This editorial explores the intersection of equity and validity in language assessment, focusing ... more This editorial explores the intersection of equity and validity in language assessment, focusing on language-minoritized testtakers. Recognizing that tests often perpetuate inequitable power dynamics, our special issue, 'Equity Orientations for Validity Frameworks: Exploring the Intersections of Language and Assessment for Language-Minoritized Learners,' gathers research conducted in China, Iran, and the United States. The three empirical papers examine the socio-historical contexts of minoritization, challenging traditional validity frameworks in language assessment by centering on the diverse experiences of minoritized communities. The editorial argues for an equityfocused approach, emphasizing the importance of bi/multilingualism and intersectional perspectives in validity research. We propose a transdisciplinary 'toolbox' for researchers, advocating for methodologies that capture the complex realities of testtakers' lives. This collection aims to inspire future studies to challenge and expand traditional validity frameworks, promoting social justice and culturally responsive assessment practices that empower all learners.
EuroAmerican Journal of Applied Linguistics and Languages, 2024
This interview explores the intersection of social mobility and inequalities in TESOL (Teaching E... more This interview explores the intersection of social mobility and inequalities in TESOL (Teaching English to Speakers of Other Languages) through an interview with Peter Sayer. His research focuses on the complexities of TESOL within multilingual contexts, particularly in Mexico and the United States. He challenges the myth of international English as a force in alleviating poverty and promoting social change. Peter Sayer discusses the implications of Human Capital Theory on English education, critiquing its focus on skills acquisition. He advocates for a plurilingual approach through translanguaging by emphasizing the importance of leveraging students' linguistic repertoires in the classroom. Peter Sayer envisions the directions of his future research in TESOL in practice and aims to bridge theory and practice while addressing the challenge of making English education more relevant and accessible to students from diverse socioeconomic backgrounds.
Her research focuses on language teacher education, written and spoken discourse analysis, curric... more Her research focuses on language teacher education, written and spoken discourse analysis, curriculum development and change, and language teacher cognition. She is the author of the books Collaborative Action Research for English Language Teachers published by Cambridge University Press in 1999 and Doing Action Research in English Language Teaching: A Guide for Practitioners published by Routledge in 2010. Her work has appeared in various international journals including Language Teaching, TESOL Quarterly, The Modern Language Journal, and Applied Linguistics. The current interview delves into Anne's profound expertise in empowering teachers for action research, illuminating pivotal considerations for teacher educators. Her insights spotlight the evolving perceptions of TESOL practitioners towards action research, showcasing its transformative impact on teacher development worldwide. She underscores the significance of fostering a positive teaching environment and understanding students' perspectives while advocating for greater institutional Voices From the Academy 16 support. Her reflections offer invaluable guidance for TESOL professionals, inspiring meaningful change in language education through action research. This interview serves as a beacon for educators navigating their journey towards transformative teaching practices.
Review of Education, Pedagogy, and Cultural Studies, 2024
In 2023, during the symposium Language-Minoritized Students and Assessment: Social Consequences o... more In 2023, during the symposium Language-Minoritized Students and Assessment: Social Consequences of Test Use organized by Jamie Schissel and Huseyin Uysal at the Annual AERA Meeting, Wayne Au shared valuable insights as a discussant. This collaboration marked the beginning of a conversation, prompting further discussion on the influential themes explored in his book's second edition . Wayne graciously accepted Huseyin's invitation to discuss the implications of his research on the education of English Learners. On January 25, 2024, Huseyin conducted a virtual interview with him. This conversation, particularly with its focus on the impact of highstakes standardized testing on educational disparities for language-minoritized children, holds significant relevance in the current historical context that is marked by ongoing debates on equity, social justice, and educational reform. Wayne Au's insights offer a critical examination of how standardized tests exacerbate systemic inequities, disproportionately affecting immigrant students and perpetuating class-based divisions. By tracing the historical origins of standardized testing and its embedded biases in racism, classism, and patriarchy, Wayne underscores the imperative for reevaluating assessment practices for English Learners. His advocacy for alternative assessment methods presents a pathway toward a more equitable educational system with culturally responsive and student-centered approaches. His work not only prompts reflection on the broader implications for curriculum, pedagogy, and educational policy but also serves as a catalyst for meaningful dialogue and action in reshaping educational paradigms to foster inclusivity and justice. Huseyin: I would like to talk about your research on standardized tests and the new middle class. Can you elaborate on the key contradictions you have identified and their implications for educational inequalities for immigrant children who are classified as English Learners?
This descriptive qualitative study investigates the concerns that pre-service teachers at a small... more This descriptive qualitative study investigates the concerns that pre-service teachers at a small liberal arts college expressed about the racialization of English learners (ELs) and documents their increasing awareness of and preparedness to address these concerns during and after their student-teaching experience. The study included informal meetings and discussions with seven pre-service teachers at various coffee shops in the midwestern United States. Data consisted of transcripts of focus-group interviews, drawings by the participants, discussion posts, reflective essays, and field notes from one author’s observations of their interactions and reactions during the meetings. The study draws on a raciolinguistic perspective to examine the participants’ expressed opinions and experiences. Findings document the participants’ concerns regarding misconceptions about racialized students and their learning in connection with language and race. These findings provide a comprehensive understanding of the challenges and opportunities in guiding pre-service teachers to embrace an antiracist education. The results align with the imperative of challenging deficit narratives and preparing socially conscious content-area teachers who advocate for equal educational opportunities for ELs. The paper concludes with implications for critical teacher preparation for school districts with racially and linguistically diverse students and promotes a broader perspective that goes beyond instructional practices and considers the socio-political aspects of schooling for ELs.
Journal of Education, Language, and Ideology, 2024
In this conversation, Kubota discusses her recent work focusing on knowledge mobilization in the ... more In this conversation, Kubota discusses her recent work focusing on knowledge mobilization in the realm of multilingual education and shares insights from a study on experiences of racism among graduate students and faculty members, transforming the findings into animation videos. Kubota also addresses challenges in shifting away from deficit-based thinking, highlighting her commitment to not correcting students' language use. She delves into the impact of ideologies around native-speakerism and race on educators and suggests the need for global awareness in addressing linguistic biases. Finally, Kubota advocates for collaborative efforts, citing her department's antiracist caucusing meetings as transformative in fostering solidarity and raising awareness.
This special issue delves into language ideologies shaping multilingual education, aiming to unra... more This special issue delves into language ideologies shaping multilingual education, aiming to unravel their impact on pedagogical practices and emergent multilinguals. By presenting empirical studies and critical analyses, the collection seeks to foster a nuanced understanding of language ideologies in diverse educational contexts. Approach: This guest editorial introduces language ideology as a lens, guiding an exploration of its manifestations in educational settings. Ten papers, spanning diverse linguistic landscapes, offer a comprehensive examination of language ideologies through varied methodologies. From scrutinizing teacher objections to linguistic pluralism to dissecting bilingual kindergarteners' experiences during the COVID-19 pandemic, the collection employs qualitative research, case studies, and critical reviews to critically engage with language ideologies in global language education. Conclusion: The special issue concludes by emphasizing the critical role of language ideologies in shaping educational landscapes and influencing emergent multilinguals' experiences. Authors underscore the need for macro-level research, recommending a decolonial lens to address inequalities perpetuated by monoglossic practices. The collection advocates for inclusive spaces and challenges educators to reflect on their pedagogies, promoting a multilingual-as-a-resource orientation. By extending the scope beyond individual classrooms and examining sociopolitical and economic dimensions, the special issue contributes to ongoing efforts to reframe language ideologies and advance inclusivity in multilingual education. Originality: This special issue stands out for its originality in dissecting language ideologies through diverse lenses, spanning linguistic, sociocultural, and pedagogical dimensions. Notably, studies like Chang-Bacon and colleagues' examination of objections to linguistic pluralism and Mendoza's exploration of stylization in English-medium instruction enrich the discourse. The collection
Dr. Thomas K. Ricento is a professor emeritus of education at the Werklund School of Education at... more Dr. Thomas K. Ricento is a professor emeritus of education at the Werklund School of Education at the University of Calgary in Canada. In 1987, he received his PhD degree in applied linguistics from the University of California, Los Angeles. Around his research interest in language policies in the context of minority languages in North America, he has conducted numerous international projects. He is the editor of the foundational reference work An introduction to language policy: Theory and method. Also, he is the author of the recent book Refugees in Canada: On the loss of social and cultural capital and has numerous books published in international venues. He has co-edited special issues in well-established journals such as TESOL Quarterly and Language Policy.
Huseyin: As we are conducting this interview, we recognize that we are at a complex and uncertain... more Huseyin: As we are conducting this interview, we recognize that we are at a complex and uncertain time as TESOL [Teaching English to Speakers of Other Languages] educators and researchers. How would you describe the current state of the field and its impact on language teacher identities? Bonny: I have been in the field for at least three decades and it has been fascinating to see some of the changes that have taken place in the field. Possibly one of the most important changes is the recognition that we live in a multilingual but unequal world. While we all see that English is important, particularly for access to power, to institutions, and to an expanded range of opportunities, how do we acknowledge that many people who want to learn English also speak one or more other languages which are important to those people, and also a huge resource to the wider community? I see TESOL shifting and recognizing that. Interestingly enough, my former student Asma Afreen wrote an article recently published in the TESOL Quarterly that addressed translation and translator identity (see Afreen, 2023). The article relates to the work that we are doing with digital storytelling and the Global Storybooks (n.d.) project, in which we translate stories from one language to another to provide free resources for multilingual communities. The article raised the question: why would TESOL be interested in
The TESOL Encyclopedia of English Language Teaching, 2024
Reclassification, the critical process that determines English learners (ELs)’ access to mainstre... more Reclassification, the critical process that determines English learners (ELs)’ access to mainstream classrooms in US schools, has caused some debates. One view argues that premature reclassification means putting ELs in a vulnerable position without sufficient English proficiency in English-only classrooms. An opposing view is that remaining in ESL classrooms results in limited access to the full curriculum and college preparedness training for ELs. The debate is rooted in different conceptualizations of language development. One orientation suggests that language development and content learning should be integrated. The other orientation suggests that ELs should be placed into content classes only after achieving a certain linguistic proficiency. Thus, ELs’ access to equal opportunities is the grounds for the ongoing disagreement. On the surface, the dispute revolves around the consequences of reclassification and questions its role as a gateway to educational resources. On a closer reading, the problem boils down to high-stakes testing. Even when school districts adopt a multiple-criteria strategy for reclassification decisions, students’ scores in state-mandated tests function as the primary criteria. Thus, state-mandated tests remain the bedrock for reclassification.
She has led numerous projects that focus on language assessment and test misuse in linguistically... more She has led numerous projects that focus on language assessment and test misuse in linguistically diverse contexts. Her work delves into the realm of multilingualism, exploring its intricacies through the lenses of critical analysis and language rights. Her recent work looks at linguistic landscape and languages represented in public spaces.
, is a prominent scholar studying narrative inquiry and language teacher education. With academic... more , is a prominent scholar studying narrative inquiry and language teacher education. With academic roots spanning South Africa and New Zealand, his journey began with studies at the University of Essex and Columbia University, where he earned his Master's and Doctorate degrees, respectively. His influence extends far beyond his classroom, with numerous publications in esteemed journals such as TESOL Quarterly, RELC Journal, and Australian Review of Applied Linguistics. Renowned for his co-authored books such as "Analysing Learner Language" and "Narrative Inquiry in Language Teaching and Learning Research," he continues to shape discourse in applied linguistics with his work on language teacher identity. On January 16, 2024, he was interviewed by Huseyin Uysal. In their conversation, Gary reflects on pivotal career moments, emphasizing the power of connections in teaching. He explores the dynamic interplay of self-perception and external descriptions in identity formation, introducing facets like reflexive and projected identities. Dilemmic aspects during transitions, coping practices, and the impact of early experiences on identity are discussed. Gary extends the focus to broader socio-political contexts, highlighting the influence of external realities. Regarding future research, he suggests exploring teachers of multiple languages, heritage languages, and Indigenous languages. He emphasizes the need for self-study, addressing ideological spaces and practical implementation of identity research in language teacher education.
The English language teaching (ELT) profession is at its precipice with large-scale global events... more The English language teaching (ELT) profession is at its precipice with large-scale global events and transitions in the recent decade. Changes in global alliances, international conflicts, geopolitical tensions, wars, economic crises, and global climate changes brought uncertainties to the world and the ELT landscape. In this special issue, Between Indisposition and Perseverance: Disrupted Language Teacher Identities in Times of Uncertainty, we explore how English language teachers, researchers, and professionals grapple with indispositions from social, historical, political, economic, and emotional dilemmas in times of uncertainty.
Although the number of multilingual (ML) students continues to rise nationally, little scholarly ... more Although the number of multilingual (ML) students continues to rise nationally, little scholarly attention has been paid to the education of rural ML students and families. There is critical need to better understand who rural ML students are and how to align their linguistic knowledge and strengths with appropriate instructional practices. This article examines the current state of research on rural teacher education for ML students. It addresses two areas of the 10 research priorities articulated by the National Rural Education Association's (NREA) Research Agenda 2016-2021 and enhanced and extended in 2022-2027: building the capacity to meet the needs of diverse populations and teacher-leader preparation for rural schools. A search of four major research databases for work in this area revealed 27 empirical studies published between 2010 and 2022. Three main research categories emerged from the review: (1) six studies on the beliefs and perceptions of teachers on their education and preparation for rural MLs; (2) eight studies related to rural teacher identity and MLs; and (3) 13 studies on teacher leadership, professional development, and collaboration and partnerships for rural MLs. Implications and recommendations for future rural research on ML students in the United States are provided. Interest in rural education in the United States has heightened over the past few years, largely due to the sociopolitical context that includes two recent elections (2016 and 2020) in which rural voters have influenced the outcomes in key battleground states and owing to the COVID-19 pandemic, which illuminated rural disparities such as digital connectivity for students (Pratt et al., 2020). Predating those national events and continuing, however, has been a steady demographic shift: an overall decrease in the rural White population and simultaneous increase in non-White population, accounting for an approximate 20% increase in racial diversity in rural communities between the 2010 and 2020 Census (Johnson & Lichter, 2022). As the Brookings Institute reports, by 2045 "[m]inorities will be the source of all of the growth in the nation's youth and working age population" (Frey, 2018). Demographic shifts in rural communities underscore the urgency for educators to be prepared for racial, ethnic, and linguistic diversity. Many rural communities are thriving with repopulation and economic growth derived primarily from immigrant and settled Latinos. The increase in immigrant newcomers into rural communities provides labor for expanding industries such as fracking-assisted oil and gas production (McHenry-Sorber & Provinzano, 2017), agriculture, and construction. Immigrant newcomers to rural communities are often non-native English speakers, and their children, referred to in the literature as English learners (ELs), hereafter multilingual 1 (ML) learners, attend K-12 public schools. Under federal guidelines, the children and youth of
Journal of Education for Students Placed at Risk, 2023
Introduction: long-term English learners Long-term English Learners (LTELs) are secondary school ... more Introduction: long-term English learners Long-term English Learners (LTELs) are secondary school students who have been on the English as a Second Language (ESL) track for 5 years or more and remain underserved in the schools of the United States. These students, in other words, are ELs who have not met the district-level criteria for reclassification, the critical milestone that marks the end of the specialized language instruction and the start of full participation in mainstream classrooms. The literature on LTELs, although still emerging, is about two-decade old. There is a clear shift from a descriptive scholarship that recommends best practices to teach this EL subgroup (e.g.
This editorial explores the intersection of equity and validity in language assessment, focusing ... more This editorial explores the intersection of equity and validity in language assessment, focusing on language-minoritized testtakers. Recognizing that tests often perpetuate inequitable power dynamics, our special issue, 'Equity Orientations for Validity Frameworks: Exploring the Intersections of Language and Assessment for Language-Minoritized Learners,' gathers research conducted in China, Iran, and the United States. The three empirical papers examine the socio-historical contexts of minoritization, challenging traditional validity frameworks in language assessment by centering on the diverse experiences of minoritized communities. The editorial argues for an equityfocused approach, emphasizing the importance of bi/multilingualism and intersectional perspectives in validity research. We propose a transdisciplinary 'toolbox' for researchers, advocating for methodologies that capture the complex realities of testtakers' lives. This collection aims to inspire future studies to challenge and expand traditional validity frameworks, promoting social justice and culturally responsive assessment practices that empower all learners.
EuroAmerican Journal of Applied Linguistics and Languages, 2024
This interview explores the intersection of social mobility and inequalities in TESOL (Teaching E... more This interview explores the intersection of social mobility and inequalities in TESOL (Teaching English to Speakers of Other Languages) through an interview with Peter Sayer. His research focuses on the complexities of TESOL within multilingual contexts, particularly in Mexico and the United States. He challenges the myth of international English as a force in alleviating poverty and promoting social change. Peter Sayer discusses the implications of Human Capital Theory on English education, critiquing its focus on skills acquisition. He advocates for a plurilingual approach through translanguaging by emphasizing the importance of leveraging students' linguistic repertoires in the classroom. Peter Sayer envisions the directions of his future research in TESOL in practice and aims to bridge theory and practice while addressing the challenge of making English education more relevant and accessible to students from diverse socioeconomic backgrounds.
Her research focuses on language teacher education, written and spoken discourse analysis, curric... more Her research focuses on language teacher education, written and spoken discourse analysis, curriculum development and change, and language teacher cognition. She is the author of the books Collaborative Action Research for English Language Teachers published by Cambridge University Press in 1999 and Doing Action Research in English Language Teaching: A Guide for Practitioners published by Routledge in 2010. Her work has appeared in various international journals including Language Teaching, TESOL Quarterly, The Modern Language Journal, and Applied Linguistics. The current interview delves into Anne's profound expertise in empowering teachers for action research, illuminating pivotal considerations for teacher educators. Her insights spotlight the evolving perceptions of TESOL practitioners towards action research, showcasing its transformative impact on teacher development worldwide. She underscores the significance of fostering a positive teaching environment and understanding students' perspectives while advocating for greater institutional Voices From the Academy 16 support. Her reflections offer invaluable guidance for TESOL professionals, inspiring meaningful change in language education through action research. This interview serves as a beacon for educators navigating their journey towards transformative teaching practices.
Review of Education, Pedagogy, and Cultural Studies, 2024
In 2023, during the symposium Language-Minoritized Students and Assessment: Social Consequences o... more In 2023, during the symposium Language-Minoritized Students and Assessment: Social Consequences of Test Use organized by Jamie Schissel and Huseyin Uysal at the Annual AERA Meeting, Wayne Au shared valuable insights as a discussant. This collaboration marked the beginning of a conversation, prompting further discussion on the influential themes explored in his book's second edition . Wayne graciously accepted Huseyin's invitation to discuss the implications of his research on the education of English Learners. On January 25, 2024, Huseyin conducted a virtual interview with him. This conversation, particularly with its focus on the impact of highstakes standardized testing on educational disparities for language-minoritized children, holds significant relevance in the current historical context that is marked by ongoing debates on equity, social justice, and educational reform. Wayne Au's insights offer a critical examination of how standardized tests exacerbate systemic inequities, disproportionately affecting immigrant students and perpetuating class-based divisions. By tracing the historical origins of standardized testing and its embedded biases in racism, classism, and patriarchy, Wayne underscores the imperative for reevaluating assessment practices for English Learners. His advocacy for alternative assessment methods presents a pathway toward a more equitable educational system with culturally responsive and student-centered approaches. His work not only prompts reflection on the broader implications for curriculum, pedagogy, and educational policy but also serves as a catalyst for meaningful dialogue and action in reshaping educational paradigms to foster inclusivity and justice. Huseyin: I would like to talk about your research on standardized tests and the new middle class. Can you elaborate on the key contradictions you have identified and their implications for educational inequalities for immigrant children who are classified as English Learners?
This descriptive qualitative study investigates the concerns that pre-service teachers at a small... more This descriptive qualitative study investigates the concerns that pre-service teachers at a small liberal arts college expressed about the racialization of English learners (ELs) and documents their increasing awareness of and preparedness to address these concerns during and after their student-teaching experience. The study included informal meetings and discussions with seven pre-service teachers at various coffee shops in the midwestern United States. Data consisted of transcripts of focus-group interviews, drawings by the participants, discussion posts, reflective essays, and field notes from one author’s observations of their interactions and reactions during the meetings. The study draws on a raciolinguistic perspective to examine the participants’ expressed opinions and experiences. Findings document the participants’ concerns regarding misconceptions about racialized students and their learning in connection with language and race. These findings provide a comprehensive understanding of the challenges and opportunities in guiding pre-service teachers to embrace an antiracist education. The results align with the imperative of challenging deficit narratives and preparing socially conscious content-area teachers who advocate for equal educational opportunities for ELs. The paper concludes with implications for critical teacher preparation for school districts with racially and linguistically diverse students and promotes a broader perspective that goes beyond instructional practices and considers the socio-political aspects of schooling for ELs.
Journal of Education, Language, and Ideology, 2024
In this conversation, Kubota discusses her recent work focusing on knowledge mobilization in the ... more In this conversation, Kubota discusses her recent work focusing on knowledge mobilization in the realm of multilingual education and shares insights from a study on experiences of racism among graduate students and faculty members, transforming the findings into animation videos. Kubota also addresses challenges in shifting away from deficit-based thinking, highlighting her commitment to not correcting students' language use. She delves into the impact of ideologies around native-speakerism and race on educators and suggests the need for global awareness in addressing linguistic biases. Finally, Kubota advocates for collaborative efforts, citing her department's antiracist caucusing meetings as transformative in fostering solidarity and raising awareness.
This special issue delves into language ideologies shaping multilingual education, aiming to unra... more This special issue delves into language ideologies shaping multilingual education, aiming to unravel their impact on pedagogical practices and emergent multilinguals. By presenting empirical studies and critical analyses, the collection seeks to foster a nuanced understanding of language ideologies in diverse educational contexts. Approach: This guest editorial introduces language ideology as a lens, guiding an exploration of its manifestations in educational settings. Ten papers, spanning diverse linguistic landscapes, offer a comprehensive examination of language ideologies through varied methodologies. From scrutinizing teacher objections to linguistic pluralism to dissecting bilingual kindergarteners' experiences during the COVID-19 pandemic, the collection employs qualitative research, case studies, and critical reviews to critically engage with language ideologies in global language education. Conclusion: The special issue concludes by emphasizing the critical role of language ideologies in shaping educational landscapes and influencing emergent multilinguals' experiences. Authors underscore the need for macro-level research, recommending a decolonial lens to address inequalities perpetuated by monoglossic practices. The collection advocates for inclusive spaces and challenges educators to reflect on their pedagogies, promoting a multilingual-as-a-resource orientation. By extending the scope beyond individual classrooms and examining sociopolitical and economic dimensions, the special issue contributes to ongoing efforts to reframe language ideologies and advance inclusivity in multilingual education. Originality: This special issue stands out for its originality in dissecting language ideologies through diverse lenses, spanning linguistic, sociocultural, and pedagogical dimensions. Notably, studies like Chang-Bacon and colleagues' examination of objections to linguistic pluralism and Mendoza's exploration of stylization in English-medium instruction enrich the discourse. The collection
Dr. Thomas K. Ricento is a professor emeritus of education at the Werklund School of Education at... more Dr. Thomas K. Ricento is a professor emeritus of education at the Werklund School of Education at the University of Calgary in Canada. In 1987, he received his PhD degree in applied linguistics from the University of California, Los Angeles. Around his research interest in language policies in the context of minority languages in North America, he has conducted numerous international projects. He is the editor of the foundational reference work An introduction to language policy: Theory and method. Also, he is the author of the recent book Refugees in Canada: On the loss of social and cultural capital and has numerous books published in international venues. He has co-edited special issues in well-established journals such as TESOL Quarterly and Language Policy.
Huseyin: As we are conducting this interview, we recognize that we are at a complex and uncertain... more Huseyin: As we are conducting this interview, we recognize that we are at a complex and uncertain time as TESOL [Teaching English to Speakers of Other Languages] educators and researchers. How would you describe the current state of the field and its impact on language teacher identities? Bonny: I have been in the field for at least three decades and it has been fascinating to see some of the changes that have taken place in the field. Possibly one of the most important changes is the recognition that we live in a multilingual but unequal world. While we all see that English is important, particularly for access to power, to institutions, and to an expanded range of opportunities, how do we acknowledge that many people who want to learn English also speak one or more other languages which are important to those people, and also a huge resource to the wider community? I see TESOL shifting and recognizing that. Interestingly enough, my former student Asma Afreen wrote an article recently published in the TESOL Quarterly that addressed translation and translator identity (see Afreen, 2023). The article relates to the work that we are doing with digital storytelling and the Global Storybooks (n.d.) project, in which we translate stories from one language to another to provide free resources for multilingual communities. The article raised the question: why would TESOL be interested in
The TESOL Encyclopedia of English Language Teaching, 2024
Reclassification, the critical process that determines English learners (ELs)’ access to mainstre... more Reclassification, the critical process that determines English learners (ELs)’ access to mainstream classrooms in US schools, has caused some debates. One view argues that premature reclassification means putting ELs in a vulnerable position without sufficient English proficiency in English-only classrooms. An opposing view is that remaining in ESL classrooms results in limited access to the full curriculum and college preparedness training for ELs. The debate is rooted in different conceptualizations of language development. One orientation suggests that language development and content learning should be integrated. The other orientation suggests that ELs should be placed into content classes only after achieving a certain linguistic proficiency. Thus, ELs’ access to equal opportunities is the grounds for the ongoing disagreement. On the surface, the dispute revolves around the consequences of reclassification and questions its role as a gateway to educational resources. On a closer reading, the problem boils down to high-stakes testing. Even when school districts adopt a multiple-criteria strategy for reclassification decisions, students’ scores in state-mandated tests function as the primary criteria. Thus, state-mandated tests remain the bedrock for reclassification.
She has led numerous projects that focus on language assessment and test misuse in linguistically... more She has led numerous projects that focus on language assessment and test misuse in linguistically diverse contexts. Her work delves into the realm of multilingualism, exploring its intricacies through the lenses of critical analysis and language rights. Her recent work looks at linguistic landscape and languages represented in public spaces.
, is a prominent scholar studying narrative inquiry and language teacher education. With academic... more , is a prominent scholar studying narrative inquiry and language teacher education. With academic roots spanning South Africa and New Zealand, his journey began with studies at the University of Essex and Columbia University, where he earned his Master's and Doctorate degrees, respectively. His influence extends far beyond his classroom, with numerous publications in esteemed journals such as TESOL Quarterly, RELC Journal, and Australian Review of Applied Linguistics. Renowned for his co-authored books such as "Analysing Learner Language" and "Narrative Inquiry in Language Teaching and Learning Research," he continues to shape discourse in applied linguistics with his work on language teacher identity. On January 16, 2024, he was interviewed by Huseyin Uysal. In their conversation, Gary reflects on pivotal career moments, emphasizing the power of connections in teaching. He explores the dynamic interplay of self-perception and external descriptions in identity formation, introducing facets like reflexive and projected identities. Dilemmic aspects during transitions, coping practices, and the impact of early experiences on identity are discussed. Gary extends the focus to broader socio-political contexts, highlighting the influence of external realities. Regarding future research, he suggests exploring teachers of multiple languages, heritage languages, and Indigenous languages. He emphasizes the need for self-study, addressing ideological spaces and practical implementation of identity research in language teacher education.
The English language teaching (ELT) profession is at its precipice with large-scale global events... more The English language teaching (ELT) profession is at its precipice with large-scale global events and transitions in the recent decade. Changes in global alliances, international conflicts, geopolitical tensions, wars, economic crises, and global climate changes brought uncertainties to the world and the ELT landscape. In this special issue, Between Indisposition and Perseverance: Disrupted Language Teacher Identities in Times of Uncertainty, we explore how English language teachers, researchers, and professionals grapple with indispositions from social, historical, political, economic, and emotional dilemmas in times of uncertainty.
Although the number of multilingual (ML) students continues to rise nationally, little scholarly ... more Although the number of multilingual (ML) students continues to rise nationally, little scholarly attention has been paid to the education of rural ML students and families. There is critical need to better understand who rural ML students are and how to align their linguistic knowledge and strengths with appropriate instructional practices. This article examines the current state of research on rural teacher education for ML students. It addresses two areas of the 10 research priorities articulated by the National Rural Education Association's (NREA) Research Agenda 2016-2021 and enhanced and extended in 2022-2027: building the capacity to meet the needs of diverse populations and teacher-leader preparation for rural schools. A search of four major research databases for work in this area revealed 27 empirical studies published between 2010 and 2022. Three main research categories emerged from the review: (1) six studies on the beliefs and perceptions of teachers on their education and preparation for rural MLs; (2) eight studies related to rural teacher identity and MLs; and (3) 13 studies on teacher leadership, professional development, and collaboration and partnerships for rural MLs. Implications and recommendations for future rural research on ML students in the United States are provided. Interest in rural education in the United States has heightened over the past few years, largely due to the sociopolitical context that includes two recent elections (2016 and 2020) in which rural voters have influenced the outcomes in key battleground states and owing to the COVID-19 pandemic, which illuminated rural disparities such as digital connectivity for students (Pratt et al., 2020). Predating those national events and continuing, however, has been a steady demographic shift: an overall decrease in the rural White population and simultaneous increase in non-White population, accounting for an approximate 20% increase in racial diversity in rural communities between the 2010 and 2020 Census (Johnson & Lichter, 2022). As the Brookings Institute reports, by 2045 "[m]inorities will be the source of all of the growth in the nation's youth and working age population" (Frey, 2018). Demographic shifts in rural communities underscore the urgency for educators to be prepared for racial, ethnic, and linguistic diversity. Many rural communities are thriving with repopulation and economic growth derived primarily from immigrant and settled Latinos. The increase in immigrant newcomers into rural communities provides labor for expanding industries such as fracking-assisted oil and gas production (McHenry-Sorber & Provinzano, 2017), agriculture, and construction. Immigrant newcomers to rural communities are often non-native English speakers, and their children, referred to in the literature as English learners (ELs), hereafter multilingual 1 (ML) learners, attend K-12 public schools. Under federal guidelines, the children and youth of
Journal of Education for Students Placed at Risk, 2023
Introduction: long-term English learners Long-term English Learners (LTELs) are secondary school ... more Introduction: long-term English learners Long-term English Learners (LTELs) are secondary school students who have been on the English as a Second Language (ESL) track for 5 years or more and remain underserved in the schools of the United States. These students, in other words, are ELs who have not met the district-level criteria for reclassification, the critical milestone that marks the end of the specialized language instruction and the start of full participation in mainstream classrooms. The literature on LTELs, although still emerging, is about two-decade old. There is a clear shift from a descriptive scholarship that recommends best practices to teach this EL subgroup (e.g.
Proceedings of Society for Information Technology and Teacher Education International Conference , 2023
The social distancing measures adopted to slow down the spread of the 2019 Novel Coronavirus (COV... more The social distancing measures adopted to slow down the spread of the 2019 Novel Coronavirus (COVID-19) disrupted the face-to-face school experience for students around the world. Among students, these abrupt shifts have been associated with lower levels of attendance, engagement, and motivation. However, there has been a troubling pattern of some educators attributing these student outcomes to student "laziness" rather than environmental factors. In response, the authors want to remind the audience that the World Health Organization has estimated that more than 6.8 million deaths occurred due to COVID-19 (as of the time this paper has been written). Thus, this paper is a "call to action" for educators to adopt more humanistic approaches as part of their teaching philosophy and pedagogy to support students in ways that account for environmental influence. To that end, this paper provides a brief overview of the principles of humanizing pedagogy and corresponding recommendations for best practices.
Beyond language learning instruction: Transformative supports for emergent bilinguals and educators, 2020
Along with the immigration throughout the US, rural schools have experienced changes in demograph... more Along with the immigration throughout the US, rural schools have experienced changes in demographics and need to adapt to meet the needs of diverse students. Addressing this issue, this chapter argues that rural schools in the US might benefit from Distributed Leadership (DLS) to meet the needs of school personnel and better understand emergent bilingual (EB) students. We highlight that DLS is likely to promote student-centered pedagogy (SCP) when the values of democratic education are adhered to. We first map out the recent research on rural schools with EB students and address the common challenges through big ideas from DLS. Then, we argue why DLS is functional in grappling with these challenges and discuss how rural schools can implement DLS efficiently. Lastly, we present pedagogical implications for professional development with a focus on deliberative democracy and share recommendations for future research.
. when I came here in Grade 4 the teachers didn't know what I was capable of. I was given a pack ... more . when I came here in Grade 4 the teachers didn't know what I was capable of. I was given a pack of crayons and a colouring book and told to get on colouring with it. And after I felt so bad about that-I'm capable of doing much more than just that. I have my own inner skills to show the world than just coloring and I felt that those skills of mine are important also.-Kanta (Leoni et al., 2011, p. 50)
Recognizing Brilliance in the Undervalued, focuses on the sociocultural assets oflong-term Englis... more Recognizing Brilliance in the Undervalued, focuses on the sociocultural assets oflong-term English learners (LTELs) by demonstrating these students' literacy practices within and outside the classroom environment. It is a highly relevant resource for English as a second language (ESL) and content-area teachers, who are expected to tailor their instructional practices for this subgroup. The book fills this gap by describing how teachers can utilize the cultural and linguistic assets of these students and maintain awareness about the learning needs of LTELs. The resource is also powerful in illustrating the ways educators can avoid the influence of detrimental labels and recognize the diversity within L TELs while taking their common characteristics into account.
Karakaş, A., & Uysal, H. (2017). Lingua franca research explained [Review of the book English as ... more Karakaş, A., & Uysal, H. (2017). Lingua franca research explained [Review of the book English as a lingua franca: Perspectives and prospects: Contributions in honour of Barbara Seidlhofer, edited by M. -L. Pitzl, & R. Osimk-Teasdale]. ELT Research Journal, 6(4), 337-342.
Günümüzde, değişim kaçınılmaz bir gerçek, öğrenme tarzındaki çeşitlilik de aynı şekilde. Bu kitap... more Günümüzde, değişim kaçınılmaz bir gerçek, öğrenme tarzındaki çeşitlilik de aynı şekilde. Bu kitapta, Doug Thomas ve John Seely Brown değişimin gücünü, birbiriyle ilişkili kavramlar olan ilham almayı, bireysel öğrenmeyi ve yeni ortaya çıkmakta olan öğrenme kültürünü bize tanıtıyorlar. Geleneksel anlamdaki kültür kavramını, öğrenme ortamındaki her türlü değişkene göre kendini geliştirme, değiştirme ve uyum sağlama olarak ele alıyorlar, öğrenmeyi ise işbirliği yapma, birlikte oluşturma ve durmayan değişim olarak tanımlıyorlar. Böylece değişimin bir parçası olmayı, çağımızın diline çevirmek gerekirse, teknoloji okuryazarı olmayı ön plana çıkartıyorlar. Günümüz şartlarında öğrenme olgusunu, betimleyici bir tarzda anlatan bu çalışmanın, uzun süreli ve sistemli bir gözlemin ürünü olduğu ortada...
Instead of the common term "English Language Learner" (ELL) or the detrimental "Limited English P... more Instead of the common term "English Language Learner" (ELL) or the detrimental "Limited English Proficient" (LEP), I use EL throughout this study. However, I recognize and encourage the use of the term "emergent bilingual", which was suggested by García et al. (2008) and García (2009) due to its positive connotation of bilingualism and its emphasis on a continuous process.
Günümüzde daha pek çok çalışmayı gerektiren dilbilim ve psikoloji alanına giren sorunlar, dil edi... more Günümüzde daha pek çok çalışmayı gerektiren dilbilim ve psikoloji alanına giren sorunlar, dil edinimi ile ilgili çalışmalardan gelecek verilerle aydınlanma bulmakta ve ortaya çıkan bilgi ise bir takım soruları beraberinde getirmektedir. Kavram mı yoksa sözcük mü önce edinilir? Dil gelişimi ile birlikte öğrenilen yeni kavramların zihinde örgütlenmesi, nasıl bir düzeni takip eder? Bu soruları merkezinde bulunduran Öntür Kuramı, ulamın dereceli bir içyapısı olduğunu öne sürerek ulam öğelerinin, bulunduğu ulamı en iyi temsil eden öğeler etrafında odaklandığını savunmaktadır. Dereceli bir üyelik söz konusu olunca, zihinden çağrılma ve kavranma zorluğu üzerinde kavramın öntürlüğü etkili olmaktadır. İşte bu çalışma, deyimlerin bileşen adlarının öntürlüğü ve deyimin anlamlandırılması arasında bir koşutluğun olup olmadığını sorgulamaktadır. Araştırma grubu, anasınıfı, 3. sınıf, 5. sınıf ve 8. sınıflardan çocukları kapsamakta olup ilk uygulamada BEDEN BÖLÜMÜ üst ulamına ait kavramların bu yaşlara göre öntürlük değerleri sormaca yöntemiyle belirlenmiştir. Ortaya çıkan verilerden yola çıkarak seçilen kavram adlarını bileşeni olarak bulunduran ad + eylem yapısındaki deyimler, ad bileşeninin öntürlüğüne göre derecelendirilmiş ve her biri bir öykünün sonuç tümcesi olarak verilmiştir. Deyimlerin ya değişmeceli ya da gerçek anlamlarını yansıtan ya da konu dışı olan resimler hazırlanarak, bir kavrama testi oluşturulmuştur. Çocuk katılımcılar, öyküleri dinleyip sonundaki deyimi duydukları anda, öyküden anladıklarına dayalı olarak resimlerden birisini seçmişlerdir. Verilen yanıtların doğruluğu ve tepki süresi dikkate alınarak, deyimlerin anlamlandırılmasında bir öntürlük etkisi olup olmadığına yönelik çözümleme yapılmıştır. Anasınıfı grubu, ağırlıklı olarak gerçek anlamı seçmiş olup, diğer gruplarda ise ilerleyen yaşla birlikte değişmeceli anlama bir yönelim gözlenmiştir. Deyimlerin anlamlandırılmasında öntürlük etkisinden bahsetmeyi mümkün kılan bu bulgular, deyimlerin kalıplaşmış ve tek parça sözcükler olduğunu dolayısıyla bileşen sözcüklerin deyimin değişmeceli anlamı üzerinde bir etkisi olmadığını öne süren varsayımlara karşıt veri niteliğindedir. Diğer bir deyişle, deyimlerin anlamlandırılmasında, değişmeceli anlama erişildiği durumda bile gerçek anlama bir şekilde erişim sağlandığına dair, alanda yaygın çalışılmış tanınırlık ve saydamlık kriterlerinden farklı olarak, öntürlük kriteriyle kanıt sunulmuştur.
In this episode, our guest Dr. Huseyin Uysal shares insights into personalized teaching strategie... more In this episode, our guest Dr. Huseyin Uysal shares insights into personalized teaching strategies for multilingual learners. Drawing from his vast experience in curriculum development and academic leadership, he sheds light on the transformative power of differentiated instruction. From his own journey as an English instructor in diverse settings to receiving a prestigious award in TESOL leadership, Dr. Uysal unveils the intricacies of fostering inclusive educational environments. He delves into the nuances of labeling practices in education, advocating for a balanced perspective that acknowledges both benefits and drawbacks. Furthermore, listeners gain invaluable guidance on launching ESL programs, including key components essential for student and family success. From differentiated instruction methods to leveraging technology and community resources, Dr. Uysal empowers educators to embrace change and champion equitable learning opportunities for all students. Tune in to explore how tailored approaches can unlock the full potential of multilingual learners! Here is the link: https://podcasts.apple.com/us/podcast/198-beyond-proficiency-levels-w-dr-huseyin-uysal/id1505803456?i=1000654560659
About research career and education opportunities in the US [Radio broadcast episode], Misafir Od... more About research career and education opportunities in the US [Radio broadcast episode], Misafir Odasi, Radyo A
Narrator: E. Yilmaz, Producer: B. Sert
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Narrator: E. Yilmaz, Producer: B. Sert