DOCSLIB.ORG

Implications for TESOL Which Arise from Research Studies In

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Implications for TESOL Which Arise from Research Studies In DOCUMENT RESUME ED 024 036 AL 001 590 By- Troike, Rudolph C. Social Dialects and Language Learning: Implications for TESOL. Teachers of English to Speakers of other Languages. Pub Date Sep 68 Note- 5p.; Raper presented at the TESOL Convention. March 1968. Available from- TESOL, Institute of Languages and Linguistics, Georgetown University. Washington.D.C. 20007 (1.50). Journal Cit- TESOL Quarterly; v2 n3 Sep 1968 EDRS Price MF-$0.25 HC-$0.35 Descriptors-Bilingualism, Child Language, *Dialect Studies, *English (Second Language). Nonstandard Dialects, Second Language Learning, *Social Dialects, Sociolinguistics, Standard Spoken Usage, *Tenl Identifiers- *Bidialectalism Discussed briefly by the author are some of the "most immediately relevant" implicationsfor TESOL which arise from research studiesindialectology. One phenomenon, which until recently has received little attention, is that of "receptive bi-dialectalism" or "bilingualism." One of the earliest observations of this phenomenon is a passage taken from the writing of Daniel Defoe in 1724. Anindividual, presented with a stimulus in one dialect and asked to repeat it,will respond by producing the form that is native to his own dialect rather than the form which he has heard(or read). The author feels that such evidence should give us pause in attempts toiudge a child's linguistic competence solely or evenlargely on the basis of his production; rather we should begin by attempting to assess the child's receptive competence as the basis from which to proceed in determining appropriate instructional procedures. If the child has an already well-developed receptive knowledge of a moreformal or "mainstream" dialect of the language, much of the instructional task can be seen as guiding him toward an automatic productive control of the "mainstream"dialect. Implicit in this approach is the idea that only positive stimuli and motivationswill be supplied to lead him to develop and practice this control, and that no negativevalues or stigmas will be applied to his useof his native linguistic forms. (AMM) S. - evT--(64-: Alf1-4 ***11011" v*****. *.*********v*** o 4 \ , Teachers of English to Speakers of Other Languages Q ru A. R LY Volume 2 September, 1968 Number 3 A L0 015.8 5 W. -,... .111... AO 4* /on a** ...11** TESOL QUARTERLY A Journal for Teachers of English to Speakers of Other Languages TESOL EDITOR OFFICERS 1968-69 President Betty Wallace Robinett Paul W. Bell University of Minnesota Dade County Schools Miami, Florida First Vice President David P. Harris Georgetown Uriiversity EDITORIAL ADVISORY BOARD Second Vice President William Norris Virginia French Allen University of Pittsburgh Temple University EXECUTIVE COMMITTEE Marie Esman Barker The officers and University of Texas Edward M. Anthony El Paso, Texas University of Pittsburgh Virginia French Allen Eugene J. Briere Temple University University of Southern California Julia M. Burks U.S. Information Agency J. C. Catford Kenneth Croft University of Michigan San Francisco State College Mary Finocchiaro Mary Finocchiaro Hunter College Hunter College New York, New York New York, New York Harry Freeman San Francisco State College Maurice Imhoof Ball State University Tom R. Hopkins Muncie, Indiana U.S. Bureau of Indian Affairs Betty W. Robinett A. Iris Mulvaney University of Minnesota Tucson Public Schools Pauline Rojas Tucson, Arizona Miami, Florida Rudolph C. Troike Bernard Spolsky University of Texas University of New Mexico EXECUTIVE SECRETARY Hadley Thomas James E. Alatis Tuba City Public Schools Georgetown University Tuba City, Arizona Membership in TESOL ($6.00) includes a subscription to the journal. TESOL QUARTERLY is published in March, June, September, and December. Business correspondence should be addressed to James E. Alatis, Institute of Languagesand Linguistics, Georgetown University, Washington, D.C. Copyright (1) 1968 Teachers of English to Speakers of Other Languages U.S. DEPARTMENT OF HEALTH, EDUCATION &WELFARE OFFICE OF EDUCATION Ewe...we 11. "PERMISSION TO REPRODUCETHIS EXACTLY AS RECEIVED FROM THE THIS DOCUMENT HAS BEEN REPRODUCED COPYRIGHTED MATERIALHAS BEEN GRANTED PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENTOFFICIAL OFFICE OF EDUCATION TO ERIC AND POSITION OR POLICY. ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OffICE Of, EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REOUIRES PERMISSION OF Social Dialectsand Language THE COPYRIGHTOWNER." Learning: phenomen Implications for TESOL* The Dere vidual, wh Rudolph C. Trolke it, will re rather th In thispaper I shall discuss some of the implicationsfor TESOL which native fo). arise from researchstudies in dialectology fully to the that can be relatedmeaning- but extend development of actionprograms in the schools, and eral understanding from a gen- example. of the natureof language, language Such r guage variation. Although learning, and lan- it would be possibleto expatiateon this subject an adequa at great length, Ishall focusmy remarks on those major most immediately points whichseem formsan relevant. dialect int As a point ofdeparture, I beginwith a quotation at attempt (best known today from Daniel Defoe as the author of RobinsonCrusoe), takeji fromthe on the basi chapter "A TourThro' Somerset"in his book A Tour Island of Great Through the Whole now largel Britain, publishedin 1724: Instead, competence It cannotpass my Observation here,that, when London, the Dialectof the English we are come this Lengthfrom instruction Tongue, or theCountry-way of expressing themselves, is noteasily understood.. ..It is not possible receptive by Writing,because the Difference to explain this fully is not so much inthe Orthography, guage, muc Tone and Accent;their abridging the as in the an automa Don, for do Speech, Cham, for Iam; Chil, for I will; on, or put on; and Doff,for do off,or put off; and the like. of having t I cannot omita short Story hereon this Subject: Coming House, whowas a Schoolmaster at to a Relation's idea that o Martock in Somersetshire,I went into his School to beg theBoys, or rather theMaster, a Play-day, to develop Cases. I observedone of the lowest Scholars as is usual in such will beapp Usher in a Chapterin the Bible. I was reading his Lessonto the clear to th read it out, and sat down by theMaster, till the Boyhad observed the Boy reada little oddly in the Tone priateness which mademe the more attentive; because, of the Country, were the same, and the on Inquiry, I found thatthe Words versus bad. Orthography thesame, as in all our Bibles.I obseved also the Boy readit out with his Eyesstill on the Book, To the mere Boy, moving from Side and his Head, likea of the sod of to Side, is the Linesreached cross theColumns the Book: HisLesson was in theCanticles of Solomon; ferences, I 'I have put offmy Coat; how shall I put the Woras these; shall I defile them?' it on? I have washedmy Feet; how perceptive t The Boy read thus,with his Eyes,as I say, full on the myth which Text: Thal"a doffed my Coot; how shallI don't? Chav how shall I moil'em?' a washed my Feet; like to illus How the dexterousDunce could form his me by a c Words (which stood Mouth toexpress so readily the right printed in theBook) in his CountryJargon, I could American not but admire. North, even This isone of the earliest observationsI have been able while elsewl cerning a phenomenon to discovercon- speaker, wh which is of thegreatest importanceto teachers of language, but whichuntil recently hasreceived only five, said so scant attention.The was promp * This paper standing ne was presented at the TESOLConvention, March Mr. Troike, Associate 1969. to Daddy a Professor of English atthe University ofTexas in Austin, is the Supervisorof English forForeign Students and,directs show that Texas. He is theauthor of a forthcoming the Dialect Surveyof English Linguisticsfor the Teacher of McGraw-Hill text, AnIntroduction to already lea English. behavior wi 176 Aar,. 444.4 ea. 4414444. 4.4 ' ..i......4 .0." SOCIAL DIALECTS ANDLANGUAGE LEARNING 177 phenomenon I referto is that of receptivebi-dialectalism or bilingualism. have observed in which anindi- The Defoeexample is typical of many we vidual, who is presentedwith a stimulus in one dialectand asked to repeat dialect it, willrespond by producing theform that is native to his own rather than theform which he bas heard or seen.This substitution of native forms forstimulus forms includes not onlyfeatures of phonology, but extends tovocabulary and syntax as well, as maybe seen in Defoe's example. Such responses seem togive unequivocal evidencethat the person has and that he per- anadequate receptive knowledgeof the stimulus dialect, formsand has learned toperforminstantaneous translationfrom that dialect into his nativedialect. Such evidence shouldfurther give us pause judge a child's linguistic competencesolely or even largely at attempts to tests are on thebasis of his production, as we are proneto do, and as our now largelydesigned to do. Instead, we should beginby attempting to assessthe child's receptive competence, as the basisfrom which to proceed indetermining appropriate instructional procedures.Thus, if the child has analready well-developed receptive knowledge of a moreformal or "mainstream"dialect of the lan- of the instructional task canbe seen as guidinghim toward guage, much than an automaticproductive control of the"mainstream" dialect, rther of having to teach it tohim from scratch. Implicitin this approachis the idea that only positivestimuli and motivations willbe supplied to lead him to develop and practicethis control, and that nonegative values or stigmas will be applied to his useof his native linguistic forms.The goal is to make clear to the child that thechoice of dialect is a matterof social appro- priateness and expediencyrather than one of right versus wrong,or good versus bad. To the oft-repeatedobjection that the first-gradechild is too innocent of the social world aroundhim to appreciate thesignificance of dialect dif- far more ferences, I can only reply,"Nonsense!" Five- and six-year-olds are perceptive than adults usuallygive them credit for, and itis only a cultural myth which prevents us fromseeing this fact.
Load more

Recommended publications
  • Effects of Instruction on L2 Pronunciation Development: a Synthesis of 15 Quasiexperimental Intervention Studies
    RESEARCH ISSUES TESOL Quarterly publishes brief commentaries on aspects of qualitative and quantitative research. Edited by CONSTANT LEUNG King’s College London Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi- Experimental Intervention Studies KAZUYA SAITO Waseda University Tokyo, Japan doi: 10.1002/tesq.67 & Over the past 25 years second language (L2) acquisition research has paid considerable attention to the effectiveness of instruction on L2 morphosyntax development, and the findings of relevant empirical studies have been extensively summarized using narrative review meth- ods (e.g., Ellis, 2002) as well as meta-analytic review methods (e.g., Spada & Tomita, 2010). These researchers have reached a consensus that (a) integrating language focus into meaning-oriented classrooms is more effective than a purely naturalistic approach, and (b) contextu- alized grammar teaching methods (e.g., focus-on-form instruction, form-focused instruction) is more effective than decontexualized gram- mar teaching methods (e.g., focus-on-formS instruction, grammar- translation method). What is surprising in this vein of L2 acquisition studies, however, is the lack of research in the area of L2 pronuncia- tion development. Pronunciation teaching has been notorious for its overdependence on decontextualized practice such as mechanical drills and repetition, reminiscent of the audiolingual teaching meth- ods of several decades ago (for discussion, see Celce-Murcia, Brinton, Goodwin, & Griner, 2010). Furthermore, very few language teachers actually receive adequate training in the specific area of pronunciation teaching (Foote, Holtby, & Derwing, 2011). 842 TESOL QUARTERLY Vol. 46, No. 4, December 2012 © 2012 TESOL International Association In recent years, several researchers have made strong calls for research on teaching for intelligible (rather than native-like) pronunciation.
    [Show full text]
  • Contributors
    Contributors Editors Xuesong (Andy) Gao is an associate professor in the School of Education, the University of New South Wales (Australia). His current research and teaching interests are in the areas of learner autonomy, sociolinguistics, vocabulary studies, language learning narratives and language teacher education. His major publications appear in journals including Applied Linguistics, Educational Studies, English Language Teaching Journal, Journal of Multilingual and Multicultural Development, Language Teaching Research, Research Papers in Education, Studies in Higher Education, System, Teaching and Teacher Education, TESOL Quarterly and World Englishes. In addition, he has published one research mono- graph (Strategic Language Learning) and co-edited a volume on identity, motivation and autonomy with Multilingual Matters. He is a co-editor for the System journal and serves on the editorial and advisory boards for journals including The Asia Pacific Education Researcher, Journal of Language, Identity and Education and Teacher Development. Hayriye Kayi-Aydar is an assistant professor of English applied linguistics at the University of Arizona. Her research works with discourse, narra- tive and English as a second language (ESL) pedagogy, at the intersections of the poststructural second language acquisition (SLA) approaches and interactional sociolinguistics. Her specific research interests are agency, identity and positioning in classroom talk and teacher/learner narratives. Her most recent work investigates how language teachers from different ethnic and racial backgrounds construct professional identities and how they position themselves in relation to others in contexts that include English language learners. Her work on identity and agency has appeared in various peer-reviewed journals, such as TESOL Quarterly, Teaching and Teacher Education, ELT Journal, Critical Inquiry in Language Stud- ies, Journal of Language, Identity, and Education, Journal of Latinos and Education, System and Classroom Discourse.
    [Show full text]
  • Abdul-Hakim, I
    African American English Bibliography A Abdul-Hakim, I. (2002). Florida preservice teachers' attitudes toward African-American Vernacular English. (Doctoral dissertation, The Florida State University, 2002), Dissertation Abstracts International 64(10). (AAT 3109259) Abrahams, R. D. (1962). Playing the dozens. Journal of American Folklore, 75, 209-218. Abrahams, R. D. (1964). Deep down in the jungle...: Negro narrative folklore from the streets of Philadelphia. Hatboro, PA: Folklore Associates. Abrahams, R. D. (1970). Rapping and capping: Black talk as art. In J. F. Szwed (Ed.), Black American (pp. 132-142). New York: Basic Books, Inc. Abrahams, R. D. (1972). Joking: The training of the man of words in talking broad. In T. Kochman (Ed.), Rappin' and stylin' out: Communication in black America (pp. 215-240). Urbana, IL: University of Illinois Press. Abrahams, R. D. (1974). Black talking on the streets. In R. Bauman & J. Sherzer (Eds.), Explorations in the ethnography of speaking (pp. 240-262). London: Cambridge University Press. Abrahams, R. D. (1975). Negotiating respect: Patterns of presentation among black women. In C. R. Farrer (Ed.), Women and folklore (pp. 58-80). Austin: University of Texas Press. Abrahams, R. D. (1976). Talking black. Rowley, MA: Newbury House. Abrahams, R. D. (1993). Black talking on the streets. In L. M. Cleary & M. D. Linn (Eds.), Linguistics for teachers (pp. 173-198). New York: McGraw-Hill. Adams, T. M., & Fuller, D. B. (2006). The words have changed but the ideology remains the same: Misogynistic lyrics in rap music. Journal of Black Studies, 36(6), 938- 957. Adger, C. T. (1994). Enhancing the delivery of services to black special education students from non-standard English backgrounds.
    [Show full text]
  • An Investigation of Trends and Types of Research Over the Last Ten Years
    Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 30 November 2019 doi:10.20944/preprints201911.0380.v1 Research in TESOL: An Investigation of Trends and Types of research over the Last Ten Years Waheeb Albiladi University of Arkansas [email protected] Abstract This paper provides a systematic review of the research around teaching English as a second or foreign language over the last ten years. The review aims to help second and foreign language researchers to recognize the trends that have impacted English teaching and learning research. More than 400 articles from four leading journals (TESOL Journal, TESOL Quarterly, ELT Journal, and Second Language Research) were reviewed to examine the trends and method that were used. The findings suggested that the research interests in the TESOL field have changed as many topics and trends have risen based on students’ academic and social needs. Topics such as teaching methodology, digital literacy, and using technology to teach English have dominated the research during the last decade. Keywords: TESOL, English teaching; ESL; EFL; teaching methodology; research interests :10.20944/preprints201911.0088.v1 1 © 2019 by the author(s). Distributed under a Creative Commons CC BY license. Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 30 November 2019 doi:10.20944/preprints201911.0380.v1 Introduction Over the years, the English language has become one of the most significant and dominant languages over the globe. Millions of people around the world are currently learning English for different purposes such as communicating, working, or pursuing a degree in one of the English-speaking countries. In fact, English is the most widely spoken language in the world, and the number of the non- native speakers who speak English as a foreign or as a second language exceeds that of the native speakers (Sharifian, 2013).
    [Show full text]
  • Pluralizing the Paraphrase: Reconsidering Meaning Via a Typology of Linguistic Changes Miki Mori
    Pluralizing the Paraphrase: Reconsidering Meaning via a Typology of Linguistic Changes Miki Mori To cite this version: Miki Mori. Pluralizing the Paraphrase: Reconsidering Meaning via a Typology of Linguistic Changes. TESOL Quarterly, TESOL, 2019, 53 (3), pp.885-895. 10.1002/tesq.514. hal-02910317 HAL Id: hal-02910317 https://hal.archives-ouvertes.fr/hal-02910317 Submitted on 1 Aug 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Miki Mori (2019) Pluralizing the Paraphrase: Reconsidering Meaning via a Typology of Linguistic Changes, 2019, TESOL Quarterly, 53(3), 885-895. DOI: 10.1002/tesq.514 Miki Mori, Associate Professor of Linguistics CUFR Mayotte [email protected] For several years, I taught undergraduate writing to international and first and second generation students in the U.S. Like many academic writing classes, one of the pillars of my syllabi concerned the use of outside sources, including internet research, source credibility, plagiarism, and the “triad” (Keck, 2006), which consists of the quotation, the summary and the paraphrase. General consensus agrees development of such skills to be difficult for students, and the process can be better understood and pedagogically improved (Abasi & Akbari, 2008; Howard, 1999; Howard & Robillard, 2008, Hutchings, 2014).
    [Show full text]
  • Second Language Assessment for Classroom Teachers
    Second Language Assessment for Classroom Teachers Thu H. Tran Missouri University of Science and Technology Rolla, Missouri, USA Abstract The vast majority of second language teachers feels confident about their instructional performance and does not usually have much difficulty with their teaching thanks to their professional training and accumulated classroom experience. Nonetheless, many second language teachers may not have received sufficient training in test development to design sound classroom assessment tools. The overarching aim of this paper is to discuss some fundamental issues in second language assessment to provide classroom practitioners with knowledge to improve their test development skills. The paper begins with the history, importance, and necessity of language assessment. It then reviews common terms used in second language assessment and identifies categories and types of assessments. Next, it examines major principles for second language assessment including validity, reliability, practicality, equivalency, authenticity, and washback. The paper also discusses an array of options in language assessment which can generally be classified into three groups: selected-response, constructed-response, and personal response. Finally, the paper argues for a balanced approach to second language assessment which should be utilized to yield more reliable language assessment results, and such an approach may reduce students’ stress and anxiety. (This paper contains one table.) 1 Paper presented at MIDTESOL 2012, Ames, Iowa The History of Language Assessment It may be difficult to find out when language assessment was first employed. The Old Testament, however, described an excellent example of one of the earliest written documents related to some kind of language assessment, as noted by Hopkins, Stanley, and Hopkins (1990).
    [Show full text]
  • To Appear in TESOL Quarterly 2015 (Wiley-Blackwell) Do Native Speakers of North American and Singapore English Differentially Pe
    To appear in TESOL Quarterly 2015 (Wiley-Blackwell) Do Native Speakers of North American and Singapore English Differentially Perceive Comprehensibility in Second Language Speech? Kazuya Saito and Natsuko Shintani Abstract The current study examined the extent to which native speakers of North American and Singapore English differentially perceive the comprehensibility (ease of understanding) of second language (L2) speech. Spontaneous speech samples elicited from 50 Japanese learners of English with various proficiency levels were first rated by 10 Canadian and 10 Singaporean raters for overall comprehensibility, and then submitted to pronunciation, fluency, vocabulary, and grammar analyses. Whereas the raters’ comprehensibility judgements were generally influenced by phonological and temporal qualities as primary cues, and, to a lesser degree, lexical and grammatical qualities of L2 speech as secondary cues, their linguistic backgrounds did make some impact on their L2 speech assessment patterns. The Singaporean raters, who not only used various models of English but also spoke a few L2s on a daily basis in a multilingual environment, tended to assign more lenient comprehensibility scores due to their relatively high sensitivity to, in particular, lexicogrammatical information. On the other hand, the comprehensibility judgements of the Canadian raters, who used only North American English in a monolingual environment, were mainly determined by the phonological accuracy and fluency of the L2 speech. Title : Do Native Speakers of North American and Singapore English Differentially Perceive Comprehensibility in Second Language Speech? Running Titles : L2 COMPREHENSIBILITY REVISITED Authors: Kazuya Saito (Birkbeck, University of London) Natsuko Shintani (University of Auckland) Corresponding author: Kazuya Saito Birkbeck, University of London The Department of Applied Linguistics and Communication 30 Russell Square, London WC1B 5DT, UK.
    [Show full text]
  • Statistical Techniques Used in Three Applied Linguistics Journals
    DOCUMENT RESUME ED 312 905 FL 018 241 AUTHOR Teleni, Vicki; Baldauf, Richard B., Jr. TITLE Statistical Techniques Used in Three Applied Linguistics Journals: "Language Learning," "Applied Linguistics" and "TESOL Quarterly," 1980-1986: Implications for Readers and Researchers. PUB DP.TE Nov 89 NOTE 26p. PUB TYPE Reports - Research/Technical (143) EDRS PRICE MFOL/PCW Plus Postage. DESCRIPTORS * Applied :Anguistics; Course Content; English (Second Language); Introductory Courses; *Research Methodology; Research Projects; *Scholarly Journals; Second Language Learning; *Statistical Analysis; *Technical Writing ABSTRACT A study investigated the statistical techniques used by applied linguists and reported in three journals, "Language Learning," "Applied Linguistics," and "TESOL Quarterly," between 1980 and 1986. It was found that 47% of the published articles used statistical procedures. In these articles, 63% of the techniques used could be called basic, 28% intermediate, and 9% advanced. Descriptive statistics accounted for 32% of the total range of techniques while analysis of variance techniques accounted for a further 16%. There was a ratio of about three different techniques per quantitative study. The study also examined how the researchers present their results and what implications this has for readers of quantitative studies. Based on the survey, recommendations are made concerning what should be included in introductory statistics courses in order to meet the needs of students of applied linguistics. (Author/MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. * *********************************************************************** STATISTICAL TECHNIQUES USED IN THREEAPPLIED LINGUISTICS JOURNALS; LANGUAGE LEARNING, APPLIED LINGUISTICS ANDTESOL QUARTERLY 1980-1986: IMPLICATIONS FOR READERS AND RESEARCHERS VICKI TELENI and RICHARD B. BALDAUF, JR.
    [Show full text]
  • Code-Switching in English Language Education: Voices from Vietnam
    ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 6, No. 7, pp. 1333-1340, July 2016 DOI: http://dx.doi.org/10.17507/tpls.0607.01 Code-switching in English Language Education: Voices from Vietnam Nhan Trong Nguyen Faculty of Science, Health, Education and Engineering, University of the Sunshine Coast, Australia Peter Grainger Faculty of Science, Health, Education and Engineering, University of the Sunshine Coast, Australia Michael Carey Faculty of Science, Health, Education and Engineering, University of the Sunshine Coast, Australia Abstract—Why do bilingual language teachers and students switch between the two languages in their language classrooms? On the evidence of current research findings in relation to English-Vietnamese code- switching in the educational contexts of Vietnam, this article identifies that classroom code-switching between the second language and the first language has its own pedagogic functions and it can be a valuable language classroom resource to both teachers and learners. In Vietnam, the implementation of the monolingual approach of teaching English-through-English-only faces many challenges such as inadequate classroom resources, students’ low levels of English competence, motivation and autonomy, teachers’ limited English abilities, and inappropriate teaching methods. Many Vietnamese teachers of English support code-switching in the classroom and they teach English through the bilingual approach. English-Vietnamese code-switching is reported not to be a restriction on the acquisition of English; rather, it can facilitate the teaching and learning of general English in Vietnam. This practice of code-switching is not just due to a lack of sufficient proficiency to maintain a conversation in English; rather, it serves a number of pedagogic functions such as explaining new words and grammatical rules, giving feedback, checking comprehension, making comparison between English and Vietnamese, establishing good rapport between teachers and students, creating a friendly classroom atmosphere and supporting group dynamics.
    [Show full text]
  • Ref Or T Resumes
    REF OR TRESUMES ED 015 479 AL 001 013 TEACHING A SECOND DIALECT AND SOME IMPLICATIONS FOR TESOL.. BY- CARROLL, WILLIAM S. FEIGENBAUM, IRWIN TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES PUB DATE SEP 67 EDITS PRICE MF-$0.25 HC-$0.48 10F. DESCRIPTORS- *TENL, *NEGRO DIALECTS, *NONSTANDARD DIALECTS, DIALECT STUDIES, ENGLISH (SECOND LANGUAGE), * CONTRASTIVE LINGUISTICS, INSTRUCTIONAL MATERIALS CENTERS, INSTRUCTIONAL MATERIALS, URBAN LANGUAGE STUDY, DISTRICT OF COLUMBIA, THE RESEARCH DESCRIBED HERE IS BEING CARRIED OUT BY THE URBAN LANGUAGE STUDY OF THE CENTER FOR APPLIED LINGUISTICS. THE PRINCIPLE TASK OF THE PROJECT IS TO STUDY THE SPEECH OF NEGRO CHILDREN IN A LOW SOCIO-ECONOMIC AREA IN THE DISTRICT OF COLUMBIA. SPECIAL MATERIALS FOR TEACHING STANDARD ENGLISH TO SPEAKERS OF NONSTANDARD NEGRO DIALECTS ARE BEING PREPARED ON THE BASIS OF THE CONTRASTIVE ANALYSES RESULTING FROM THIS STUDY. A BASIC ASSUMPTION OF THE URBAN LANGUAGE STUDY IS THAT THE NONSTANDARD NEGRO DIALECT DIFFERS SYSTEMATICALLY FROM STANDARD AMERICAN ENGLISH IN GRAMMATICAL STRUCTURE, AS WELL AS IN PHONOLOGY AND LEXICON. WHILE NO "VERY COMPLETE OR DEFINITIVE STATEMENTS" HAVE AS YET BEEN MADE ABOUT THE NEGRO DIALECT VERB SYSTEM, ENOUGH DATA HAS BEEN ANALYZED TO 7NDICATE PARTICULAR PROBLEM AREAS. THESE MATERIALS BEING DEVELOPED AND USED IN EXPERIMENTAL CLASSES IN WASHINGTON, D.C. ARE DESIGNED NOT TO REPLACE THE "INFORMAL, NONSTANDARD VARIETY OF ENGLISH SPOKEN BY A LARGE NUMBER OF STUDENTS," BUT TO TEACH THE STUDENTS TO CONTROL AN ADDITIONAL VARIETY--A STANDARD DIALECT. PRESENTED BY THE AUTHORS AT THE TESOL CONVENTION IN APRIL 1967, THIS ARTICLE IS PUBLISHED IN THE "TESOL QUARTERLY," VOLUME 1, NUMBER 3, SEPTEMBER 1967, INSTITUTE OF LANGUAGES AND LINGUISTICS, GEORGETOWN UNIVERSITY, WASHINGTON, D.C.
    [Show full text]
  • TESOL Quarterly Editor Search Call for Applicants
    TESOL Quarterly Editor Search Call for Applicants The TESOL Board of Directors invites applications and nominations for the position of editor of TESOL Quarterly. The editor serves a 5-year term: 1 year as associate to the current editor and the next 4 years as editor. The new editor’s associate year begins in January 2013, and the 4-year editorship concludes with the December 2017 issue. Although the editorship has traditionally been held by one person, the Board also welcomes applications from two editors to function as co-editors or from one editor who may subsequently appoint an associate editor. The new editor must be a TESOL member in good standing no later than 1 January 2013. A peer-reviewed journal, the Quarterly reaches more than 7,000 subscribers throughout the world. Its mission is to foster inquiry into the teaching and learning of English to speakers of other languages by providing a forum for TESOL professionals to share their research findings and explore ideas and relationships within the field of second-language teaching and learning. The editor of the Quarterly directs and implements journal policy within the mission and financial parameters established by the TESOL Board of Directors. The editor is responsible for the academic content of the Quarterly, and for professional leadership in obtaining and organizing peer reviews of appropriate material that represents a variety of research methods and orientations. The TQ editor will work closely with the Managing Editor at Wiley Blackwell to oversee editing and production. As a volunteer, the editor receives an honorarium of US$4,000 per year along with reimbursement of some expenses to attend the annual TESOL convention.
    [Show full text]
  • Revisiting Code-Switching Practice in TESOL: a Critical Perspective
    Asia-Pacific Edu Res (2017) 26(6):407–415 DOI 10.1007/s40299-017-0359-9 REGULAR ARTICLE Revisiting Code-Switching Practice in TESOL: A Critical Perspective 1 2 Hao Wang • Behzad Mansouri Published online: 23 October 2017 Ó De La Salle University 2017 Abstract In academic circles, the English Only view and debate about code-switching, and provide some tangible Balanced view have established their grounds after vol- pedagogical implications in ELT classrooms. umes of work on the topic of code-switching in TESOL. With recent development in Critical Applied Linguistics, Keywords Code-switching Á Criticality Á Pedagogy Á poststructural theory, postmodern theory, and the emer- Identity Á Capital gence of multilingualism, scholars have begun to view ELT as a constantly shifting dynamic approach to questions of language in multiple contexts, rather than a method, a set Introduction of techniques, or a fixed body of knowledge (Lin in Appl Linguist Rev 4(1):195–218, 2013). Therefore, this paper With the rise of global travel, immigrants, economic, and represents a crucial step in addressing the paucity of military contact, multilingualism is a phenomenon that has research on the criticality and sociopolitical nature of code- been observed in many societies. In these societies, hun- switching in TESOL by drawing from the constructs of dreds of languages and varieties are used in daily com- identity (Peirce in TESOL Q 29(1):9–31, 1995), capital munications. This sign of multilingualism is however (Bourdieu in Soc Sci Inf 16(6):645–668, 1977), and critical viewed as a problem from nationalism and monolingualism pedagogy (Freire in Pedagogy of the oppressed, The perspectives because it is claimed to cause ‘‘civil unrest, Continuum Publishing, New York, 1970).
    [Show full text]