刊讯｜SSCI 期刊 TESOL Quarterly 2022年第2期

TESOL QUARTELY

Volume 56, Issue 2, 2022

TESOL QUARTELY（SSCI一区，2021 IF: 3.410）2022年第2期共发文22篇，其中研究性论文11篇，报告3篇，研究专题论文1篇，教学专题论文4篇，书评3篇。研究论文涉及多语研究、二语习得研究、二语教学研究等方面。主题包括语言教师身份认同、跨国身份认同、语言学习者意识形态、书面反馈等。

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刊讯｜SSCI 期刊 TESOL Quarterly 2022年第1期

目录

ARTICLES

■ Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on Student-Teachers, by Darío Luis Banegas, Richard S. Pinner, Ignacio Daniel Larrondo, Pages 445-473.

■ School Teachers’ Perceptions of Similarities and Differences between Teaching English and a Non-Language Subject, by Åsta Haukås, Sarah Mercer, Agneta M-L Svalberg, Pages 474–498.

■ Transparency with Second Language and Multilingual Transcription, by Andrew Douglas Seibert, Pages 499-524.

■ “It Made Me Think in a Different Way”: Bilingual Students’ Perspectives on Multimodal Composing in the English Language Arts Classroom, by Blaine E. Smith, Natalie Amgott, Irina Malova, Pages 525-551.

■ Teachers’ Transnational Identities as Activity: Constructing Mobility Systems at the Intersections of Gender and Language Difference, by Cristina Sánchez-Martín, Pages 552-581.

■ Language and Words: How Vocabulary Teaching Indexes Teacher Histories and Beliefs about Language, by Lillian Ardell, Pages 582-602.

■ Symbolic Annihilation of Social Groups as Hidden Curriculum in Japanese ELT Materials, by Charles Allen Brown, Pages 603-628.

■ Critical and Dominant Language Learner Ideologies: A Case Study of Two Chinese Writers’ Experiences with a Critical Language Writing Pedagogy, by Emma R. Britton, Theresa Y. Austin, Pages 629-655.

■ Unpacking Language Teacher Educators’ Expertise: A Complexity Theory Perspective, by Rui Yuan, Min Yang, Pages 656-687.

■ Examining the Interaction between two Process-based L2 Listening Instruction Methods and Listener Proficiency Level: Which form of Instruction Most Benefits Which Learners?, by Michael Yeldham, Pages 688-712.

■ Institutional Supports for Language Development through English-Medium Instruction: A Factor Analysis, by Bridget Goodman, Assel Kambatyrova, Kamila Aitzhanova, Sulushash Kerimkulova, Andrey Chsherbakov, Pages 713-749.

BRIEF REPORTS

■ Apoyo and English for Research Publication Purposes at a Latin American University, by Gerriet Janssen, Todd Ruecker, Pages 750-762.

■ The Effects of Lexical Coverage and Topic Familiarity on the Comprehension of L2 Expository Texts, by Tianjiao Song, Barry Lee Reynolds, Pages 763-774.

■ A Dialogic Approach to Fostering TESOL Teacher-learners’ Research Engagement: Insights from a ‘Learning-to-Research’ Procedure, by Phung Dao, Mai XNC Nguyen, Noriko Iwashita, Franciele Spinelli, Pages 775-787.

INVITED RESEARCH ISSUES

■ Researching L2 Student Engagement with Written Feedback: Insights from Sociocultural Theory, by Zhicheng Mao, Icy Lee, Pages 788-798.

INVITED TEACHING ISSUES

■ TrUDL, A Path to Full Inclusion: The Intersectional Possibilities of Translanguaging and Universal Design for Learning, by María Cioè-Peña, Pages 799-812.

■ Teaching ‘Register Overlap:’ A Proposal for a Translingual Pedagogy to Support Spanish and English Academic Register Learning, by Emily Phillips Galloway, Heather M. Meston, Gladys Aguilar, Pages 813-826.

■ WIDA English Language Development Standards Framework, 2020 Edition: Key Shifts and Emerging Tensions, by Scott E. Grapin, Okhee Lee, Pages 827-839.

■ Equipping all teachers to teach disciplinary language: Toward a developmental continuum in teacher education, by Laura Schall-Leckrone, Pages 840-851.

BOOK REVIEWS

■ The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, by Andrew H. Lee, Pages 852-854.

■ I. S. P. Nation and Averil Coxhead Measuring Native-speaker Vocabulary Size, by Paul Meara, Pages 854-856.

■ TESOL and Sustainability: English Language Teaching in the Anthropocene Era, by Dwight Atkinson, Pages 857-858.

摘要

Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on Student-Teachers

Darío Luis Banegas, University of Edinburgh, Edinburgh, United Kingdom

Richard S. Pinner, Sophia University, Tokyo, Chiyoda-ku, Japan

Ignacio Daniel Larrondo, Universidad Nacional de la Patagonia San Juan Bosco, Esquel, Argentina

Abstract This article describes the professional identity formation of a groupof pre-service English as a foreign language student-teachers at an ini-tial English language teacher education program in Argentina. Tothis effect, a four-year longitudinal study was designed drawing onthe concept of funds of identity. Participants’ drawing of significantcircles and interviews were used to document the main componentsof their funds of professional identity and the factors which informedtheir construction. In this paper, we specifically describe threestudent-teachers’ funds of professional identity to exemplify threetrends identified across the participants: (1) knowledge as a constantfund, (2) a shift from past to present and future funds, and (3) ashift from external to internal funds. Drawing on Esteban-Guitart’s(2014) typology of funds of identity, this study puts forward a typol-ogy of funds of professional identity which incorporates three newfunds, valuative, disciplinary, and anticipatory, to understand student-teachers’ trajectories in language teacher education.

School Teachers’ Perceptions of Similarities and Differences between Teaching English and a Non-Language Subject

Åsta Haukås, University of Bergen, Bergen, Hordaland, Norway

Sarah Mercer, University of Graz, Graz, Austria

Agneta M-L Svalberg, University of Leicester, Leicester, United Kingdom

Abstract Teaching a language subject in school is often referred to as being different and unique compared to teaching a non-language subject. However, the few existing studies examining this claim have mainly investigated the viewpoints of teachers who only teach one language, thus failing to achieve a comparison based on teachers’ actual lived experiences of teaching two different subjects. The present study was designed to address this gap by exploring 11 upper secondary school teachers’ perceptions of similarities and differences between teaching English and a non-language subject. Austria and Norway were chosen as contexts for the study since both countries qualify state secondary school teachers to teach a minimum of two subjects simultaneously as part of their regular teaching load. The analysis of the semi-structured interviews revealed that the teaching of various subjects shares some similarities but is highly influenced by contextual factors. The most striking finding was the perceived different status of subjects across contexts and the consequences of this for teachers and learners. The findings underline the importance of contextualizing data and understanding the ecology in which teaching and learning of any subject or any language takes place.

Transparency with Second Language and Multilingual Transcription

Andrew Douglas Seibert, The Ohio State University, Columbus, Ohio, United States

Abstract Previous methodological discussions in TESOL Quarterly (TQ) discuss imperatives for transparent and reflexive research practices and reporting (Derrick, 2016; Rabbidge, 2017). This article follows these methodological discussions by considering issues in second language (L2) and multilingual transcription by inspecting transcription and analyzing its reporting in empirical contributions to TQ. The study analyzes a series of transparency continuums with transcription reporting in TQ as they pertain to general transcription reporting and reporting that is particular to L2 and multilingual transcription. The article draws its argument from seminal scholarly discussions on transcription, calling for greater transparency with the transcription process in scholarly research reports.

“It Made Me Think in a Different Way”: Bilingual Students’ Perspectives on Multimodal Composing in the English Language Arts Classroom

Blaine E. Smith, University of Arizona, Tucson, Arizona, United States

Natalie Amgott, University of Arizona, Tucson, Arizona, United States

Irina Malova, National University of Science and Technology MISIS, Moscow, Russia

Abstract This study examined 94 bilingual and emergent bilingual 10th grade students’ perspectives on multimodal composing for academic purposes in their English Language Arts class. A social semiotics theoretical framework was employed to understand students’ views of the affordances and constraints when composing three digital multimodal projects—a hypertext poetry analysis, a persuasive podcast, and a video literary analysis. Qualitative analysis of interviews and written reflections revealed how students overwhelmingly held a positive view of composing with multiple modes for academic purposes. Students detailed the unique semiotic resources of nonlinguistic modes for supporting their understanding of the content and innovative meaning-making. A majority of students described how communicating through multiple modes offered impactful opportunities to express their bilingual/bicultural identities as well as explore the affective dimensions of the English Language Arts content. Additionally, students explained how the process of multimodal composing fostered peer collaboration and creating meaningful connections to other works and their lives. Along with affordances, students also described a variety of challenges when designing their digital projects, including technical difficulties, uncertainty of expectations, and sufficiently representing their ideas multimodally. This study concludes with implications for how educators can learn from listening to emergent bilingual students’ perspectives when integrating technology in the classroom.

Teachers’ Transnational Identities as Activity: Constructing Mobility Systems at the Intersections of Gender and Language Difference

Cristina Sánchez-Martín, Indiana University of Pennsylvania, Indiana, Pennsylvania, United States

Abstract While studies following a translingual orientation have demonstrated the potential for decolonial pedagogical practices (Cushman, 2016), including teachers’ self-decolonization by drawing on their translinguistic identities (Motha, Jain, & Tecle, 2012), a translingual paradigm and pedagogy also has the potential to address “the intersection of several structuring nodes in the colonial matrix of power” (Cushman, 2016, p. 238). Some studies have put forth women’s narratives and lived experiences as teachers (Motha, Jain, & Tecle, 2012; Park, 2017); however, few studies have investigated identity construction at the intersections of language and gender when teachers are asked to explicitly engage in translingual and transnational labor. Drawing on mobility systems (Fraiberg, 2018), Individual Networks of Practice (INoPs) (Zappa-Hollman & Duff, 2015), and translingualism (Canagarajah, 2012), this qualitative study offers a detailed account of how four emergent teacher scholars construct their teaching identities when they were encouraged to scrutinize transnational spaces and identities. In particular, the study has two purposes: 1) to investigate the decolonial potential of translingual and transnational paradigms as emergent teacher scholars reflect on their identities at the intersections of language and gender and 2), to document identity reconstruction in relation to the environments and sociocultural contexts of their transnational experiences. Besides the affordances of narrative and/or autobiographical writing through translingual and transnational perspectives, the study demonstrates the benefits of identity reconstruction through mobile systems (Fraiberg, 2018) in creating opportunities for agency within oppressive discourses of language and gender in the TESOL field.

Language and Words: How Vocabulary Teaching Indexes Teacher Histories and Beliefs about Language

Lillian Ardell, Language Matters, LLC, Chicago, Illinois, United States

Abstract To support emergent bilinguals in the content area classroom, applied linguists suggest teachers add metalinguistic conversations to their pedagogical repertoire. However, such language-centered pedagogies may become difficult to enact when a teacher sees language at the word level. This comparative teacher case study explores how teacher Pedagogical Language Knowledge was observed in two upper elementary teachers working with emergent bilinguals in the social studies classroom. Through a novel discourse analytic scheme that traces a teacher’s linguistic dispositions, I examine the relationship between beliefs about language and instructional practice that reveal teachers place a disproportionate emphasis on vocabulary study. Findings endorse professional support initiatives that allow teachers to explore their histories as language learners while offering sustained exposure to how non-lexical features of academic language may be embedded into disciplinary instruction.

Symbolic Annihilation of Social Groups as Hidden Curriculum in Japanese ELT Materials

Charles Allen Brown, Purdue University System, West Lafayette, Indiana, United States

Abstract This study empirically investigated the invisibility, or symbolic annihilation, in Japanese English education of social groups at risk of marginalization. To do so, I assembled a corpus of 3746 English teaching materials selected because they involved world social group representation and because they were disseminated through the JET Program, a Japanese government initiative intended to promote internationalization and interculturalism in schools across Japan. Corpus analysis indicated various forms of symbolic annihilation. Most broadly, the world was portrayed as a dichotomy between Japan and countries of the Kachruvian Inner Circle. Europe was of secondary prominence while other regions were poorly represented. These materials reflected Christonormativity as well with adherents to other religions being symbolically annihilated. The visibility of those other than Anglos and Japanese was likewise highly attenuated. Stereotypes equating ethnicity and nationality were prevalent with Inner Circle dialog characters, for example, rarely having non-Anglo names. Not only did this corpus thus evidence lingering Inner Circle-centrism, but this was a Christonormative, white, Anglo, Inner Circle/Euro-centric imaginary. These results thus evinced a hidden curriculum reinscribing stereotypes and regimes of social power, one working at cross purposes to the stated purpose of the JET Program as promoting internationalization and interculturalism.

Critical and Dominant Language Learner Ideologies: A Case Study of Two Chinese Writers’ Experiences with a Critical Language Writing Pedagogy

Emma R. Britton, Tompkins Cortland Community College, Dryden, New York, United States

Theresa Y. Austin, UMass Amherst, Amherst, Massachusetts, United States

Abstract Anglophone universities have increasingly become contact zones for the growing numbers of ethnolinguistically diverse students who use English as a lingua franca (Jenkins, 2014). Despite the sociolinguistic reality of English as contact language, monolingual and monoglossic ideologies often prevail not only at the macro institutional scale, but also at the individual learner scale. By idealizing native English speakers, regarding English as uniform, and viewing writing instruction as a means to reduce linguistic difference, ESL learners can perpetuate the sort of dominant ideologies that critical language pedagogies seek to disrupt. Building upon previous learner belief research, this practitioner-led comparative case study explores the expressed language ideologies and language socialization experiences of two first-year Chinese undergraduates who were participants in a developmental writing course in a Northeastern University in the US. Despite learning about critical language awareness (CLA) pedagogy (Fairclough, 1992), results show that the students expressed a range of dominant and critical language ideologies which were connected to a configuration of micro and macro contextual factors beyond the course. We conclude with implications of these results for critical language pedagogy within writing courses.

Unpacking Language Teacher Educators’ Expertise: A Complexity Theory Perspective

Rui Yuan, University of Macau

Min Yang, National Chung Cheng University

Abstract Informed by the perspective of complexity theory, this study seeks to explore two English-as-a-foreign-language (EFL) teacher educators’ expertise in Hong Kong. Drawing on data from interviews, field observation, and informal communication over one academic year, the study revealed that the teacher educators' expertise entailed different components: 1) a dialogic teaching approach informed by research-based and contextualized knowledge; 2) emotional intelligence for maintaining personal emotional wellbeing and channeling emotions for effective teaching; 3) a reflective and agentive mindset for continuous learning; as well as 4) willingness and capacity to promote and distribute expertise in multiple communities. The participants’ expertise functioned and transformed through their continuing engagement in different forms of teacher education practice, influenced by their personal beliefs and situated contexts. The study concludes with practical implications for language teacher educators on how to develop their expertise as a complex, adaptive, and evolving system in daily practice.

Examining the Interaction between two Process-based L2 Listening Instruction Methods and Listener Proficiency Level: Which form of Instruction Most Benefits Which Learners?

Michael Yeldham, Jilin University, Changchun, China

Abstract This study examined how L2 listeners’ proficiency levels interacted with the two major process-based listening instruction methods of (1) strategy training and (2) interactive training (which involved training in strategies and bottom-up skills), to influence the listeners’ development. In a mixed-methods design, the quantitative component of the study reanalyzed data from an earlier study by the author which had compared these two instruction methods, with the current study factoring in the listeners’ proficiency level. The less-proficient listeners (LPLs) were at lower-intermediate level, and the more-proficient listeners (MPLs) at intermediate level. Trends in the quantitative data showed that in the interactive course, the LPLs improved their listening comprehension more than the MPLs. By comparison, the strategy course learners at both these proficiency levels improved their listening comprehension to almost equal extent – but slightly less so than the interactive course LPLs. Quantitative and qualitative analyses then highlighted the benefits derived by the interactive course LPLs from learning the bottom-up skills, especially connected speech and intonation skills. For the MPLs in that course, learning the bottom-up skills appeared to provide less value than learning the strategies. Implications of the study for listening instruction theory are discussed, with advice given for classroom practice.

Institutional Supports for Language Development through English-Medium Instruction: A Factor Analysis

Bridget Goodman, Nazarbayev University, Nur-Sultan, Kazakhstan

Assel Kambatyrova, Nazarbayev University, Nur-Sultan, Kazakhstan

Kamila Aitzhanova, Nazarbayev University, Nur-Sultan, Kazakhstan

Sulushash Kerimkulova, Nazarbayev University, Nur-Sultan, Kazakhstan

Andrey Chsherbakov, Nazarbayev University, Nur-Sultan, Kazakhstan

Abstract The purpose of this paper is to build and test a framework of four factors stakeholders in postgraduate higher education institutions in Kazakhstan perceive as supporting or hindering language development in English-medium programs. Data in this mixed-methods study were collected through student surveys and interviews with students, faculty and administration from six universities across Kazakhstan. Factor analysis confirmed the value of structural, pedagogical, sociolinguistic, and cultural factors for language development. Quantitative and qualitative data demonstrated that respondents highly valued structural factors such as academic mobility abroad and having an opportunity to interact with international faculty. However, they were less satisfied with national and university policies on the implementation of EMI. Additional structural factors including: a significant lack of pedagogical trainings, lack of collaboration with EFL instructors for curriculum development, and low overall English language proficiency of faculty and students, led to pedagogical challenges in classrooms. These challenges were somewhat mitigated by translanguaging practices. The sociolinguistic factors scale demonstrated that out of three languages, Russian was the most prevalent on campuses, which, according to qualitative data, creates pressure to maintain English. Finally, the cultural factors data revealed that students were highly motivated for their ideal self, whereas institutions strived to be research-oriented and included in the international ranking lists. Based on these findings, it is recommended that curricula be adjusted to include spaces for multilingual practices, and that faculty be provided support in teaching in English through professional development courses.

Researching L2 Student Engagement with Written Feedback: Insights from Sociocultural Theory

Zhicheng Mao, The Chinese University of Hong Kong, Hong Kong, China

Icy Lee, The Chinese University of Hong Kong, Hong Kong, China

Abstract While student engagement is central to connecting feedback provision with learning outcomes and has significant value for unlocking the learning potential of feedback, the extant research on student engagement with written feedback is not only scant but also under-theorized. This article explores the potential of sociocultural theory (SCT) for theorizing the notion of L2 student engagement with written feedback and furthering research on the topic. Using a number of concepts in SCT, we attempt to theorize this construct and propose an integrative sociocultural framework that draws particular attention to the nature of engagement (i.e., core characteristics of engagement) and its underlying mechanisms (i.e., mediating factors in engagement). We then outline two research areas that are key to broadening current scholarship and examine methodological issues in research on L2 student engagement with written feedback. The article contributes to broadening the knowledge base of this burgeoning research area and stimulating further work on it.

TrUDL, A Path to Full Inclusion: The Intersectional Possibilities of Translanguaging and Universal Design for Learning

María Cioè-Peña, Montclair State University, Montclair, New Jersey, United States

Abstract Nationally, there is a rise in students who are dually classified as emergent bilinguals and students with disabilities. While conversations around disproportionality and the over-representation of emergent bilinguals in special education are important, that discourse does not address the needs of students currently classified. Overwhelmingly, educators continue to approach linguistic and disability needs as the amalgamation of two separate entities which results in segregated and/or piece-meal instructional experiences for students. In this paper, I offer an integrated pedagogical stance bringing together translanguaging practice with universal design for learning (UDL). I provide a brief overview of translanguaging as both a theory and a pedagogical practice. I also provide an overview of Universal Design for Learning. Grounded in my experiences as a bilingual special education teacher trained in UDL and a CUNY-NYSIEB team member who researched translanguaging uses in special education settings, I present the ways in which translanguaging and UDL intersect both theoretically and pedagogical, offering up possibilities for attaining greater inclusion and increased opportunities to learn for Emergent bilinguals labeled as dis/abled (EBLADs).

Teaching ‘Register Overlap:’ A Proposal for a Translingual Pedagogy to Support Spanish and English Academic Register Learning

Emily Phillips Galloway, Vanderbilt University, Nashville, Tennessee, United States

Heather M. Meston, Vanderbilt University, Nashville, Tennessee, United States

Gladys Aguilar, Harvard Graduate School of Education, Cambridge, Massachusetts, United States

Abstract Classrooms are not always linguistically permeable, and instruction focused on bolstering English reading comprehension too often neglects students’ additional linguistic resources in languages other than English. However, to the task of comprehending English text, multilingual readers bring a host of communicative resources across multiple languages. Indeed, recent studies have found that students educated concurrently in Spanish and English within bilingual schools possess positively correlated Spanish and English academic register resources, with academic register knowledge in each language making unique contributions toward explaining variability in these dual-language learners’ English reading comprehension. This recent research offers the tantalizing insight that teaching students to notice overlaps in communicative expectations and linguistic patterns—or register overlaps—across Spanish and English academic registers should receive greater focus. Here, to speak to classroom application, we offer suggestions for how educators might use equivalent Spanish and English metalanguages—or language to talk about language—to highlight register overlaps in Spanish and English academic text. We contend that this purposeful noticing of register overlaps can deepen students’ awareness of the linguistic resources available to them for comprehending academic texts and support them in developing critical metalinguistic awareness, or the skills and habits of mind needed to critically consider how registers have been naturalized and are subject to change. This article supports educators to enact one aspect of translingual pedagogy that builds on students’ observations about the language of school in order to increase linguistic flexibility, awareness, and criticality.

WIDA English Language Development Standards Framework, 2020 Edition: Key Shifts and Emerging Tensions

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

Okhee Lee, New York University, New York, New York, United States

Abstract In December 2020, the WIDA Consortium released the WIDA English Language Development Standards Framework, 2020 Edition. In the coming years, the 2020 Edition will be implemented across 36 states, the District of Columbia, and four territories and agencies in the US. The 2020 Edition also arrives at a time when the field of TESOL is grappling with multiple theoretical perspectives on how to provide an equitable education to the nation’s fast-growing population of multilingual learners. As the WIDA Standards and their updates over multiple editions reflect evolving conceptions of language, language development, and the integration of language and content learning, the 2020 Edition offers an opportunity to take stock of where the field has been, how it has shifted, and what challenges might lie ahead. The purpose of this article is to inform TESOL educators, including researchers, practitioners, and policymakers, of the 2020 Edition and its differences from its immediate predecessor (2012 Edition). We begin by providing a brief overview of the U.S. K-12 policy context. Next, we describe key conceptual shifts embodied by the 2020 Edition. Finally, we highlight emerging tensions that TESOL educators are likely to grapple with as the standards get implemented in K-12 classrooms with multilingual learners. Although this article is situated in the U.S. policy context, its relevance extends to the international community of TESOL educators, as the shifts and tensions inherent in the standards resonate with broader shifts and tensions in the TESOL literature.

Equipping all teachers to teach disciplinary language: Toward a developmental continuum in teacher education

Laura Schall-Leckrone, TESOL and Bilingual Education, Graduate School of Education, Lesley University, Cambridge, MA, USA

Abstract Equipping all teachers to teach multilingual learners disciplinary language— content-specific ways of knowing through language— is an unresolved teacher education challenge. This challenge is particularly acute for teacher educators who serve general education teachers, because these teachers typically lack the specialized language preparation or multilingual skills of TESOL or bilingual educators. Accordingly, this brief article presents an emerging framework that conceptualizes how teachers can learn to teach disciplinary language, drawing from scholarship on teacher learning, pedagogical language knowledge, and language of history. Then, it illustrates how one history teacher learned to teach disciplinary language over a 9-year period from preservice preparation and novice years to a later role as a mentor teacher. This illustrative example supports prior research suggesting three teacher learning prerequisites are essential to improve instruction for MLs: consistent focus on disciplinary literacy, inquiry into practice, and school-university collaboration. The article concludes by proposing a developmental continuum in equipping teachers to teach disciplinary language through preservice, novice, and mastery phases with differentiated supports and opportunities. This article seeks to contribute a descriptive framework that teacher educators and researchers can pilot, study, and adapt to advance efforts to equip all teachers to teach multilingual learners disciplinary language.

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, especially in the following areas:

• psychology and sociology of language learning and teaching

• issues in research and research methodology

• testing and evaluation

• professional preparation

• curriculum design and development

• instructional methods, materials, and techniques

• language planning

• professional standards

TESOL Quarterly 是一份专业的参考期刊，于 1967 年首次出版。该季刊鼓励提交关于对关注英语教学和标准英语作为第二方言的个人具有重要意义的主题的创新性文章。作为代表各种跨学科兴趣（包括理论和实践）的出版物，季刊的主题论文涵盖范围广泛，特别是在以下领域：

• 语言学习和教学的心理学和社会学

• 研究和研究方法中的问题

• 测试和评估

• 专业准备

• 课程设计与开发

• 教学方法、材料和技术

• 语言规划

• 专业标准

官网地址：

https://onlinelibrary.wiley.com/journal/15457249

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