only taken into consideration but had a direct impact on the direction of the critical intervention. The present study did not try to advocate for a new pedagogical framework that is prescriptive in nature but rather emphasize the ephemeral and hence dynamic nature classroom methodology. The study took place at a private higher education institution in the capital city of the Sultanate of Oman. The site of the intervention was a lower level English language vocabulary and reading focused module that served as support for English language majors. The participants were two teachers who had taught the module in the past as well as a group of students who had enrolled in the module at the time of the intervention. The group of student participants was entirely composed of females who possessed various levels of English language proficiency and originated from various parts of Oman. Data were collected during three intervention stages, following an action research design, through multiple methods: interviews, focus-groups, tests, questionnaires, observations. The research diary kept during the intervention represented another data source and an important instrument of recording instances of reflection on action. Participant confidentiality and anonymity was maintained throughout the data collection and analysis. The collected data was analysed following the principles of thematic analysis but also keeping in mind the democratic character of action research. Thus, a comparison of the researchers’ interpretations of the analysis with the experiences of the participants as well as the opinions of the external observers was undertaken. Several major themes emerged from the data at the different stages of the intervention: students’ needs and abilities, the need for a reformed curriculum, assessment of the students’ level of critical literacy, positioning and identifying multiple perspectives, students’ views on the critical intervention and their development of critical awareness as well as challenges and caveats at the intervention stage, students’ resistance versus emotional attachment to the module. In terms of readiness for a critical intervention, students and teacher participants held different views, as teachers associated readiness with a high level of critical thinking and language proficiency whereas students associated it with interest and emotional attachment. The majority of student experiences during the critical intervention were clustered around a shift in perspective which did not only evidence their increased sense of awareness of the world and its various social issues but also an increased display of empathy and compassion. Students also avowed an increased improvement in all four language skills as a result of this experience. Student silence had an impact on the reshaping of the intervention hence proved an opportunity for reflection and change. The key findings of the study suggest that, although considered a high-risk endeavour, critical pedagogy offers ample opportunities for English language education as students’ attitudes to it were generally positive. Students wish to take an active role in authoring the course of their learning and will make apparent their choices even through opposition, resistance and silence. Furthermore, critical pedagogy needs to be understood in the context of possibility as it is not a prescripitive set of rules or strategies nor automatically democratic and free from imposition. It is constantly informed and transformed by its authors’ and its participants’ contributions. The study has thus brought an overall understanding of the possibilities of critical pedagogical endeavours as well as the possibilities of critical action research to illuminate the phenomena of critical literacy and participant voice.
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De, Stefani Sofia Magdalena. "Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning". Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html.
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This action research study explores the role of blended learning as a tool for the professional empowerment of teachers of English as a foreign language in provincial and rural areas of Uruguay. Specifically, a three-year blended teacher development programme designed to facilitate professional empowerment by integrating face-to-face and online learning opportunities is examined through Garrison, Anderson and Archer’s (2000) Community of Inquiry framework as well as through Kumaravadivelu’s (2001, 2006b) Postmethod parameters of particularity, practicality and possibility. Findings suggest that blended learning can facilitate the professional empowerment of teachers in geographically-removed areas by fostering their movement towards higher levels of cognitive thinking. The teaching, social and cognitive activity in a blended setting is distributed over the face-to-face and online learning arenas, with the teaching and cognitive ‘presences’ being embedded in the social. While the highest levels of cognitive activity are rarely visible in participants’ virtual discourse, this discourse refers to other environments where cognitive activity is more clearly evidenced, such as participants’ assessed work and classroom practices. In short, the Community of Inquiry parameters offer a lens through which to visualise effective course design and pedagogy for teacher education in this context, by providing a language to articulate what is particular about the setting, what participants perceive as practical and ultimately what is possible for them to achieve in terms of empowerment and emancipation. These parameters are explored through the examination of the whole-group processes as well as the in-depth analysis of two participants’ individual journeys. This study also foregrounds the complexity and richness of action research, especially in terms of the multiplicity of roles determined by the researcher’s immersion in the field, and highlights the need for extensive reflexivity. The academic, professional and situated contributions indicated above are identified, as is the potential for further research in this and other similar settings.
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Di, Gennaro Jason Adam. "The washback effects of an English exit exam on teachers and learners in a Korean university English program". Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/31599.
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Studies have shown that language tests can and often do have powerful influences on teaching, learning, and the creation and dissemination of educational materials, such as textbooks, in addition to the formation and implementation of language education policies (Au, 2007; Alderson & Wall, 1993; Bailey, 1996, 1999; Cheng, 2008). While the literature provides evidence for this influence, collectively described as ‘impact’, or more specifically, ‘washback’, the form and intensity in which it occurs differ greatly across contexts, due to the dynamic and complex nature of washback phenomena. This case study investigated the washback effects of an English language speaking test, the GMATE (General Multimedia Assisted Test of English), used as an exit examination in a large university in Seoul, South Korea. Developed from the Washback Hypotheses (Alderson & Wall, 1993, p.120-121), there were two main research questions answered through this study: 1) What are the perceived washback effects of the GMATE on teachers’ teaching? 2) What are the perceived washback effects of the GMATE on students’ studying? To answer these and related sub-questions, a mixed-methods approach was taken, including questionnaires, interviews, and classroom observations. This provided a clear picture of what was occurring in this particular context, while offering a voice to the 459 students and 17 teachers who participated in the study. The findings of this study showed that the GMATE indeed had washback effects on the teachers and student participants, and that these effects varied depending on students’ proficiency level, year in school, and term of study. Furthermore, these results supported the notion that washback is highly contextual (Cheng et al., 2014; Cheng, Sun, & Ma, 2015; Cheng, Watanabe, & Curtis, 2004), as this thesis highlighted the importance of bearing in mind sociocultural factors that may contribute to washback effects in this and other unique research contexts.
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Wilson, Owen. "The Identity and Agency of Non-native English-Speaking Teachers Undertaking a Postgraduate TESOL Degree in Australia: A Narrative Case Study Approach". Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/27108.
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This PhD thesis investigates non-native English-speaking English teachers (NNESTs)’s identities (i.e., their beliefs, values, and commitments) and agencies (i.e., their ability to make decisions, control change, and manage their environment) while they were completing a TESOL master’s degree at an Australian university. Data was collected pre-COVID 19, so all the participants were in Australia and learning on campus at the time.
Identity and agency are significant factors that underly teachers’ investment, engagement and sense of intrapersonal control during the course of professional development. The current thesis, therefore, explores not only the evolving nature of the participants’ identities and agencies, but also how they are intertwined. To do this, the thesis collects narratives on the participants’ learning experiences during their TESOL master’s degree program as well as on their extra-curricular life in Australia. This is offset with narratives of the participants’ previous life, learning and teaching experiences in order to build a rich picture of who they are and how their identities and agencies have been formed.
The current thesis seeks to answer three key research questions:
1) How does NNESTs’ identity manifest and develop whilst doing a master’s degree in TESOL in Australia?;
2) How does NNESTs’ agency manifest, develop and relate to identity and its formulation whilst doing a master’s degree in TESOL in Australia?; and
3) What are the individual trajectories and challenges of LTI and LTA amongst the participants during the study?
To address these research questions, 14 international TESOL postgraduate students were recruited to participate for a period of six-months. The current thesis adopts a qualitative, interpretivist, narrative inquiry methodology employing the use of narrative frame surveys, video and audio event journals, and semi-structured interviews.
In answering research question 1, the findings suggest that postgraduate TESOL education in this Australian setting was an effective platform for NNESTs to positively develop their identities as English users, TESOL teachers and TESOL students and researchers. One common observation was the manifestation of more ‘positive multi-lingual’ identity and a reduction of ‘non-native deficit’ beliefs. The participants incorporated elements of teacher identity that were promoted by the course whilst also being able to critically evaluate the course content based on their own criteria and apply this insight to their individual practice and future teaching context.
Regarding research question 2, initially, the experience of postgraduate TESOL education challenged the NNEST participants’ agency and self-efficacy. However, through engaging in high levels of reflectivity, NNESTs were able to manage the challenges and ultimately most participants found their experiences empowering. One key theme relating to agency was whether participants felt that they would be able to maintain their new teacher identity beliefs after returning to work in their home countries.
Regarding research question 3, the current thesis makes a significant theoretical contribution through the development of a combined model of identity and agency and through discussing the relative roles of the constituent components (such as self-image and self-efficacy) of these two constructs. For instance, the thesis proposes a unique approach to identity through establishing relationships between motivation, self-efficacy, self-image, job satisfaction and task perceptions. The thesis also offers several practical implications for the development of teaching professional development programmes including a recommendation that TESOL educators share their professional English teaching experiences with NNESTs in order to guide identity and agency development. Limitations of the current thesis are discussed (e.g., the absence of TESOL professors’ perspectives, and the need to extend data collection until after the participants had completed their TESOL education and continued their teaching career).