This study examines imagined professional and linguistic communities available to preservice and in-service English as a second language and English as a foreign language teachers enrolled in one TESOL program. A discursive analysis of the students' positioning in their linguistic autobiographies suggests that the traditional discourse of linguistic competence positions students as members of one of two communities, native speakers or non-native speakers/L2 learners. The analysis also suggests that contemporary theories of bilingualism and second language acquisition, in particular Cook's (1992, 1999) notion of multicompetence, open up an alternative imagined community, that of multicompetent, bilingual, and multilingual speakers. This option allows some teachers to construe themselves and their future students as legitimate L2 users rather than as failed native speakers of the target language.

"I Never Knew I Was a Bilingual": Reimagining Teacher Identities in TESOL

Since Cen Williams first used the Welsh term trawsieithu in 1994 to refer to a pedagogical practice where students in bilingual Welsh/English classrooms are asked to alternate languages for the purposes of receptive or productive use, the term translanguaging has been increasingly used in the scholarly literature to refer to both the complex and fluid language practices of bilinguals, as well as the pedagogical approaches that leverage those practices. This chapter reviews the growing scholarly literature that takes up the term translanguaging and discusses the ways in which the term is contested. We focus here on the potential and the challenges that a translanguaging theory provides for bilingual education. After a review of the scholarship, we discuss two of the problems that the scholarship on translanguaging and bilingual education makes evident – (1) that there are two competing theories of translanguaging, one which upholds national languages O. García (*) Graduate Center, City University of New York, New York, NY, USA e-mail: OGarcia@gc.cuny.edu A.M.Y. Lin Faculty of Education, The University of Hong Kong, Pokfulam Road, Hong Kong e-mail: yeonmia@gmail.com; angellin@hku.hk # Springer International Publishing Switzerland 2016 O. García et al. (eds.), Bilingual and Multilingual Education, Encyclopedia of Language and Education, DOI 10.1007/978-3-319-02324-3_9-1 1 and calls for a softening of those boundaries in bilingual education and a second “strong” version which posits a single linguistic repertoire for bilingual speakers and thus an essential feature of bilingual education, and (2) the fear that translanguaging in bilingual education would threaten the minority language. In this light, we consider how translanguaging theory impacts issues of language allocation and pedagogy in bilingual education.

Translanguaging in Bilingual Education

This article presents an overview of the perceived importance and accelerated spread of English language education, both formal and informal, in three East Asian countries (i.e. China, Japan and South Korea) against the backdrop of globalisation and emergent ideological, sociocultural and educational trends. It begins with a review of the recent developments in English language education in each of the countries, the ostensible reasons for English language education and the ideological issues contributing to the recent English language education initiatives. This is followed by a discussion and a critique of the common trends and themes manifested in the three countries’ recent initiatives to reform and improve English language education. The article concludes with a number of policy recommendations for English language education in East Asia and other countries, where English does not have an institutional role to play.

English Language Education in East Asia: Some Recent Developments.

In this article, Lucy Tse examines the experiences of one group of U.S. native bilinguals who have managed to develop high levels of literacy in both English and their home or "heritage" language (HL). This unique group has defied the typical pattern among U.S. minority language speakers of losing the home language while learning English. The results show that biliteracy development is aided by the coexistence of two sets of factors related to a) language vitality and b) literacy environment and experiences. Participants had high levels of perceived language vitality resulting from parental, institutional, and peer support, which helped in their formation of a social identity inclusive of their heritage language and culture. Having access to HL literacy environments and guidance from more literate adults and peers allowed the participants to observe the use of HL literacy in meaningful and socially important ways. Tse discusses these and other results in terms of social and cultural identity formation, li...

Resisting and reversing language shift: Heritage-language resilience among U.S. native biliterates

The promise of dual language education has spurred a movement in the field of bilingual education to shift from remedial programs to enrichment forms of bilingual education. Although research supports the effectiveness of such programs, many programs do not maintain their level of implementation and quickly revert to their original remedial form. This research looks at one elementary campus that has implemented a 2-way dual language program for more than a decade. Findings indicate that pedagogical equity, qualified bilingual teachers, active parent–home collaboration, and knowledgeable leadership contributed to the program's success.

https://www.tandfonline.com/doi/pdf/10.1080/15348430802143378

Sustaining a Dual Language Immersion Program: Features of Success

Foundations of Bilingual Education and Bilingualism (2nd ed.)

The cultivation of critical thinking with the assistance of Information Communication Technology (ICT) tools has drawn much attention from researchers and practitioners in the field of Teaching English to Speakers of Other Languages (TESOL). With the purpose of exploring whether the application could help improve students’ critical thinking and ESOL (English for Speakers of Other Languages) skills and how ICT tools are applied in TESOL to cultivate critical thinking, a systematic review was conducted and a total of 22 eligible studies were analyzed. The results show that: (1) students’ critical thinking and ESOL skills have demonstrated improvement in the studies applying ICT tools to TESOL; (2) the ICT application is unbalanced across different ESOL skills and various types of ICT tools have been used in different ways to promote students’ critical thinking. 

Critical thinking cultivation in TESOL with ICT tools: a systematic review

An Interactive Audio-visual English Learning Software is developed based on the theories of language input and output as well as constructivism, which is applied in English speaking and listening teaching. Validity of the software is explored through questionnaire and a comparative teaching experiment between the experiment group and the control group. The statistics show that the Interactive Audio-visual English Learning Software is more effective than the traditional one-way Software. It improves students’ autonomic learning ability and enhances their interests in learning English.

Validity Research of Interactive Audio-visual English Learning Software in Language Input and Output

A survey on career planning and its contributory factors has been conducted for 815 undergraduate students of Yunnan University of Finance and Economics. It shows that college students’ individual differences, self-awareness, life cognition, career cognition, and satisfaction of course teaching and practical teaching have a significant and positive impact on their career planning cognition and selection. To further improve the efficiency and effectiveness of the career planning education in China, colleges, parents and students need to grasp the optimal period, systematically enrich the teaching contents, enhance the teaching team and build multi-theme experiential platform. The conclusions shall play an important and practical role in creating an effective career planning education and teaching model and guiding the students to a successful career selection.

A Study of College Students’ Career Planning and Its Contributory Factors : An analysis based on college students of Sino-foreign joint programs

Many scholars have carried out research on the cultivation strategy of junior middle school students mathematics operation ability in China, but few scholars have done general research on this topic. We reviewed existing research with the literature analysis method and drew the following conclusions: (1) Most of the researchers are junior middle school teachers, and a small number of researchers are master degree students. Researchers often first analyze the status quo of junior middle school students' mathematics operation ability and its influencing factors. Then, provided some the cultivation strategies; (2) The cultivation strategy of junior middle school student's mathematics operation ability focuses on teachers' perspectives, and mainly concerning on five categories: knowledge, skills, thinking, teaching concepts and teaching methods, and non-intellectual factors. There are few studies on the perspectives of students. (3) The methods used by the researchers are relatively single. The feasibility and the effectiveness of the cultivation strategy are not further followed up and analyzed. In the future, researchers should adopt a variety of research methods from the perspectives of students to explore the cultivation strategies. It is necessary to further follow up and analyze the feasibility and effectiveness of the research strategies.

https://journalajess.com/index.php/AJESS/article/download/872/1702

Dan Huai Lu

Papers

Foundations of Bilingual Education and Bilingualism (2nd ed.)

Critical thinking cultivation in TESOL with ICT tools: a systematic review

Validity Research of Interactive Audio-visual English Learning Software in Language Input and Output

A Study of College Students’ Career Planning and Its Contributory Factors : An analysis based on college students of Sino-foreign joint programs

Research on the Cultivation Strategy of Junior Middle School Student's Mathematics Operation Ability in China