Whether Contexts Affecting TESOL Teachers

This article aims to verify whether contextual theories affect TESOL teachers in Chinese local classrooms via observing three different English teachers’classroom behaviors by using qualitative method.The findings indicate that three major aspects usually affect English teachers:(1)The teacher’s education context affects their TESOL classroom contexts;(2)The institution’s requirements affect the teacher’s classroom contexts;(3)The spirit of quality-oriented education from the New National Stan dards for English influences the classroom contexts,which have proved the context theories.

How can TESOL Teachers be Mediators of Culture?

Language and culture are closely related to each other. Language teachers, who introduce culture through the language teaching activities, are the most important cultural mediators for students in their language learning process. This essay is to help TESOL teachers to think about their importance of being the cultural mediators and how to be good mediators.

U.S.Preservice Teachers Learning With Multilingual Learners in Korea Through Educational Technology:Bringing Heteroglossic and Global Approaches to TESOL Teacher Education

Purpose This study aimed to explore how educational technology influenced a preparatory teacher education program using heteroglossic and global approaches.Design/Approach/Methods The researchers drew upon the theoretical framework of multilingual digital storytelling(MDST),which emphasizes the intercultural awareness attributes of multilingual learners(MLs)and takes a heteroglossic perspective in linguistic pedagogy.This qualitative case study examined the experiences of 11 U.S.-based preservice teachers(PSTs)and 12 MLs elementary students in Korea in the MDST project of a TESOL methods course.Findings The findings showed that PSTs and MLs enhanced their appreciation for educational technology,multilingualism,and intercultural awareness.Although the project aimed to decenter English as a hegemonic language,both PSTs and MLs maintained traditional discourses that privileged English over MLs’home language and targeted literacy correctness in written English only,moving away from the heterogeneous goals of the course project.PSTs and MLs also faced challenges in navigating technological tools,which negatively affected their perception of the project.Originality/Value This study contributes to heteroglossic approaches in preparatory TESOL teacher education programs and improves the understanding of challenges in educational technology use for global multilingual exchanges to promote global citizenship.

Techniques & Processes of Teacher Education & Supervision for TESOL

This essay gives the brief rationales on techniques and processes of teacher education and supervision by designing an in-service teacher education course and analyzing one of sessions.And also,the essay discusses the feasibilities of these teacher education techniques and processes according to the current situation.

国外TESOL教师课堂话语研究综述

本文以英语作为二语或外语的教学为背景,综述教师课堂话语国外50年的研究。文章首先以话语分析、课堂话语、教师课堂话语、TESOL教师课堂话语为层接,追寻该研究的历程。随后设话语结构研究、输入语源研究、简化话语研究、提问话语研究四个方面讨论该研究的重点。为寻问研究高峰,文章选择整体数量、文献形式、作者三个途径。文章最后预测教师语能、错误分析、软件辅助、意识与培训四个方面将成为国外TESOL教师课堂话语研究的核心。

国际中文师资培训模式的构建——基于美国TESOL项目的启示

国际中文教育已经开启了一个普及化的新时代,构建一支高水平的师资队伍是推动国际中文教育长期稳定发展的必要条件。为了提升教师质量和数量,亟需构建更为完善的国际中文师资培训体系。美国TESOL(Teaching English to Speakers of Other Language)教师培训模式较为成熟,已经得到全球英语教师和用人单位的高度认可。通过对TESOL项目的培训理念、教学对象、课程培训目标、课程设置和资格认证等方面的深入分析,可以帮助国内学界了解美国TESOL项目的特点,为国际中文师资培训提供切实可行的参考,构建一套专业化、规范化、国际化、统一的国际中文师资培训模式。

Teacher and Culture Mediator:A Reflection on Teaching English Listening through American Materials

This essay is to help TESOL teachers to think about their importance of being the cultural mediators and how to be good mediators as well.Firstly,in this article,some concepts about language,culture and the connections between them are intro duced.Then it explores why it is important for English teachers to view themselves as cultural mediators and in what way they are cultural mediators.Finally,the study reflects on the situation in a tertiary teaching context.

对外英语教学的教师教育与实践及政策研究综述

文章选择2005～2009年间发表在英语国际期刊“TESOL Quarterly”上的176篇学术文章的选题,自建语料库进行案例研究,反映近五年来英语作为第二语言教学的教师教育及教学实践相关研究的范围及发展走向.

石油专门用途英语(EPP)教师校本培训机制探析

飞速发展的科技、教育和商业对于一种通用语言的需求导致了全世界对专门用途英语的需求。对于从事石油行业或在相关领域的工作人员和研究人员来说,掌握石油行业英语几乎是必备的能力和基本要求。石油专门用途英语(EPP)师资匮乏和EPP教师素养有待大力提高是目前大多数石油院校面临亟需解决的问题。本文在ESP教师角色分析的基础上,结合参与校本ESP培训项目的经历,在EPP师资培训过程中借鉴了更利于培训自理解和实现的角色定义,即ESP教师角色:教练,咨询师和培训师。最后对EPP教师自身发展和培训提出了包括运用TESOL六项原则在内的一些可行性策略。

英语教师的学习需要及其职业专业化问题探讨

该研究以某中外合作TESOL教师教育项目为背景,运用开放式问卷对教师发展的学习需要进行调查,结果显示,教师参加该项目的目的各异,要求各异,教师普遍缺乏研究经验等。据此对英语教师职业专业化的现状进行思考。目前国内英语教师职业专业化受诸多社会文化因素的制约,这一职业仍具有一定的可替代性。在教师教育项目中,过程课程大纲的实施将有利于满足背景各异的教师群体的学习要求。

英语学科教学论课程设置刍议

高师英语教育应以高度的紧迫感和责任心加强对英语教育专业 ,尤其英语学科教学论课程设置的研究 ,以培养出合格的。

中国中小学英语教师资格认证体系构想

本文在介绍、评价和比较美、英、法、德、日等欧美发达国家和我国周边国家的中小学教师资格认证体系,及英美两国测试和教育评估认证机构设立的英语教师资格认证体系的基础上,提出我国应借鉴国际经验,完善中小学英语教师职前教育和在职培训的内容与模式,并建立一套全国统一且具有各省和直辖市特色的中小学英语教师资格准入和在职资格晋级制度。