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Tuesday, March 24

  1. page 7. China edited China L] The **TESOL** Quarterly dialogues: Rethinking issues of language, culture, and power …

    China
    L] The **TESOL** Quarterly dialogues: Rethinking issues of language, culture, and power
    [HTML] from tesl-ej.orgJ Sharkey… - TESOL Quarterly, 2004 - tesl-ej.org
    In Act II, scene vii, of The Merchant of Venus the prince of Morocco is contemplating which of
    three jeweled boxes to choose in order to retrieve Portia's picture and win her hand. He reads
    the inscription on the silver box, 'Who chooseth me shall get as much as he deserves' and ...
    Cited by 11 - Related articles - Cached - IU-Link - Library Search - All 7 versions
    [PDF] **TESOL** and policy enactments: Perspectives from practice
    [PDF] from jstor.orgV Ramanathan… - TESOL Quarterly, 2007 - JSTOR
    ... direction. With a few notable exceptions (eg, Goldstein, 2003; Pinet, 2006; Sharkey,
    2004, Stritikus, 2003), the local and agentive have been underexamined in TESOL's
    engagement with language policies and planning. Wewish ...
    Cited by 15 - Related articles - IU-Link - BL Direct - All 11 versions
    ESOL Teachers Knowledge of Context as Critical Mediator in Curriculum Development
    [PDF] from jstor.org
    IU-LinkJ Sharkey - TESOL Quarterly, 2004 - ingentaconnect.com
    This article presents findings from the first year of a 3-year qualitative case study investigating
    teacher knowledge and voice in an ESOL curriculum development project. Participants were
    nine elementary ESOL teachers, a school district coordinator, and a university re- ...
    Cited by 11 - Related articles - BL Direct - All 3 versions
    [PDF] Defining the Process of Teacher-Researcher Collaboration
    [PDF] from jstor.org…, J Sharkey - TESOL Quarterly, 2004 - JSTOR
    TESOL Quarterly publishes brief commentaries on aspects of English language teaching. For
    this issue, educators discuss the question, "What insights have you gained from collaboration
    between teachers and researchers in TESOL?" ... Edited by BONNY NORTON University ...
    Cited by 3 - Related articles - IU-Link - BL Direct - All 2 versions
    [PDF] TEACHING ISSUES
    [PDF] from jstor.org
    IU-Link…, J SHARKEY - TESOL QUARTERLY, 2004 - JSTOR
    TESOL Quarterly publishes brief commentaries on aspects of English language teaching. For
    this issue, educators discuss the question, "What insights have you gained from collaboration
    between teachers and researchers in TESOL?" ... Edited by BONNY NORTON University ...
    Korea
    Taiwan
    Thailand

    (view changes)
    9:32 am

Thursday, September 22

  1. page 7. China edited China L] The **TESOL** Quarterly dialogues: Rethinking issues of language, culture, and power …

    China
    L] The **TESOL** Quarterly dialogues: Rethinking issues of language, culture, and power
    [HTML] from tesl-ej.orgJ Sharkey… - TESOL Quarterly, 2004 - tesl-ej.org
    In Act II, scene vii, of The Merchant of Venus the prince of Morocco is contemplating which of
    three jeweled boxes to choose in order to retrieve Portia's picture and win her hand. He reads
    the inscription on the silver box, 'Who chooseth me shall get as much as he deserves' and ...
    Cited by 11 - Related articles - Cached - IU-Link - Library Search - All 7 versions
    [PDF] **TESOL** and policy enactments: Perspectives from practice
    [PDF] from jstor.orgV Ramanathan… - TESOL Quarterly, 2007 - JSTOR
    ... direction. With a few notable exceptions (eg, Goldstein, 2003; Pinet, 2006; Sharkey,
    2004, Stritikus, 2003), the local and agentive have been underexamined in TESOL's
    engagement with language policies and planning. Wewish ...
    Cited by 15 - Related articles - IU-Link - BL Direct - All 11 versions
    ESOL Teachers Knowledge of Context as Critical Mediator in Curriculum Development
    [PDF] from jstor.org
    IU-LinkJ Sharkey - TESOL Quarterly, 2004 - ingentaconnect.com
    This article presents findings from the first year of a 3-year qualitative case study investigating
    teacher knowledge and voice in an ESOL curriculum development project. Participants were
    nine elementary ESOL teachers, a school district coordinator, and a university re- ...
    Cited by 11 - Related articles - BL Direct - All 3 versions
    [PDF] Defining the Process of Teacher-Researcher Collaboration
    [PDF] from jstor.org…, J Sharkey - TESOL Quarterly, 2004 - JSTOR
    TESOL Quarterly publishes brief commentaries on aspects of English language teaching. For
    this issue, educators discuss the question, "What insights have you gained from collaboration
    between teachers and researchers in TESOL?" ... Edited by BONNY NORTON University ...
    Cited by 3 - Related articles - IU-Link - BL Direct - All 2 versions
    [PDF] TEACHING ISSUES
    [PDF] from jstor.org
    IU-Link…, J SHARKEY - TESOL QUARTERLY, 2004 - JSTOR
    TESOL Quarterly publishes brief commentaries on aspects of English language teaching. For
    this issue, educators discuss the question, "What insights have you gained from collaboration
    between teachers and researchers in TESOL?" ... Edited by BONNY NORTON University ...

    Korea
    Taiwan
    (view changes)
    6:49 pm
  2. 6:47 pm
  3. page 7. China edited China Korea Taiwan Thailand

    China
    Korea
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    (view changes)
    6:44 pm
  4. page 7. China edited China
    6:17 pm

Wednesday, May 5

  1. page 6. Critical Incidents edited ... Her English level was high and she was quite cordial when she spoke and greeted Colt in the mo…
    ...
    Her English level was high and she was quite cordial when she spoke and greeted Colt in the morning. They did not communicate much, as she seemed to be extremely busy at all times in the office.
    One week when the JTE asked Colt to find an activity, he found one that was difficult but he felt could work, and he faxed it to her. When Colt arrived at school the next morning, he asked her about it, and she surprised him saying she understood.
    WeThey got to
    Back in the office Colt and the JTE started started talking about what happened, and got into a bit of an argument. A big part was Colt's suggestion to take back the handout. She said in Japan they could not do it, because it would confuse the students and was too big a mistake for a teacher to make. Colt disagreed, she said he did not understand because it was Japan.
    Placing the situation beyond Colt's ability to comprehend ticked him off, so he said something about how she said she understood the activity but she did not. She mentioned how Colt was often late, and so on and so on. the conversation ended poorly and they barely spoke for the next few weeks.
    ...
    There are certainly institutional changes that should be made in the JET Program, but in the mean time many of the problems that arise in TT can be effectively negated by consistent and earnest effort by JTEs and ALTs. That way, when things inevitably do not go as planned, there is a history to build upon in addressing the problem and discussing solutions and future actions.
    Acknowledgments
    ...
    this paper's title is taken.
    References
    Hord, S. M. (2009). Professional learning communiities: Educators working together towards a shared purpose-improved student learning. National Staff Development Council, 30(1), 40-43.
    (view changes)
    1:14 pm

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