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Plurilingualism in TESOL: Promising Controversies
Introduces a special journal issue on \"Plurilingualism in TESOL\". Adapted from the source document
Journal Article
Emergent Bilinguals and TESOL: What's in a Name?
This contribution to the symposium \"Imagining Multilingual TESOL\" addresses the issue of how to educate students in the US whose native language is not English. Such students are now referred to by the federal government as Limited English Proficient (LEPs), but Garcia argues that a more appropriate term would be \"emergent bilinguals\". These students not only can become bilingual; they must do so if they are not to suffer social & economic inequities throughout their lives. TESOL should adopt & promote the term \"emergent bilingual\", which recognizes these children's right, ability, & responsibility to become proficient in English as well as in their native language. S. Stanton
Journal Article
More diversity, more complexity, but more flexibility: research article titles in TESOL Quarterly, 1967–2022
The title of the journal article as a genre has been extensively investigated for variations across disciplines (e.g., titles in sciences
vs.
social sciences or in linguistics
vs.
medicine), genres (e.g., research article titles
vs.
review article titles), and cultures (e.g., titles composed by native
vs.
non-native authors). However, little is known about how title language is manipulated at “a highly specific sub-disciplinary” level to make articles stand out (Pearson, Scientometrics 123:997–1019, 2020). Our analysis is based on an investigation of a corpus of 1458 titles of original contributions to
TESOL Quarterly
over a 55-year period. The results show a considerable increase in the average title length in running words, content words, and syllables. The rate of occurrence of compound constructions (CC) increased by 5.7-fold from 1967 to 2022, accompanied by a 3.7-fold decline in the use of nominal constructions (NC). In addition, CC titles featuring a quotation and a V-
ing
phrase are increasing, while nominal segments are steadily declining in number. The results support some of the previous findings from research at the disciplinary level of linguistics and sub-disciplinary level of applied linguistics but vary from others, indicating there is value in research into the field- and journal-specific titling practices. In general, the article titles in the journal are becoming increasingly diversified and complex, both stylistically and syntactically, but more flexible by allowing writers to create a balance between informativeness and allure.
Journal Article
A qualitative study of question-posing anxiety in Chinese postgraduates in UK TESOL programs
In English-medium postgraduate classrooms, particularly within MSc/MA TESOL programs in the UK, many Chinese students hesitate to pose questions despite possessing advanced English proficiency. This qualitative study aims to address three critical gaps in the literature: (1) the underexploration of postgraduate learners’ affective experiences in immersive English-speaking contexts, (2) the neglect of routine classroom interactions such as question-posing compared to formal speaking tasks, and (3) the limited understanding of how cultural and educational traditions shape anxiety in graduate-level TESOL programs. Drawing on semi-structured interviews with five Chinese postgraduates, the research investigates the psychological, cultural, and contextual dimensions of question-posing anxiety. Findings highlight key contributing factors—including linguistic insecurity, fear of negative evaluation, perceived inadequacy of questions, cross-cultural classroom norms, and the legacy of prior educational socialization—manifesting in both cognitive and physiological symptoms. Students also reported employing adaptive strategies such as self-talk, peer rehearsal, and deliberate body language to navigate these challenges.
Journal Article
Teaching English to young learners
Aimed at student teachers, educators and practitioners, Teaching English Language to Young Learners outlines and explains the crucial issues, themes and scenarios relating to this area of teaching. Each chapter by a leading international scholar offers a thorough introduction to a central theme of English as a foreign language (EFL) with preteens, with clear presentation of the theoretical background and detailed references for further reading, providing access to the most recent scholarship. Exploring the essential issues critically and in-depth, including the disadvantages as well as advantages of Teaching English as a Foreign Language (TEFL) with young learners, topics include: - task-based learning in the primary school; - storytelling; - drama; - technology; - vocabulary development; - intercultural understanding; - Content and Language Integrated Learning (CLIL) scenarios; - assessment. Innovative and rapidly emerging topics are covered, such as immersion teaching, picturebooks in the EFL classroom and English with pre-primary children.
eBook
At the Crossroads of TESOL and English Medium Instruction
The connection between TESOL and English-medium instruction (EMI) may appear at first to be somewhat tenuous. After all, teaching English to speakers of other languages is typically accomplished through deliberate, form-focused instruction. On the other hand, EMI presupposes and is enabled by the ability of all participants (e.g., teachers, students, administrative staff) to use English as a lingua franca. Yet if EMI and TESOL are not obvious companions they can exist in a very natural symbiosis, and can potentially inform each other, both in research and in practice. The authors illustrate this first by examining definitions of EMI, and then contrasting them with an analysis of the characteristics of research studies which situate themselves in the area of EMI. After this opening analysis, they introduce the contributions in this special issue as case studies for the opportunities existing for cross-pollination between TESOL and EMI. The authors conclude by arguing that the rapid growth of EMI means that it will be an increasingly important factor in the future, and therefore these connections need not only to be understood, but to be exploited more fully, for the mutual benefit of transnational education and TESOL. (Verlag, adapt.).
Journal Article