Handbook of Multilingual TESOL in Practice

Description

This book presents exemplars of multilingualism in TESOL worldwide. It incorporates essential topics such as curriculum development, classroom instruction, materials creation, assessment, and teacher training where TESOL and multilingualism co-exist and co-develop. The wide-ranging and international collection of chapters is written by leading researchers in multilingualism and TESOL from around the world. This handbook provides unique insights into a range of practical approaches to promote local, indigenous and national languages in English language classrooms across a range of instructional programs in various geographical contexts. The book is divided into six sections. Part 1 presents curricular and principle-based approaches to multilingual TESOL in ESL/EFL classes. Part 2 includes chapters that showcase how diverse teachers bring multilingual TESOL to their classrooms. Part 3 discusses the challenges of teaching multilingual TESOL and how educators address them in their contexts. Part 4 provides activities and materials to support local languages in TESOL classrooms. Part 5 addresses assessment issues in multilingual TESOL. Part 6 includes initiatives and examples to prepare TESOL teachers to promote multilingualism in ESL/EFL classrooms.  Foreword: Moving Dominant Assumptions About Teaching English to the Background—A Foreword to Multilingual TESOL Outline placeholder Beyond the Global North Beyond English and the Linguistic Beyond Previous Training and Experience Beyond Policy from Above Beyond Theories to Expanded Practices Acknowledgments Contents Editors and Contributors Part I Curricular and Principle-Based Approaches to Multilingual TESOL 1 Multilingual TESOL in Practice in Higher Education: Insights from EFL Classrooms at a Gulf University Introduction Construction of the Teaching Adaptation Model (TAM) Overview of Raza’s TAM Understanding Student Population Filtering Instruction Increasing Student Participation Value Clarification Keeping a Teaching Journal Discussion and Reflection Conclusion References 2 Culturally Sustaining Practices in a Culturally and Linguistically Diverse Preschool Classroom Introduction Culturally Sustaining Practices and Family Participation in Preschool Theoretical Framework Method Setting Participants Data Collection Data Coding and Analysis Results Seeking Community Agency Integrating Language Practices Incorporating Cultural/Historicized Content Teaching About CLD Group Discussion Practical Implications Conclusion References 3 English in the Background: Developing an Indigenous Multilingualism in Hawaiʻi Introduction Brief Background Emphasis on Literacy From Hakalama to Heritage Language Learning The Question of English Continued Emphasis on Multilingual Awareness Conclusion References 4 Plurilingual Strategies for Teaching Pronunciation in TESOL: A Research-Based and Action-Oriented Approach Introduction Plurilingualism and Pronunciation Teaching Intelligibility Principle and Perception-Before-Production Approach Applying Plurilingual Strategies in Teaching AL Pronunciation Description and Analysis Through Translation-for-Mediation Listening Discrimination Through Cross-Linguistic Comparisons Controlled/Guided Practice Through Translanguaging for Meaning-Making Communicative Practice Through Cross-Cultural Comparisons Conclusion References Part II Teaching TESOL Multilingually 5 “Bangla Helps Learners to Get the Gist Better”–Translanguaging in Postcolonial English as a Foreign Language Classes in Higher Education in Bangladesh Introduction Pedagogical Translanguaging: A Focus on Teachers’ Attitudes The Concept of Pedagogical Translanguaging Language Teachers’ Attitudes Toward Translanguaging English in Bangladesh: From Primary to Teacher Education The Empirical Study Context of Data Collection and Participants Corpus and Methodology of Analysis Findings and Discussion Conclusion References 6 Promoting Multilingualism at University Writing Centers: International Students’ Perceptions of Non-native English-Speaking Writing Tutors and the Employment of Their Native Languages in Tutoring Introduction Literature Review Methodology Findings Perceptions of Working with NNESTs Opinion of English-Only Tutoring Versus Bilingual Tutoring Suggestions for the WC Discussion and Conclusion Appendix References 7 Critical Multilingualism in TESOL in Practice: Language, Power, and Decoloniality Introduction Multilingualism and Moroccan Sociolinguistic Situation Decoloniality in Multilingual TESOL My Attempts in Decolonizing TESOL/EFL and Promoting Critical Multilingualism Practical Applications of Critical Multilingualism in TESOL/EFL Conclusion References 8 Using Translingual Mediated Revisions to Develop Micro-linguistic Abilities in Writing Argumentative Essays: A Study of Indian ESL Learners Introduction The Study Participants Task and Tool Method of Data Analysis Results Translingual Moves of Mediated Revisions: Types and Purposes Movement from Other to Self-regulation During Translingual MR Episodes Impact of Translingual Mediation on Writing Accuracy and Complexity Implications for ESL Writing Teachers for Exploring Translanguaging Feedback Conclusion References Part III The Challenges of Teaching Multilingual TESOL 9 Translanguaging in the Young Learner EFL Classroom in Turkey: Hidden Challenges and Complexities Introduction Translanguaging in Language Education Problematic Issues in Translanguaging with YLs Research Methods Setting and Participants Data Collection and Analysis Findings and Discussion Sense of Guilt Unconscious Language Switch Implications for Practice Conclusion References 10 Multilingualism in Global Englishes Language Teaching: Narrative Insights from Three TESOL Practitioners in Japan Introduction GELT Principles and the Japanese Context Our Beliefs as Multilingual Language Users Patrick Tiina Gregory Our Beliefs as Multilingual Language Users Engaging with Linguistic Diversity Challenges in Implementation Patrick’s Challenges Tiina’s Challenges Gregory’s Challenges Conclusions and Implications References 11 Teaching English to Linguistically and Culturally Diverse Students: Multicultural Pedagogy in Practice Introduction Multilingualism in Vietnam The Study Research Context Research Design and Procedure Findings Inadequate Preparation Teachers’ Beliefs A Look at the Bright Side Looking Ahead References 12 Multilingual Teaching of English Language in Higher Education in Bangladesh: A Critical Perspective Introduction Background: English Language in Higher Education in Bangladesh The Study Research Context Participants Data Collection and Analysis Results and Findings Conclusion References 13 Caught Between a Bilingual Policy and Monolingual English Practices in Chile: Opportunities and Challenges of Translanguaging Introduction Language Policies vis-à-vis English Language Education in Chile Translanguaging as a Pedagogy for Contexts of Linguistic Diversity Methodology Findings Positioning Spanish as Interfering with Communicative Fluency Contesting the Spanish–English Policy and Calling for the Inclusion of Indigenous Languages Advocacy for Spanish–English Translanguaging to Support Comprehension Advocacy for Positive Transfer to Support Metalinguistic Awareness Conclusion References 14 Pakistani English Language Teachers’ Beliefs About Mother Tongue-Based Multilingual Education Policy: Findings from the Government Primary Schools of Balochistan Abstract Introduction Mother Tongue-Based Multilingual Education Teachers’ Beliefs About Mother Tongue-Based Multilingual Education Research Methodology Findings Constraints Triggering Ambiguity Non-availability of Teachers’ Trainings Myopic Vision Strengths Gaining Confidence Parents’ Active Participation Discussion The Way Forward References Part IV Activities and Materials to Support Multilingual TESOL 15 Supporting Multilingualism Through Translanguaging in Digital Storytelling Introduction Translanguaging, Digital Multimodal Composing, and Digital Storytelling Translanguaging Digital Stories as Translanguaging Incorporating Translanguaging into DST Work Scaffolding of Multimodal Translanguaging Examples of Multilingual DST Projects Conclusion References 16 “Lights, Câmera, Acción:” Multilingual Practices in the Construction of Short Films Introduction Understanding Multilingual Practices: A Postmodern Account Implications for Language Education Project-Based Learning: Students in Action From Theory to Practice: Behind the Scenes of a Movie Festival Project The Settings Lights, Camera and the Project in Action Closing Remarks References 17 Online Worldreviewer Language Spaces (OWLS): Integrating Decolonizing Technology and Heritage Language Pedagogy in TESOL Introduction Colonial English and the Epistemological Error of the Dominant Western Worldview The Potential of Decolonizing Technology, Heritage Language Pedagogy, and Transepistemic Language Education for a More Equitable TESOL Online Worldreviewer Language Spaces (OWLS): Integrating Decolonizing Technology and Heritage Language Pedagogy in TESOL Conclusion References 18 The Facilitating Role of English as a Reference Language for the Awakening of Young Students to Linguistic Diversity Abstract Introduction Literature Review The Study Results Teacher Interviews Implementation of Tale Identification of Known Elements in English Positive Emotions that Emerge from the Use of Previous Knowledge of English Lexical Transfer from English to Other Untaught Languages Baptism of Unknown Words as English Conclusions Acknowledgements References 19 Plurilingual Tasks in TESOL: Improving Learners’ Emotionality Introduction and Context Lebanon’s Linguistic Landscape Undergraduate Courses: Overview and Objectives Theoretical Framing: Plurilingualism and Emotionality Pedagogical Strategies Plurilingual Tasks Therapy Task Beauty Task Memoir Writing Task Gratitude Task Mental Health Task Implications for Language Education References 20 Enhancing School-Wide Multilingualism Through Student-Led Action Projects Introduction Theoretical Foundations of Our Curriculum Culturally Sustaining Pedagogy Thematic Investigations Language Diversity Project Curriculum Overview Module 1 Language Superpowers Module 2 Languages in Our Community Module 3 Language Diversity in Action Conclusion Appendix References 21 Materials Development for Plurilingual Contexts: Challenging Monolingual Practices in Brazil Introduction Challenges Faced in Language Teacher Education Undergraduate Programs in Brazil Monolingual Views of TESOL: Some Implications for the Area of Materials Development Integrating Principles of Plurilingual Pedagogies: Some Pre-service Teachers’ Reflections upon Their Future Practices Thinking Global, Going Local: Bringing the Principles of Bilingualism to Materials Development Conclusion References 22 Teacher-Generated Instructional Materials for Integrating Content and Language Learning: Actualizing the Translanguaging for English Language Learners Introduction Theoretical Frameworks for Analyzing Pedagogical Activities and Materials Methodology Findings and Discussion Content-Enriched and Language-Infused Learning Practices Academic Language Integration with Engagement and Translanguaging for Conceptual Construction Digital Translation Tools and Visual Organizers to Aid Meaning Construction Conclusions References Part V Assessment Practices for Multilingual TESOL 23 Facilitating the Comprehension of Academic Content in the TOEFL iBT Test Preparation Classroom Overview and Purpose Theoretical Frameworks Methodology Data Analysis Using Translanguaging to Explain Semantic Relationships Translanguaging to Expand Both the L1 and L2 Repertoire Translanguaging to Overcome Phonological Mismatch in Teaching Listening The Embedded Semantic Relationships Discussion References 24 Enabling Multilingual Practices in English Language Proficiency Assessments for Young Learners Introduction Challenges Assessing Young Language Learners Translanguaging Among Young Learners The Study Participants and Setting Overview of Assessment Tasks Data Collection and Analysis Findings Helping Students Feel More Comfortable Completing the Assessment Tasks Helping Students Navigate the Assessment Helping Students Complete the Tasks in English Discussion and Conclusions References 25 Assessing the Multimodal Literacy Practices of Young Emergent Bilinguals Introduction History of Literacy Assessment Practices for Emergent Bilinguals Theoretical Foundations Translanguaging Visual Grammar Framework and Educator Applications Affective and Compositional Dimensions Being Informed by Previous Research Oral Language Assessments for EBs Drawing and Other Visual Representation Assessments Written Language Assessments Development of the Assessment Description of the Assessment Assessing Student Ensembles Carol’s Example Mae’s Example Samir’s Example Overall Score Where Do We Go from Here? Conclusion Appendix: A Multimodal Literacy Profile (MLP) for Emergent Bilinguals References 26 Contact Zones and Investment in the Advanced ESOL Writing Classroom: Practical Recommendations for Linguistically Sustaining Instruction Introduction Methodology Transnational Identities and Deficit-Based Assessment Theoretical Foundations: Investment and Contact Zones Contemporary and Pertinent Conversations in the Multilingual Classroom Practical Recommendations for Linguistically Sustaining Pedagogy Vocabulary and Reading Journals Collaborative Annotations Letter Writing Literacy Autoethnography Digital Narratives and a Multilingual Digital Story Map Conclusion Appendix References Part VI Teacher Development for Multilingual TESOL 27 Separating the Target Language from the Lesson Frame: Helping Teachers Make Informed Decisions About When They Should and Shouldn’t Make English Teaching Multilingual Introduction An Either/or Approach to Language Choice Principles to Guide Practice A Framework for Determining Language Choice in the Classroom Phase 1: Engagement with New Ideas from the Literature Phase 2: Lesson Planning Phase 3: Lesson Actualization Phase 4: Lesson Reflection Phase 5: Re-engagement with New Ideas from the Literature Conclusion References 28 Program Administration Challenges and Initiatives in the Burgeoning Multilingual TESOL Contexts Introduction Overview of Program Administration in the Qatari Context Program Administration Challenges in the Local Context How the Current Program Administration Challenges Are Addressed The Way Forward Conclusion References 29 Embedding Multilingualism in Undergraduate Courses: A Need for Heteroglossia in US TESOL Teacher Preparation Programs Introduction Theoretical Framework Background Literature Methodology Context Data Collection and Analysis Findings Embracing Translanguaging in Teaching Language and Content Taking an Active Role for Translanguaging Creating a Classroom Ecology for Multilinguals Challenges in Translanguaging Discussion Conclusion References 30 Home and School-Language-Based Instruction to Train Government Primary School Teachers in the Indian Multilingual ESL Context Introduction Context Theoretical Underpinnings Languages in Societal Space Languages in School Space Languages in Teacher Education Curriculum at the Primary Level Purposeful Alterations of Languages Ways of Developing the Knowledge Base of Primary School Teachers: An Exploration Parallel Tasks Concept-Based Word Grouping Tasks Lesson Excerpt Analysis Task Teacher Narrative Study Task Discussion Conclusion References 31 Multilingual Pedagogies for Anticolonial TESOL? An Analysis of Pre-service Teachers’ Voices from Finland Introduction Multilingual Pedagogies and English in Finland Multilingual Pedagogies in Finland—The Case of LAMP English in Finland and in the Finnish Curriculum LAMP Students’ Voices on Multilinguality, English, and Equity-Based Education From Multilingual Encounters to Transformative Education English as a Part of Wider Multilingual Resources Multilingual Pedagogy Belongs to All Teachers and Teacher Educators The Way Forward References 32 Showcasing Multilingual TESOL in Practice: Case Studies from a Regional Australian University Introduction Component 1—Language Component 2—Teacher Component 3—Student Conclusion References 33 Translanguaging Practices to Express Emotion, Identity, Agency, and Social Justice Introduction Research Method Translanguaging Pedagogy as an Effective Teaching Strategy Translanguaging is Used to Problematize Deficit Thinking Translanguaging is Used to Deconstruct/Decolonize Dominant Concepts Using Translanguaging to Express Emotions, Identity, and Agency Translanguaging is Used to Create Space for Social Justice Conclusion References