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Direct linkNickie Wong – TESOL Journal, 2024
Contrary to prevailing research on willingness to communicate (WTC) which treats spoken second language (L2) as the predominant indicator of WTC, this study examines a young English as a second language (ESL) learner's WTC expressed through multimodal means and her utilization of multimodal and multilingual resources for mediating WTC in…
Descriptors: Second Language Learning, Intercultural Communication, Intention, Multilingualism
Yang, Ping – TESOL Journal, 2018
This article conceptually examines TESOL teacher intercultural identity development in the Australian multicultural context. Using intercultural communication competence theory, the author discusses how TESOL teacher intercultural identity is developed and transformed in action and across languages and cultures. The in-progress formation of TESOL…
Descriptors: Intercultural Communication, English (Second Language), Second Language Learning, Second Language Instruction
Werner, Riah – TESOL Journal, 2018
This article proposes a theoretical foundation and practical strategies for incorporating pedagogical songs and corresponding gestures into the language classroom. Music and movement are connected to verbal memory, which is a key component of language learning. Music and language are processed in the same areas of the brain, and recent empirical…
Descriptors: Music, Memory, Mnemonics, Teaching Methods
Ardasheva, Yuliya; Howell, Penny B.; Vidrio Magaña, Margarita – TESOL Journal, 2016
This case study draws on Gee's (1989) "D/discourse theory" to investigate English learners' (ELs') perspectives regarding Accountable Talk (AT)--a structured, discourse-intensive instructional approach--after a yearlong implementation in three content-based (mathematics) middle school classrooms. Interviews with 21 ELs (3 Advanced…
Descriptors: Middle School Students, English Language Learners, Student Attitudes, Accountability
McCafferty, Steven G.; Rosborough, Alessandro – TESOL Journal, 2014
This research studies an elementary classroom of all English language learners (ELLs) for the use of forms of gesture without speech for private communication. This private-public modality allowed the teacher to attend to individuals without significant disruption of her concurrent speech. Students also used this modality in various contexts as…
Descriptors: English (Second Language), Nonverbal Communication, Elementary School Students, Teaching Methods
Peer reviewedAl-shabbi, Ali Essa – TESOL Journal, 1993
Nonverbal communication is a legitimate concern of English-as-a-Second-Language teachers. Some practical issues regarding communicative language teaching are addressed, followed by a discussion of classroom techniques, whole-group and small-group settings, intervention, and ways to build students' awareness. (Contains 18 references.) (LB)
Descriptors: Body Language, Classroom Techniques, Communicative Competence (Languages), English (Second Language)
