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摘要：Abstract not available.

摘要：As new teachers navigate the challenging first years of work, they need positive support providers (Villani, 2002). The impact of support providers on novice educators' beliefs about teaching efficacy previously went unexplored. This study examined novice English to speakers of other languages (ESOL) teachers' perceptions of social support and teacher efficacy using integrated qualitative and quantitative methods (Morgan, 1998, 2011). In the initial qualitative component, novice teachers identified three categories of support: mentors, coworkers, family. The Teachers' Sense of Teacher Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was administered to examine potential links between support providers and three areas of perceived teacher efficacy: instructional strategies, student engagement, classroom management. Support appraisals were examined for each support domain using a modified version of the Perceived Social Support Inventory (Procidano & Heller, 1983) to assess the degree to which novice teachers felt supported. Teachers reported coworkers and mentors as the most significant support providers, yet only family support was significantly associated with teacher efficacy beliefs in the quantitative portion of this study. Novice teachers were also asked to elaborate on the frequency, type, and quality of support offered by family, friends, and mentors. Adapted from the source document

摘要：This article focuses on a postgraduate certificate program in teaching English to speakers of other languages (TESOL) with a strong linguistics orientation. The authors content that such a program provides novice language teachers with knowledge and skills superior to those of programs focusing more on methodology and practicum experience and less on linguistic knowledge. Adapted from the source document

摘要：This study examined the teacher education of novice teachers of English to speakers of other languages (ESOL). A survey and follow-up interviews were employed to investigate novice teachers' perceptions about four aspects of their teacher preparation: (a) degree of preparedness to teach after graduating from a teaching English to speakers of other languages (TESOL) program, (b) preparedness after classroom experience (up to 3 years), (c) sense of efficacy to complete teaching practices in adult ESOL classrooms, and (d) perceptions of what was useful to them in the TESOL program. Accredited ESOL teachers with less than 3 years of experience (N = 115) completed a questionnaire that explored their perceptions of preparedness and efficacy to teach in adult ESOL programs in Ontario, Canada. Eight teachers participated in follow-up semistructured interviews. Findings show that although, overall, novice teachers increased their perceptions of preparedness by gaining experience in the classroom, their sense of efficacy to perform within certain teaching expectations was task specific and highly situated. The practicum and "real" teaching experiences were found to be the most influential aspects of the induction programs. These findings have implications for teacher educators, TESOL institutions, and accreditation bodies that are committed to preparing qualified teachers for adult ESOL programs. Adapted from the source document

摘要：One reason for teacher attrition is that a gap exists between pre-service teacher preparation and in-service teacher development, in that most novice teachers suddenly have no further contact with their teacher educators, and from the very first day on the job, must face the same challenges as their more experienced colleagues, often without much guidance from the new school/institution. These challenges include lesson planning, lesson delivery, classroom management, and identity development. In this introductory paper to introduce the special issue on Novice Professionals in TESOL, I also outline practical suggestions that can help bridge the gap between pre-service and in-service education, with the idea that novice teachers can experience the transition from teacher preparation to the first years of teaching, less like "hazing" and more like professional development. I call this bridging period novice-service language teacher development. Adapted from the source document

摘要：This article presents the findings of an impact study of a short teacher training course in teaching English to speakers of other languages (TESOL). Impact is conceptualised as teacher learning, particularly perceived achievements in learning, evidenced in the ways teachers talk about their work in TESOL. The theoretical framework for the research draws on sociocultural theories of learning, particularly situated learning theory and identity formation within communities of practice. In making these links and relating them to a specific programme for teachers in TESOL, this article furthers understanding of how teachers learn in a preservice course in ways which translate to readiness for work. The analysis of interview data from 27 novice teachers in their first months at work reflects a positive and intense learning experience on the course, which establishes both confidence and a clear idea of what the TESOL task involves. The authors relate these findings in the data to the construct of furnished imagination: the combination of knowledge, procedural awareness and skills, dispositions, and identity which the teachers take from the course as the conceptual toolkit for work in TESOL. The imagination is furnished through the intense, iterated cycles of input, observation, performance, and feedback as well as through interactions with admired teacher educators. Adapted from the source document

摘要：This article reports on qualitative case study research into the experience and support of four novice English language teachers in Hong Kong (HK). It describes their perceived experience and socialisation, particularly with regard to the induction and mentoring support they receive during the first year of teaching. While the benefits of different forms of induction support (mentoring in particular) have been established, few studies have focused on specific factors that affect the perceived effectiveness of mentoring, from the point of view of both the mentors and the mentees. The current study therefore breaks new ground in investigating the perspectives of different stakeholders in the mentoring process. What is more, the majority of research reports the nature of the first year of teaching in one snapshot, often not paying attention to the professional development and changes throughout the year. This study follows a group of novice language teachers for the whole of their first year in teaching. Adapted from the source document

摘要：This article highlights a three-year longitudinal case study focusing on the transformation of the professional identities of four Chinese ESOL teachers during the first years of teaching in a K-12 environment. Adapted from the source document

摘要：In this ethnographic self-reconstruction, the author represents the ways in which he negotiated the differing teaching practices and professional cultures of the periphery and the center in an effort to develop a strategic professional identity. He brings out the importance of using multiple identities critically for voice in the wider professional discourses and practices. As global English acquires local identities, and diverse professional communities develop their own socially situated pedagogical practices, it is becoming important to chart a constructive relationship between these communities in TESOL. Through his journey of professionalization, the author explores the framework of relationships that would enable an effective negotiation of practices and discourses between the different professional communities and facilitate more constructive teacher identities. Adapted from the source document

摘要：Unfortunately, despite encouragement from the literature, it seems that many teachers only rarely engage in action research. For this to change, further support may be required from in-service language teacher education courses that include an action research component. In this paper, I report on one such course: an in-service Bachelor of Arts TESOL run by a British university for the local Ministry of Education in a Middle Eastern country. Using qualitative case study methodology, I identify the achievements of four teachers who engaged in action research as part of their studies on this course and draw on their own words as they reflect on the benefits of researching their own practice. Conclusions focus on elements of the programme that may have helped them. Adapted from the source document

摘要：An online discussion involving text-based computer-mediated communication has great potential for promoting equal participation among non-native speakers of English. Several studies claimed that online discussions could enhance the academic participation of non-native speakers of English. However, there is little research around participation patterns in online discussions for non-native speakers of English. This descriptive pilot study considered the concept of communities of practice as it examined the online postings of three non-native and three native speakers of English who were enrolled in an online course on Teaching English to Speakers of Other Languages (TESOL). Content analysis was employed to study the 201 postings. The findings showed that the non-native speakers of English posted more messages in online discussions than their native peers did, and their postings showed more reflection on and accommodation of other students' perspectives than their native peers' postings. The pattern and frequency of these non-native English speakers' participation revealed that they gained a legitimate status engaging in academic socialization. In addition, an examination of the influence of the types of discussion questions posed for the non-native English speakers confirmed the significant role of the instructor in class participation. Adapted from the source document

摘要：While the existing literature has documented the positive impact of new discourses and interventions on nonnative English speaker (NNES) graduate students through Teaching English to Speakers of Other Languages (TESOL)-related courses (Brutt-Griffler & Samimy, 1999; Kamhi-Stein, 1999; Pavlenko, 2003), long-term effects of those interventions have not been yet reported. Using a participative inquiry method (Reason, 1994a) over a 3.5-year period, we, as NNESs, co-researchers, co-participants, and co-authors, documented 3 NNES graduate students' journey from legitimate peripheral participation to fuller participation in a TESOL program. The study explores 2 main research questions: (a) How did the NNES seminar empower 3 NNES graduate students as academic and professional members of TESOL communities? (b) In addition to the NNES seminar, what kinds of interventions were available and how did the inventions help the 3 NNES TESOL graduate students maintain/reinforce their empowered selves throughout their journey in academic and professional communities? Based on the research findings, pedagogical implications are discussed regarding NNESs' empowerment and mentoring relationships. Adapted from the source document

摘要：The present study investigated the differences in pedagogical thought units between teachers with a bachelor's degree (BA) in English and their counterparts with a master's degree (MA) in TESOL. English-as-a-foreign-language (n = 8) teachers with similar teaching experiences (between 2 and 3 years of teaching experience) and teaching in similar contexts (teaching in the same institute, the same book, and the same level of learners) took part in this study. A complete teaching session of each of the participants was video-recorded and teachers' pedagogical thoughts were probed using stimulated recall technique. The research found that, on the whole, M.A. teachers produced significantly more pedagogical thoughts compared to the B.A. teachers: The average pedagogical thought units for M.A. teachers was 5.18 per minute, whereas B.A. teachers produced 2.58 of such units per minute. In terms of thought categories, the same families were observed for both groups; however, there were slight differences in their ranking and significant differences in their frequency. Adapted from the source document

摘要：In introducing this issue of TESOL Quarterly on narrative research in TESOL, Barkhuizen describes the concept of narrative knowledging and continues with a discussion of narrative (co)construction, analysis, and reporting, integrating into the discussion research issues related to TESOL narrative research interrogated by the journal's authors. Adapted from the source document

摘要：This article highlights the challenges awaiting the TESOL narrative researcher once a narrative inquiry has been established and the data have been gathered, as it is noted that there are challenges specific to the reporting and publishing of narrative inquiry that seem to differ from those encountered in other methods. This article explores the ways in which these challenges may impact later stages of narrative research, including the difficulties and ethical challenges of reaching a definitive version of events, and the issues relating to publication. Adapted from the source document

摘要：Narrative research in TESOL can provide insight into long-term language learning experiences that cannot be investigated in real time. Benson addresses two problems due to reliance on retrospection through the concept of language learning centers. The first problem concerns the duration of experiences described in narrative data, and the second problem concerns the status of first-person narratives as accounts of actual language learning processes. Adapted from the source document

摘要：It is widely recognised that teaching English to speakers of other languages (TESOL) and teaching English as a second dialect (TESD) in remote Indigenous Australia have a history of repeated failure of both policy and practice. National language testing has been been forcefully attacked by TESOL specialists, producing strong debate amongst politicians and educators. Meanwhile, the teachers in these remote communities, usually female, non-Indigenous outsiders, are not consulted and rarely remain in these teaching locations. This article tells the story of how we, as researchers, developed a narrative inquiry project to investigate the situated stories of three teachers. Most immediately we noted how the stories we heard were as shocking for their silences as for what they told us, and the "truth" they offered lay primarily in the magnetism of narrative itself through the vitality of the "self" that came to life within the teacher's story. Unpredictably, however, and of greater significance for our understanding, our project confronted us with our own complicity in the silencing technologies effected by both the methodological processes and textual products of narrative study. We came to conclude that there is an inherent paradox at the heart of narrative inquiry which must be addressed in all its complexity if its emancipatory and voice-releasing goals are to be realised. Adapted from the source document

摘要：Abstract not available.

摘要：Vassquez discusses the growing interest of in matters of identity in regard to TESOL, a trend paralleled in other social science disciplines, but she notes that TESOL seems to be lagging a bit behind with respect to narrative-and-identity as TESOL experts have been slower to associate narratives, especially narratives of personal experience, with an analytic method, tool, or object of inquiry. Adapted from the source document