刊讯｜SSCI 期刊 TESOL Quarterly 2022年第1期

TESOL Quarterly

Volume 56, Issue 1, March 2022

TESOL Quarterly（SSCI一区，2021 IF: 3.410）2022年第1期共发文23篇。研究论文涉及学术阅读、一语与二语衍生产出知识测量、动态评价、写作策略与认同、语用任务发展、参与负荷假说等多个方面的研究。

往期推荐：

刊讯｜SSCI 期刊 TESOL Quarterly 2021年第4期

刊讯｜SSCI 期刊 TESOL Quarterly 2021年第3期

目录

EDITORIAL

■ Situating Linguistically Responsive Instruction in Higher Education Contexts: Foundations for Pedagogical, Curricular, and Institutional Support by Jennifer Haan, Colleen Gallagher, Pages 5-18.

FULL-LENGTH ARTICLES

■ “I want to keep my North Korean accent”: Agency and identity in a North Korean defector’s transnational experience of learning English by Eun Sung Park, Heekyeong Lee, Pages 19-40.

■ Scaffolding L2 Academic Reading and Self-Regulation Through Task and Feedback by Špela Mežek, Lisa McGrath, Raffaella Negretti, Jessica Berggren, Pages 41-67.

■ Changing Practice in University English Language Teaching: The Influence of the Chronotope on Teachers’ Action by Anthony J. Liddicoat, Neil Murray, Fengchao Zhen, Penny Mosavian, Pages 68-99.

■ Measuring L1 and L2 Productive Derivational Knowledge: How Many Derivatives Can L1 and L2 Learners with Differing Vocabulary Levels Produce? by  Emi Iwaizumi, Stuart Webb, Pages 100-129.

■ Queer is as Queer Does: Queer L2 Pedagogy in Teacher Education by Melisa Cahnmann-Taylor, James Coda, Lei Jiang, Pages 130-153.

■Contradictions in Teachers’ Classroom Dynamic Assessment Implementation: An Activity System Analysis by Anamaría Sagre, Jose David Herazo, Kristin J. Davin, Pages 154-177.

■ The Multilayered Nature of Becoming Nonnative-English-Speaking Teacher by Jasper Kun-Ting Hsieh, Xuesong (Andy) Gao, Shaun Bell, Pages 178-200.

■ Dynamic Assessment of English Learners in the Content Areas: An Exploratory Study in Fifth-Grade Science by Scott E. Grapin, Lorena Llosa, Pages 201-229.

■Writing Strategies as Acts of Identity by Jason Schneider, Pages 230-253.

■ “Someone Is Watching Me While I Write”: Monolingual Ideologies and Multilingual Writers Behind the Scenes of L2 Writing Tutorials by Rima Elabdali MA, Pages 254-280.

■ The Role of Membership Viewpoints in Shaping Language Teacher Associations: A Q Methodology Analysis by Yvette Slaughter, Gary Bonar, Anne Keary, Pages 281-307.

■Immersive Virtual Reality for Pragmatics Task Development by Naoko Taguchi, Pages 308-335.

BRIEF RESEARCH REPORTS

■ Developing Young Learners’ Metacognitive Awareness for Speaking by Robbie Lee Sabnani, Christine C.M. Goh, Pages 336-346.

■Beyond Feel-good Language-as-Resource Orientations: Getting Real about Hegemonic Language Practices in Monolingual Schools by Yalda M. Kaveh, Pages 347-362.

■(Re)Examining the Benefits of Pre-Reading Instruction for Vocabulary Learning by Ana Pellicer-Sánchez; Kathy Conklin, Laura Vilkaitė-Lozdienė, Pages 363-375.

■Application of Emergent Bilinguals’ Sociocognitive Skills to Argumentative Writing Within a Discussion-Rich Language and Literacy Curriculum by Lisa B. Hsin, Pages 376-386

INVITED RESEARCH ISSUES

■Enhancing the Involvement Load Hypothesis as a Tool for Classroom Vocabulary Research by Mandana Hazrat, John Read, Pages 387-400.

■ Redressing the Balance in the Native Speaker Debate: Assessment Standards, Standard Language, and Exposing Double Standards by Talia Isaacs, Heath Rose, Pages 401-412.

INVITED TEACHING ISSUES

■Attending to the Interactional Histories Behind Multilingual Writers’ Texts: New Directions in TESOL Teacher Education by Amanda K. Kibler, Elena Andrei, April S. Salerno, Pages 413-424.

■ Beyond the “Core”: Preparing Art Educators to Meet the Needs of Culturally and Linguistically Diverse Students by Johanna M. Tigert PhD, Christine Montecillo Leider PhD, Pages 425-434.

INVITED BOOK REVIEWS

■Bilingualism for All?: Raciolinguistic Perspectives on Dual Language Education in the United States Nelson Flores by Joey Kramer, Yasuko Kanno, Pages 435-437.

■ Micro-Reflection on Classroom Communication: A FAB Framework by Stephen Daniel Looney, Pages 437-439.

摘要

“I want to keep my North Korean accent”: Agency and identity in a North Korean defector’s transnational experience of learning English 

Eun Sung Park, Sogang University, Seoul, South Korea

Heekyeong Lee, Middlebury Institute of International Studies at Monterey, Monterey, CA, USA

Abstract Over the past two decades, a growing number of school-aged North Koreans have migrated to South Korea. Studies examining their adjustment to South Korean schools have shown that these students face numerous challenges, particularly due to their struggles with English. Such studies have mostly regarded North Korean students as an underprivileged group, often comparing their achievements to those of their South Korean peers. Only a few studies have documented individual learners’ narratives on their L2-learning trajectory, which can offer valuable insights into the transnational experiences that may have shaped their agency and identities across time and space. This paper presents one North Korean defector’s personal narratives about his English-learning experiences in three sociopolitical settings of North Korea, South Korea, and the United States, to examine the role that learner agency plays in shaping and reshaping identities, investments, and aspirations in L2-learning. Data were collected via three separate interviews over a period of three years. The findings illustrate how the participant was able to utilize his North Korean identity as cultural capital and highlight the importance of learner agency and imagined future self as significant tools for understanding the complexity, multiplicity, and fluidity in L2 learning.

Key words challenges; motivation; dimensions; immigrant; students

Scaffolding L2 Academic Reading and Self-Regulation Through Task and Feedback 

Špela Mežek & Jessica Berggren, Stockholm University, Stockholm, Sweden

Lisa McGrath, Sheffield Hallam University, Sheffield, UK

Raffaella Negretti, Chalmers University of Technology, Gothenburg, Sweden

Abstract Research has shown that classroom-based reading strategy training does not necessarily result in effective, self-regulated reading behaviours when students engage with authentic academic reading in their own study contexts. In light of this problem, our study examines the effects of an instructional scaffold combined with teacher feedback, designed to foster students' self-regulation in authentic academic reading contexts. Over a 5-week period, students read five academic texts and posted blog posts documenting their reading, scaffolded by a task prompt. In response, their teacher posted individualised feedback. The data comprised 75 student blog posts and 63 teacher responses. The results suggest that the task prompts and feedback supported students' self-regulation in different ways: while the task prompted students to reflect on their reading, teacher feedback redirected students' attention to new ways of reading and to less superficial aspects of the task, as well as reminding them of reading behaviours they had previously engaged in successfully. The study therefore provides insights into the interplay between task and feedback and recommendations for teaching practice.

Key words students; proficiency; strategies

Changing Practice in University English Language Teaching: The Influence of the Chronotope on Teachers’ Action 

Anthony J. Liddicoat, University of Warwick, Coventry, United Kingdom

Neil Murray, University of Warwick, Coventry, United Kingdom

Fengchao Zhen, Shanghai Jiaotong University, Shanghai, China

Penny Mosavian, University of Warwick, Coventry, United Kingdom

Abstract This study aims to investigate how time is coordinated with the professional space of the universities in western China. It examines how the situatedness of English language teachers in institutional spaces influences their understandings of and the value attributed to time and how these impact on how they make changes to their practice following participation in a professional development workshop. Using a combination of observations and interviews, this study identified a preference for adopting teaching techniques that were implemented in less integrated ways and teachers' discussion of change frequently invoked time pressures as a limiting factor in developing their teaching. The study draws on Bakhtin's idea of the chronotope to examine how time is constructed within the space of the university and the ways that such constructions give value to time and how it works as a constraint on teachers changing their practice. It argues that culturally constructed understandings of the status of time in academic work limit what teachers feel able to do in changing their practice and constrain possibilities for change.

Key words Chinese high education; chronotope; English language teaching; teaching innovation

Measuring L1 and L2 Productive Derivational Knowledge: How Many Derivatives Can L1 and L2 Learners with Differing Vocabulary Levels Produce?

Emi Iwaizumi, University of Western Ontario, London, Ontario, Canada

Stuart Webb, University of Western Ontario, London, Ontario, Canada

Abstract Derivational knowledge, the ability to understand and produce derivatives of a word, is essential for vocabulary learners to expand their lexical knowledge. Earlier research (e.g., Schmitt & Zimmerman, 2002) has shown that L2 learners may have limited ability to produce derivatives compared to L1 speakers. However, the degree to which productive derivational knowledge differs between L1 and L2 learners, and among learners at different levels of vocabulary knowledge has yet to be examined. The present study investigated the extent to which L1 English speakers (n = 23) and L2 English learners (n = 107) at varying vocabulary levels (1000-5000) could produce the derivatives of 90 headwords in a decontextualized derivative recall test. A generalized linear mixed model indicated that L1 and L2 productive derivational knowledge significantly differed, and L2 productive derivational knowledge differed among learners with different vocabulary levels. However, the results revealed that the L1 speakers and the learners who had mastered the higher vocabulary levels (3000-5000) produced a similar number of derivatives in the decontextualized recall test. The findings suggest that learners' vocabulary levels could be indicative of L2 productive derivational knowledge to some degree. Lastly, the results are discussed to provide pedagogical implications for teaching and assessing L2 productive derivational knowledge. 

Key words acquisition; awareness; size

Queer is as Queer Does: Queer L2 Pedagogy in Teacher Education 

Melisa Cahnmann-Taylor, University of Georgia, Athens, United States

James Coda, University of Georgia, Athens, United States

Lei Jiang, North Dakota State University, Fargo, ND, United States

Abstract What does it mean to queer the L2 classroom and why does it matter? Building on inclusive pedagogical approaches, this paper considers what queering looks like/sounds like/feels like in the context of two case study classrooms where language teachers learned about Teaching Proficiency Through Reading and Storytelling (TPRS) methods in a novice Mandarin language context. Data include recorded videos and transcriptions, focus groups, fieldnotes, and survey responses. We analyze practice from these two workshops for the ways gender and sexuality were addressed in the teacher education classroom. Through queer analysis, we discovered that the most fully embodied student engagement was related to disruptions in what might be expected in both form and content. As TPRS teacher educators widened critical agendas beyond queer characters in classroom stories, they included nonnormative L2 approaches that were humorous, surprising, and inclusive of translanguaging as well as pop up connections to languages and cultures in change. This study suggests that L2 teacher education from a queer perspective offers teachers and learners opportunities to deconstruct and question what is conceived to be normal and instead imagine languages and pedagogies for what is possible, equitable, and inclusive.

Key words curriculum; classroom

Contradictions in Teachers’ Classroom Dynamic Assessment Implementation: An Activity System Analysis 

Anamaría Sagre, Universidad de Córdoba, Montería, Córdoba, Colombia

Jose David Herazo, Universidad de Córdoba, Montería, Córdoba, Colombia

Kristin J. Davin, University of North Carolina at Charlotte, Charlotte, North Carolina, United States

Abstract Dynamic Assessment (DA) is a procedure that requires teachers to attend to learners' language use, detect inaccuracies, and provide graduated prompting in the moment to support learners in repairing errors (Poehner, 2009). For most teachers, this series of steps represents a significant and complex departure from their typical practice of responding to students' erroneous utterances with recasts (Davin, Herazo, & Sagre, 2016). The present study used an activity system analysis, emerging from Cultural Historical Activity Theory, to examine the contradictions that arose in the practice of three L2 teachers during and following their participation in a professional development series focused on classroom DA. Interviews, stimulated recall, and teachers' reflections were analyzed to explain the contradictions and their resolution. Findings revealed that whereas the three teachers assumed the role of providers of prompts, only one teacher adopted the role of both provider of prompts and assessor, reconceptualizing the object of activity to include assessment.

Key words mediation; feedback; tensions; student; zone

The Multilayered Nature of Becoming Nonnative-English-Speaking Teacher 

Jasper Kun-Ting Hsieh, The University of New South Wales, Randwick, New South Wales, Australia

Xuesong (Andy) Gao, The University of New South Wales, Randwick, New South Wales, Australia

Shaun Bell, University of Technology Sydney, Ultimo, New South Wales, Australia

Abstract This paper draws on an ethnographic research that examined Taiwanese international students' identity movements before, during, and after their overseas education in Australia. Previous studies on nonnative-English-speaking teachers (NNESTs) studying TESOL in the West focused on the formation of their professional identity before and after the completion of TESOL programs abroad. This study pioneers a model which examines NNESTs' multilayered complexity of identity formation by drawing on the Douglas Fir Group's (2016) multifaceted nature of language learning and teaching and Wenger's (1998) identification and negotiability of identity formation to analyze one Taiwanese student's developing NNEST identity. We found the participant's social life experiences reshaped her professional identity as NNEST. The user experience as a nonnative English speaker prompted her critical reflection on the notion of functional English user and teaching. This notion, shaped by social aspects of learning, was later demonstrated in her teaching practice. The study suggests: 1) that future research includes NNESTs' social aspects of experiences as nonnative English users; 2) that SLA researchers for TESOL programs continue analyzing NNESTs' deficit discourse with transdisciplinary approach.

Key words identities; knowledge; framework; education; SLA

Dynamic Assessment of English Learners in the Content Areas: An Exploratory Study in Fifth-Grade Science

Scott E. Grapin, University of Miami, Coral Gables, Florida, United States

Lorena Llosa, New York University, New York, United States

Abstract Dynamic assessment (DA) seeks to understand learners' abilities that are still developing by embedding mediation (i.e., contingent forms of assistance) into the assessment process. To date, DA studies have been carried out primarily in contexts focused on language learning. However, in content classrooms (e.g., science, math), English learners (ELs) are developing content and English language proficiency simultaneously and may therefore be able to demonstrate their learning more fully with mediation than in independent performance alone. This study applied DA to a novel context-the science classroom-and examined whether embedding mediation (in the form of contingent questions/probes) into two science assessment tasks yielded more complete and accurate information about what fifth-grade ELs and their peers knew and could do. Findings indicated that mediation supported ELs in clarifying their science ideas that were initially communicated inexplicitly or imprecisely. Mediation also revealed that some non-ELs' seemingly accurate initial responses were not underpinned by science understanding. By offering a theoretically grounded approach to assessment that is dually responsive to students' content and language learning needs, DA could help refute deficit views of ELs in the content areas and create more equitable opportunities for these students to demonstrate their content learning.

Key words language; students; multimodality; instruction; standards

Writing Strategies as Acts of Identity

Jason Schneider, DePaul University, Chicago, Illinois, United States

Abstract Working within the framework of language learner strategies, and more specifically strategies employed by L2 writers, this article presents findings from a qualitative, longitudinal study of seven international college students in the United States. On the basis of data comprising 54 interviews with the students over a period of four years, and over 100 samples of their written work, three questions are addressed: 1) What strategies did the students use to achieve writing success within their academic discourse community? 2) How did the writers' decisions to employ specific strategies reflect academic and other goals? 3) How did the students' uses of strategies over time reflect their evolving identities? Findings indicate that the students all used diverse strategic repertoires, and that their implementations of specific actions in specific contexts were reflective of unique goals and aspirations. By highlighting links among strategies, goals, and identities, this article proposes an understanding of advanced EAL writers as nimble, self-aware actors whose approaches to composing indicate not only their interests in developing new competencies in English, but also their desires to construct future selves.

Key words language; writers

“Someone Is Watching Me While I Write”: Monolingual Ideologies and Multilingual Writers Behind the Scenes of L2 Writing Tutorials

Rima Elabdali MA, Georgetown University, Washington, District of Columbia, United States

Abstract In the present study, I draw on Canagarajah's (2019) negotiated-literacy orientation and the systemic functional linguistic (SFL) approach to discourse analysis (Eggins & Slade, 1997) to demonstrate the varying degrees to which Fatima and Chow, two multilingual doctoral students, were able to question and negotiate normative literacy practices during L2 writing tutorials and how such negotiations may be impacted by the language ideologies internalized by the writers and/or their tutor. The main sources of evidence were interviews with the two doctoral students and excerpts from audio-recorded writing tutorials, complemented with stimulated-recall data contrasting tutor and writer interpretations of the same recorded literacy events. The results suggest that the variable degree to which the two multilingual writers are cognizant and resistant of monolingual ideologies impacted their orientation to negotiate literacy in the tutorials. In addition, some of the tutor's interactional practices were seen to restrict the space for meaning negotiations and hamper the potential to reconcile the diverse literacy dispositions of the tutor and the two multilingual writers. By grounding aspects of negotiated literacy in specific discourse-semantic moves, the study puts forth implications for a more critical tutoring pedagogy.

Key words language; English

The Role of Membership Viewpoints in Shaping Language Teacher Associations: A Q Methodology Analysis

Yvette Slaughter, The University of Melbourne, Parkville, Victoria, Australia

Gary Bonar, Monash University Clayton, Victoria, Australia

Anne Keary, Monash University Clayton, Victoria, Australia

Abstract The complexity inherent in the TESOL field can present challenges for Language Teacher Associations (LTAs) in undertaking internal-facing roles such as professional learning including networking, conferences and publications, as well as external-facing roles such as advocacy work with stakeholders, and curriculum reform, among other issues (e.g., Elsheikh & Effiong, 2018b; Lamb, 2012; Paran, 2016). LTAs must be cognizant of and responsive to changing socio-political, policy, funding factors influencing TESOL provision, as well as the changing pedagogical needs of educators working across sectors. This study investigates the factors which influence and shape English as an Additional Language (EAL) education across a local (state based) EAL context and considers how these findings can inform the activities and practices of LTAs. Q methodology, which combines the use of qualitative and quantitative data, is employed to provide insights into current, deeply held perspectives of educators in relation to EAL provision. Findings provide insights into contextual variables which impact on EAL provision in adult education and school-based contexts, including intensive English education for refugee and migrant children. This in turn provides an opportunity to consider implications of these findings for LTA activities and practices, in particular, in relation to professional learning, leadership and advocacy.

Key words professional-development

Immersive Virtual Reality for Pragmatics Task Development 

Naoko Taguchi, Northern Arizona University Flagstaff, Arizona, United States

Abstract This study intends to contribute to the methodological debate into L2 pragmatics research by examining the usability of immersive virtual reality (VR) for developing a pragmatics task. The study compared participants' speech act performance between two closed role-play tasks using different mediums: computer-based and VR-based. Sixty-two native and nonnative speakers of English completed both tasks eliciting speech acts (requests, refusals, and opinions). The impact of task medium was assessed on oral fluency and use of speech act strategies. Both groups spoke more slowly and used more modification devices in the VR-based speech acts; However, the directness level of the main speech act strategies was similar between the two task mediums. In the speech act situations involving a large social distance, unequal power relationship and a high degree of imposition, speech rates were slower and the use of modifications was greater than those involving a small social distance, equal power relationship and a low degree of imposition. While the native speaker group used fewer direct strategies in the former situation type regardless the task medium, the nonnative speaker group was less direct in the former situation type in the VR condition only.

Key words data-collection methods; formulaic expressions; digital game; technology

Enhancing the Involvement Load Hypothesis as a Tool for Classroom Vocabulary Research

Mandana Hazrat, The University of Auckland, Auckland, New Zealand

John Read, The University of Auckland, Auckland, New Zealand

Abstract The Involvement Load Hypothesis (ILH) is a framework for designing vocabulary-learning tasks which was proposed by Batia Laufer and Jan Hulstijn in 2001. It assumes that task effectiveness depends on three components induced by a task: a motivational component (need) and two cognitive components (search and evaluation). The hypothesis has been investigated in numerous studies, which have provided varying degrees of support for it. This article reviews the ILH 20 years after it was first proposed and addresses issues arising from the research. The first category of issues is related to the assumptions of the hypothesis, including uncertainty about the relative weight of the components, lack of evidence regarding the effect of the distribution of the components, and the limited range of scores available to assign to tasks. The second category involves variables affecting the predictive ability of the hypothesis, including time on task, level of proficiency, and frequency of exposure. Two studies, which investigated these issues, are discussed. One of them suggested extending evaluation, clarifying the role of search, and redefining need to solve the issues related to the assumptions. The other revealed the effects of the variables in addition to showing the usefulness of the framework for predicting task effectiveness and the relative weight of the components. Issues that remained unresolved are discussed.

Key words task-induced involvement; acquisition; language; 2ND-language; learners; words

Redressing the Balance in the Native Speaker Debate: Assessment Standards, Standard Language, and Exposing Double Standards

Talia Isaacs, University College London, London, UK

Heath Rose, University of Oxford, Oxford, UK

Abstract In his philosophical novel, Thus spoke Zarathustra, Nietzsche (1883-85), famously wrote, 'God is dead,' signifying that God is no longer credible as an absolute moral compass. Over a century later, Paikeday (1985), proclaimed that The native speaker is dead! in his book title, implying that the native speaker as the arbiter of what is correct in a language is obsolete. This paper discusses this complex, contentious ideological issue from language assessment and sociolinguistic standpoints against the backdrop of global Englishes. After highlighting difficulties identifying standard language norms, we discuss the practical need of having some assessment standard against which to evaluate language performance. Proposals as to what that standard should be are then critiqued in view of ways that second language proficiency has been operationalized in assessment systems. Next, we argue against vilifying those who use the term 'native speaker' and consider terminological problems introduced by some reconceptualizing efforts. We argue that we have a long way to go as a field before reaching a truly post-native speaker era, which would seem to be a reasonable aspiration for most, but not necessarily all contexts, and propose recommendations for addressing pressing research problems. This includes standardizing terminology to incorporate semantically transparent terms, exploring assessment alternatives that focus more on language use than standard language adherence, improving scoring systems to remove nativeness from the equation when inappropriate, and acknowledging a place for accuracy-focused research within a broad tent of applied linguistics research traditions.

Key words English; TESOL

Attending to the Interactional Histories Behind Multilingual Writers’ Texts: New Directions in TESOL Teacher Education 

Amanda K. Kibler, Oregon State University, Corvallis, Oregon, United States 

Elena Andrei, Cleveland State University, Cleveland State University, Cleveland, Ohio, United States 

April S. Salerno, University of Virginia, Charlottesville, Virginia, United States

Abstract Despite research attention to varied and nuanced social processes through which linguistically minoritized multilingual students create texts, writing instruction and assessment in schools continue to be dominated by a focus on students' written products. Even formative assessment- arguably one of teachers' most powerful tools in designing responsive instruction - tends to focus on careful analysis of students' writing rather than the processes through which texts are created, or the rich histories of participation in previous literacy events that students bring to any such event. In this contribution, we answer Rose's (2019) call for a bidirectional flow between teachers and researchers by describing a multi-layered inquiry we undertook, studying our teacher education practices as we asked in-service teachers to undertake their own inquiry into students' writing. We describe our experiences adapting a methodological protocol for the observational study of multilingual writers for purposes of teacher education. Specifically, we reflect on our work engaging a set of in-service teachers taking a graduate-level TESOL course in conducting "interactional histories" analyses (Kibler, 2019). Through examples of in-service teachers' observations and their suggestions for future writing instruction, and our own reflections on the affordances and constraints of our approach, we explore the roles that interactional histories inquiry can play in teacher education. In particular, we describe its potential to help teachers build nuanced understandings of linguistically minoritized multilingual students' development of writing expertise and identities, and teachers' complex roles in this process.

Beyond the “Core”: Preparing Art Educators to Meet the Needs of Culturally and Linguistically Diverse Students 

Johanna M. Tigert PhD, College of Education, University of Massachusetts Lowell, Lowell, Massachusetts, United States

Christine Montecillo Leider PhD, Wheelock College of Education and Human Development, Boston University Boston, Massachusetts, United States

Abstract Classrooms in English-dominant countries are increasingly multilingual spaces, and research has called for teacher preparation to focus more specifically on the needs of culturally and linguistically diverse (CLD) learners. Indeed, efforts have been made to better train pre- and in-service teachers of math, social science, English language arts, and sciences to work with CLD learners. However, we argue that concentrating efforts only in the core content areas is too limited an approach. Specifically, we take the stance that this narrow focus ignores issues of CLD students' access to arts education (e.g., art, music, dance, theatre, etc.) and also diminishes the value and depth of both the content and language of the arts. In this article, we discuss the need for all teachers to be prepared to support CLD students, describe culturally and linguistically responsive pedagogy as a framework for developing art teacher competence, and offer suggestions for policy and practice in pre- and in-service art teacher education.

Key words English-language learners; mainstream teachers; classroom; drama; collaboration; literacy; support

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期刊简介

TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics.

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