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Interactional practices to manage epistemic stances in online searches during a computer-mediated conversation-for-learning
Get PDFDespite rising interests in the manifestations of second language (L2) interactional competence (IC) in online language learning activities (e.g., Balaman & Sert, 2017a, 2017b; González-Lloret, 2016), the intersection between epistemic and affective stancetaking in the online space remains largely unexplored. This paper examines how an intermediate-level learner jointly managed epistemics and affect with a tutor in a teleconference session designed as a conversation-for-learning. The analysis focuses on web search sequences occasioned by emergent asymmetries in the ongoing talk, and how the participants leveraged resources to negotiate knowledge positions and index emotions during online searches. Findings reveal that epistemic and affective stance management actions are a prominent aspect of online search sequences. For example, during an online search, the tutee demonstrates his L2 IC by citing and attributing responsibility to the source in response to epistemic primacy challenges. In the process, he also utilised affective resources such as laughter and a term of endearment to delicately manage disagreements. By focusing on the management of epistemic and affective stances, this study informs pedagogical decisions about the use of online searches in L2 learning activities
Notes for contributors
Get PDFNotes for contributors
It is understood that articles submitted to TESOL in Context have not been previously published and are not under consideration for publication elsewhere.
Articles around 6,000 words including references are preferred, and an abstract of up to 200 words should be included with each article submitted.
Electronic submission as attached files is required (Microsoft Word or rich text format).
One file should contain a separate cover page with the article’s title, the names of the author/s, their preferred titles, and the contact details for the author to whom correspondence should be sent (address, telephone numbers, and email address). About 70 words of biographical data should also be included.
A second file should contain the title followed by the abstract, the body of the paper and the list of references. Number the pages but do not use identifying headers or footers.
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Quotations of more than about 40 words should be set off from the main text by indentation, without any quotation marks.
Referencing should follow the APA referencing style; for examples, see a recent issue of the journal at http:// www.tesolincontext.org.au/.
References in the text should be ordered alphabetically and contain the name of the author and the year of publication, e.g. (Adams, 2001; Jones, 1998). For direct quotations include the relevant page number(s), e.g. (Jones, 1998, p. 34).
TESOL in Context, Volume 30, No.1
TESOL in Context
Tables, figures or diagrams should be numbered consecutively and included in the relevant part of the text. Each should have an explanatory title.
Numbers up to and including ten should be spelt out and numbers over ten should be expressed as figures.
The spellings used should be those given in The Macquarie Dictionary.
All articles submitted are subject to blind, impartial refereeing; referees are asked to report against the following criteria:
* The topic of the article is of relevance to readers of the journal (see ACTA Statement at https://tesol. org.au/publications/#publications-1).
* The article is grounded appropriately in relevant published literature.
* The article’s claims/conclusions are based on rigorous analysis of primary data and/or well-supported argument and/or analysis of teaching practice.
* The article is well structured and clearly linked.
* Language use and style are appropriate to the audience and purpose.
* Notes for contributors have been followed in all respects, including consistent use of APA style.
* The article has potential to make a worthwhile contribution to the TESOL field.
Address for submissions:
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Requesting on WhatsApp: The interplay of interactional competence and deontics in English as an additional language
Get PDFThis exploratory study focuses on changes in the accomplishment of requests by an adult English as an additional language speaker/learner interacting on WhatsApp for nine months. The analysis follows a microanalytic approach to digital interaction informed by recent developments within longitudinal conversation analysis. It unpacks the array of semiotic and interactional resources that the focal learner employs to make class-related requests to the teacher. Longitudinal comparison of four request sequences over time suggests that the differences in how the requesting posts are designed and responded to index both increased interactional competence to accomplish requests in English on WhatsApp - through more contextually-sensitive and conventional semiotic resources - as well as evolving socio-interactional ties and related deontic concerns between the learner and the teacher. Despite the popularity of text chats, only a handful of studies have investigated the practices employed by additional language learners to engage in text chat interaction change over time and this work has not focused on naturally occurring interactions or on requesting. The present study thereby contributes new understandings to text chat interaction with additional language speakers and to longitudinal research on interactional competence development in online settings
About TESOL in Context
No full textMission statement
ACTA is the national coordinating body representing all teachers of English to speakers of other languages. It aims to promote and strengthen English whilst supporting people’s linguistic and cultural heritage. English is the language of public
in Australia, as well as a major language of international communication. For full competence in English is necessary.
TESOL is the teaching of English by specialist teachers to students of language backgrounds other than English in order to develop their skills in spoken and written English communication. At the same time, TESOL teachers strive to be sensitive to the diverse linguistic, cultural, and learning needs of individuals.
TESOL and second language acquisition, crosscultural communication, and appropriate curriculum, materials, and methodology for multicultural contexts. It is an integral part of the broader social, educational, and political context. It can inform and be informed by this context.
understandings and practices with the subject English as a mother tongue, child and adult literacy, languages other than English (LOTE), and bilingual and multilingual education, but also has distinct characteristics.
ACTA’s objectives are
To represent and support the interests of teachers of English to speakers of other languages ACTA is committed to quality teacher training and professional development in TESOL and working conditions and career paths which enable teachers to have the stability and continuity of employment to develop, maintain, and deliver quality programs.
To ensure access to English language instruction for speakers of other languages ACTA is committed to ensuring that all students with ESL needs have students may be Aborigines or Torres Strait Islanders, permanent residents with LOTE backgrounds, refugees, fee-paying overseas students, or students in Australian- sponsored programs overseas.
To encourage the implementation and delivery of quality professional development programs ACTA is committed to the development and maintenance of the highest quality programs for students at pre-primary, primary, secondary, and clear pathways.
To promote the study, research, and development of TESOL at state, national, and international levels ACTA is committed to ensuring that TESOL and TESOL related issues are debated and accorded due recognition in state and national policy initiatives as well as in the international community
Authenticity ahead of interdisciplinarity – a scoping review of student experiences in interdisciplinary science projects
Get PDFInterdisciplinary projects are reported to facilitate the development of both disciplinary and generic skills. They vary in their design and implementation, but the effectiveness of different project models has not been studied. The aim of this study was to determine student satisfaction, engagement with learning and development of employability skills across interdisciplinary projects with different delivery models.
This scoping review appraises interdisciplinary projects implemented in science-based undergraduate degree programs. Projects with varying models of delivery, interdisciplinarity, authenticity and external partner involvement were examined, and the reported student learning and satisfaction ratings compared. Descriptive statistics and cross tabulation using Fisher’s Exact test were used to analyse the data.
The interdisciplinary project model had little effect on engagement with learning, but student satisfaction improved if the project task was rated as authentic (p<0.05). Improved learning was reported in about half of the projects reviewed. Improved employability was reported in projects where students used discipline-based skills to provide a consultancy (p<0.05), and those where an external partner was involved (p<0.05).
The interdisciplinary project model did not affect disciplinary or employability skill development, apart from interdisciplinary competence, which was significantly improved in a truly interdisciplinary project (p<0.01). Interpersonal skill development was significantly improved where projects had integrated rather than sequential tasks (p<0.05).
Overall, interdisciplinary projects that were authentic and/or involved an external partner generated better student satisfaction and real-world experience. These results inform the future design of interdisciplinary project-based learning tasks and encourage involvement of external partners in project design and delivery
Persona Recovery through Homage: Poetic Tributes to Spain’s Generation of 1927
Get PDFTània Balló’s Las sinsombrero documentary series (2015-2021) about modern Spanish women led to the creation of multimedia projects and online spaces for paying homage to forgotten women throughout history. However, such crowdsourced and scholarly recuperation efforts are at odds with the prevailing canonization of the Spanish avant-garde artistic group known as the “Generation of 1927”. A deliberately constructed practice of homage has historically excluded women’s legacies and granted nearly exclusive support for the ten male poets considered the originators of the Generation of 1927. Modern women writers like María Teresa León and Concha Méndez lacked such cultural support and thus constructed personas in their life writing by placing themselves outside the sphere of influence of the Generation of 1927 despite their successful literary careers.
This creative piece brings together persona studies and homage to study how performances of prestige by writers and literary historians reveal the gendered, classed, and sexualised ways that the literary history of the Generation of 1927 has been constructed. My proposed theory of homage uncovers the closeted and undocumented sapphic and sororal relationships between women, and imagines queer feminist futures where women’s work is central to understanding the cultural milieux of the Generation of 1927. These poetic tributes are what I call “life-making homages” that celebrate and grant prestige to recuperated knowledge of writers’ queer, undocumented lives. The paper and accompanying poems demonstrate how, through life-making homages, scholars can propose alternate paradigms for tracing the development of the Generation of 1927 as part of Spain’s cultural heritage
‘Talent Offends, Genius Terrifies’: Myth and Persona in the Biographical Research on Christopher Langford James (1952 – 2008)
Get PDFChristopher Langford James (1952 – 2008) was a Zimbabwean-born composer, orchestrator and pianist, whose style conflated traditional European musical textures with southern African instrumentation, rhythms, and harmonies. His compositions include works such as Four Portraits for Pianoforte in Four Movements (1982), Songs of Lamentation and Remonstration (1985), Images of Africa (1987), and Paradise Regained (1999). While my research on James’s life and music has uncovered multiple angles for critical inquiry, the dominant narrative that emerged from interviews with his family, and discussions with colleagues, was that of mental illness.
This article argues that mental illness – while being a very real condition experienced by James – can simultaneously be understood as doing persona work. Through the intersecting frameworks of persona studies and life writing, this article critically interrogates the understanding of stereotypical concepts of mental illness within the construct of what Kim Barbour terms ‘artistness’. Through critical examination of how mental illness is understood and interpreted as a central construction of artistness, this article speaks to the complexity of the construction of James’s biography, and how the narrative performance of James’s mental illness can be understood within the framework of persona studies
Assembling Academic Persona and Personhood in a Digital World
Get PDFDigital automedia have become a standard mechanism for academics seeking to construct and promote their professional profiles. Through a range of autobiographical forms enabled by the digital age, on-line platforms, including blogs, Facebook groups, and Twitter, have become something of a business card for academics. But what about the self-authored personnel narratives that are not shared publicly and serve, nonetheless, as self-portraits of academic life?. Even tenure and promotion applications, employment letters, and CVs, the most often required documents to gain and maintain access to professional opportunity in academia, are going digital. And they are evolving with the digital age. In some stages of personnel review, those requests are made and via digital methods. Software used for standardization and efficiency, mediates representation of academic subjectivity by restricting users to entering details according the parameters set not only by the standards of the profession, the institutional subscriber, but also by the operating system. Increasing reliance on such systems further reduces academic personhood to chartfields and biodigital data entry that is counter-intuitive to the syncretic processes of making meaning by which individuals experience, remember, and recount their lives inclusive of their careers. My essay turns to narrative theory to assess the impact of digital tools and methods of personnel review on the assemblage and portraiture of academic subjectivity
‘This is what gets people hired!’: Academic perspectives on employability skills in architecture and the potential impact of COVID-19
Get PDFThis article presents findings from a recent study of academic perspectives towards employability in architecture. The aim of the study was to gauge the perceived impact of COVID-19 on employer values, and the degree to which these perceived changes were impacting teaching practices. Thematic analysis of data from semi-structured interviews with eight members of a postgraduate architecture community in Australia—including educators, practitioners, and students—revealed strong consensus. The relative value of skills such as teamwork and autonomy were deemed increasingly important following the widespread uptake of remote work. On the other hand, the value of competencies associated with the design process itself, as reflected in professional accreditation criteria, were perceived as stable. Most enlightening were participants’ views on how they believe employability skills are encouraged, observed and judged in academic contexts. By reinforcing how employability skill development tends to rely on the discipline’s tacit enculturation practices, this study raises critical questions about quality assurance and assessment practices within the architectural community. Embedded in these questions is the understanding that the challenge of employability skills assessment is entangled within the discipline’s failure to address its ongoing challenges around diversity, equity and inclusion
