Making Educator Professional Development More Accessible and Inclusive With Mobile Teacher

This chapter describes how curious and reflective TESOL educators can engage in ongoing appreciative inquiry by participating in a unique global community of practice facilitated through an app called Mobile Teacher that also works offline. With the aim of recognizing and sharing the expertise of non-native English speaker TESOL educators who are primarily BIPOC and women working in the majority world, teachers are encouraged to watch short videos of colleagues' effective teaching practices, try out the practices with their students, and in turn share videos describing or demonstrating their own proven techniques. Through a case study of using Mobile Teacher with teachers in Ecuador, the author provides a self and group reflection guide based on the 4D appreciative inquiry framework to establish a definition and examples of effective teaching practice, and a video script template to complete in preparation for recording and sharing an effective teaching practice.

The interactional ecology of homestay experiences: Locating input within participation and membership

Study abroad homestays are generally assumed to provide visitors with opportunities to learn language ‘in the wild’ by participating in the host family’s everyday life. Ultimately such participation is accomplished via individual episodes of interaction as the visitor is socialized into the family’s mundane routines and rituals. Building on research into second language interaction in the lifeworlds of learners beyond the classroom, this study considers (1) how interactants in one homestay context draw on a range of ecologically available resources to co-accomplish participation and membership, and (2) how such participation affords the guest with an expanding repertoire of resources, including linguistic elements and new participatory practices. The study uses multimodal conversation analysis (CA) to discuss two extended extracts from naturally occurring interaction collected between a novice L2 English speaker and his homestay family. The analysis suggests that language learning is more complex than the mere provision of linguistic input: new lexical items and practices emerge within the interactants’ respective lifeworlds in relation to locally situated contingencies, and can be occasioned and explained via recourse to a range of material and embodied affordances beyond just language. Input, therefore, is sequentially and ecologically located in the broader business of an ongoing collective sociality and primarily serves the two key interactional imperatives of progressivity and intersubjectivity.

Analysing Aspect Influencing the academic writing in English Language

Karimnia, A. (2013) express that writing research paper in English is important because journal in all over the world are written in English. To succeed in their career, researchers have to share their ideas to others by publishing in journal must written in English. so, the researchers must master in English. The language difficulty that non-English speaker faced are lack of appropriate vocabulary, misuse of articles etc. The learning strategies can be divided into two i) subject knowledge-oriented strategies ii) language-oriented strategies. In subject knowledge-oriented strategies, learning by reading as many research paper in English and to increase experience in writing research paper.

Water Safety Education Programs in Culturally and Linguistically Diverse Seattle Communities: Program Design and Pilot Evaluation

Drowning is a public health concern that disproportionally affects children and minorities in Washington State. Community health educators from Seattle Children’s Hospital designed a Water Safety Education and Lifejacket Giveaway Program for low-income parents of preschool-aged children from culturally and linguistically diverse backgrounds. The program was interpreted into multiple languages and parents and children in attendance received free lifejackets. The mixed-methods pilot evaluation of this program found statistically significant relationships between language and self-reported parent swim skill level (English-speaker OR 4.6; 95%CI: 1.84 – 11.54); and confidence of keeping one’s child safe (English-speaker OR 3.34; 95%CI: 1.10 – 10.4). Additionally, parents who self-reported that they could swim had four times the odds of feeling confident in keeping their children safe around the water (95% CI: 1.21 - 13.28). Qualitative data from follow-up interviews identified that the program boosted parent knowledge and confidence in safe water practices. Multi-lingual delivery and the role of partner preschools was critical to this program’s success. Specific programmatic focus on adult parent/caregiver skills and knowledge that reduce risk around the water should be a priority for future efforts to reduce drowning.

Young children’s trust in the false testimony of ingroup versus outgroup speakers.

The present research explores whether young children display different levels of trust in the testimony of speakers from their own social group (ingroups) versus another social group (outgroups). Three- and 4-year-old children watched through a window as an adult hid a toy in one of three containers. The adult then told the child that she had put the toy in a container different from the one where it was actually hidden (i.e., false testimony). At the end the child was asked to retrieve the toy. The adult was either a Caucasian, native English speaker ingroup) or an Asian English speaker with a noticeable foreign accent (outgroup). Four-year-old children were credulous to the false testimony of the ingroup speaker, despite their firsthand observations, but were skeptical and relied on their own observations when the false testimony was provided by the outgroup speaker. In contrast, 3-year-old children remained credulous to the false testimony of both speakers. These findings were discussed in relation to children’s early preferences for ingroup members and the developmental shift in skepticism displayed by 4-year-old, but not 3-year-old children. This research will make a unique contribution to our understanding of how young children selectively learn from other people and why they remain credulous to some speakers, but not to others.

Young children’s trust in the false testimony of ingroup versus outgroup speakers.

The present research explores whether young children display different levels of trust in the testimony of speakers from their own social group (ingroups) versus another social group (outgroups). Three- and 4-year-old children watched through a window as an adult hid a toy in one of three containers. The adult then told the child that she had put the toy in a container different from the one where it was actually hidden (i.e., false testimony). At the end the child was asked to retrieve the toy. The adult was either a Caucasian, native English speaker ingroup) or an Asian English speaker with a noticeable foreign accent (outgroup). Four-year-old children were credulous to the false testimony of the ingroup speaker, despite their firsthand observations, but were skeptical and relied on their own observations when the false testimony was provided by the outgroup speaker. In contrast, 3-year-old children remained credulous to the false testimony of both speakers. These findings were discussed in relation to children’s early preferences for ingroup members and the developmental shift in skepticism displayed by 4-year-old, but not 3-year-old children. This research will make a unique contribution to our understanding of how young children selectively learn from other people and why they remain credulous to some speakers, but not to others.

On “Chinglish”

This chapter studies the category of language popularly known as “Chinglish” and what this stigmatizing label means for the speakers to whom it is attached. For individuals to discover that their speech or writing was in actuality Chinglish was perhaps the most discomfiting news a Chinese English speaker could hear, implying as it did that the language in use was not only semantically or syntactically wrong but, more importantly, that the speaker's status as an authorized user of the English language was illegitimate and false. Chinglish is formed through the process of enregisterment, where discursive practices encode and systematize the evaluative judgments of entire speech communities, and then sediment over time into particular semiotic registers imbued with social value and identified with distinct social types. The metapragmatic statements that shape the perceptions of Chinglish may be explicit but are more generally embedded within other speech genres such as jokes. Ultimately, membership in the stigmatized speech community of Chinglish users is not claimed by intentional use of the variety but instead assigned by others, reflecting and maintaining existing inequalities in linguistic capital.

A MATTER TO THINK OVER: NATIVENESS OF ENGLISH TEACHERS IN INDONESIA

A shift is happening in languages used in Indonesia, especially in English as a foreign language that must be taught as a compulsory subject in Indonesian formal education institutions from primary to tertiary levels. English takes a place in the third position after Bahasa Indonesia and the regional languages. Since English as an International Language (EIL) paradigm appears, some debates burst up whether it is native speaker or non-native speaker teacher who should teach English in outer-expanding countries. This paper provides a discussion about the issue of native and non-native speaker of English related to the selection of English teachers in Indonesian context. The issue is analysed by using a list of teaching behaviours between native English speaker teachers (NESTs) and non-native of English speaker teachers (NNESTs) examined by Medgyes (1994). A few recommendations about the issue of selecting English teacher in outer-expanding countries are presented in the end of the paper.