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Vinogradova, P., & Shin, J. K. (Eds.) (2021). Contemporary foundations for teaching English as an additional language: Pedagogical approaches and classroom applications
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Lau, S. M. C., & Van Viegen, S. (2020). Plurilingual pedagogies. Critical and creative endeavors for equitable language in education
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Learning for employability in contexts of economic despair: Empirical insight from the Gaza Strip
Get PDFLiterature on education for employment (EfE) predominantly focuses on the role of higher education institutions (HEIs) in preparing students for the workforce. This focus covers links between employability, on one hand, and teaching, curriculum, assessment, and extracurricular activities, on the other. The role of independent learning, broadly understood as students’ individual effort to enhance their employability, remains masked and is assigned secondary importance in the relevant literature. This scholarship deficit is arguably more pronounced in contexts of economic despair. In such contexts, an EfE logic still supersedes any logic of learning for employability (LfE) in efforts to train a high-calibre workforce for economic recovery and development. Yet, this logic is often accompanied by decontextualized views of HEIs, which often lead to suboptimal problem formulations and unfeasible solution proposals. The study is an attempt at addressing this deficit. It proposes a parallel, not alternative, logic of LfE, which centralizes students’ independent learning engagements to examine and develop support for their own pursuits of employability development. The study draws on original empirical data collected, through a questionnaire and in-depth interviews, from new graduates in the Gaza Strip. Through interpretive phenomenological analysis, the study findings suggest that the participants exerted significant, independent, and strategic effort in seizing employability development opportunities. Based on the findings, I contend that a learner-centred logic of linking education and employability is of compelling significance to various stakeholders in the education and market spheres, especially in contexts of protracted hardship
Excusing Coercive Control in Popular Young Adult Fantasy Texts
Get PDFThis article utilises a feminist lens to conduct close textual analysis of A Curse So Dark and Lonely and the Cursebreaker series (Kemmerer 2019) and The Cruel Prince and the Folk of the Air series (Black 2018-2019) to demonstrate how elements of coercive control are excused and minimised in the narratives. By highlighting the postfeminist sensibility evident in these young adult fantasy novels, this article argues that female protagonists are characterised in contradictory ways. They are both ‘empowered’ and subjugated, yet this is diminished by a rhetoric of choice and agency. As female protagonists, Jude and Harper each possess physical strength, intelligence and humour which positions them as agential and empowered. Yet, at the core of their romantic and sexual relationships they are both victims of coercive control. While the novels ostensibly present strong female protagonists, implied girl readers are positioned to excuse the removal of agency, manipulation, and even physical violence towards these postfeminist heroines
Functional linguistic perspectives in TESOL: Curriculum design and text-based instruction
Get PDFThis paper outlines the general influence of Halliday’s (1994, 2014) systemic functional linguistics on TESOL curriculum. Halliday’s explanation of language as a social semiotic and language learning as learning to mean has been applied internationally in genre and text- based teaching. The concept of register in systemic functional linguistics describes linguistic variation of texts for the expression of different meanings. SFL studies document teachers’ explicit instruction in the lexicogrammatical construction of text types linked to function and social context. The explicitness informs students’ decision-making for formulation of meanings in different text types. Reference is made to SFL applied in teacher education. There is mention of the relevance of SFL to Australia’s concern with literacy standards in education
Polat, N., Mahalingappa, L., & Kayi-Aydar, H. (2021). The preparation of teachers of English as an additional language around the world: Research, policy, curriculum and practice. Multilingual Matters.
No full textThe preparation of teachers of English as an additional language around the world: Research, policy, curriculum and practice.
Polat, N., Mahalingappa, L., & Kayi-Aydar, H.
Multilingual Matters, 2021
Editorial: Collaboration, training and funding for the professional development of teachers of EAL/D students
Get PDFThis issue of TESOL in Context contains four articles that complement each other in their focus and arguments concerning political ideologies, the commodification of English as an additional language/dialect (EAL/D) teaching and the professional training needs of both EAL/D and mainstream teachers in Australian education. The first two submissions are discussion papers, which set the scene for two articles reporting on results from empirical TESOL research. Four book reviews complete the volume with a focus on the work of EAL/D teachers and learners in a variety of contexts. The articles and book reviews in this issue highlight important issues in EAL/D policy, research and practice, with a particular emphasis on the imperative to prioritise teacher preparation and professional learning. Underpinning all submissions is a clear understanding of the need for authenticity, collaboration, specialisation and utilisation of all of the linguistic competencies EAL/D bring with them to classrooms. This has implications for TESOL within and beyond Australian borders and highlights the need for continued dialogue with government and funding bodies to ensure the teaching and learning of EAL/D students is comprehensively supported in a wide range of educational contexts.