TESOL JournalEarly View e724 MEDIA REVIEW MULTILINGUAL PERSPECTIVES ON TRANSLANGUAGING Onur Özkaynak, Corresponding Author Onur Özkaynak [email protected] orcid.org/0000-0001-9239-581X The Ohio State UniversitySearch for more papers by this author Onur Özkaynak, Corresponding Author Onur Özkaynak [email protected] orcid.org/0000-0001-9239-581X The Ohio State UniversitySearch for more papers by this author First published: 18 April 2023 https://doi.org/10.1002/tesj.724Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL REFERENCES García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell. Jaspers, J. (2018). The transformative limits of translanguaging. Language and Communication, 58, 1– 10. doi:https://doi.org/10.1016/j.langcom.2017.12.001 MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167– 201. doi:https://doi.org/10.3102/0002831216683935 MacSwan, J. (2020). Translanguaging, language ontology, and civil rights. World Englishes, 39, 321– 333. doi:https://doi.org/10.1111/weng.12464 Early ViewOnline Version of Record before inclusion in an issuee724 ReferencesRelatedInformation
TESOL JournalEarly View e715 MEDIA REVIEW INTRODUCING ENGLISH FOR RESEARCH PUBLICATION PURPOSESBy John Flowerdew and Pejman HabibieRoutledge. ISBN 978-0367330583. Price USD 39.16 (paperback), 136.00 (hardcover). 150 pages. Mohsen Shirazizadeh, Corresponding Author Mohsen Shirazizadeh [email protected] orcid.org/0000-0003-1880-1036 Department of English, Faculty of Literature, Alzahra University, Tehran, IranSearch for more papers by this authorArefe Amini Faskhodi, Arefe Amini Faskhodi [email protected] Department of English, Faculty of Literature, Alzahra University, Tehran, IranSearch for more papers by this author Mohsen Shirazizadeh, Corresponding Author Mohsen Shirazizadeh [email protected] orcid.org/0000-0003-1880-1036 Department of English, Faculty of Literature, Alzahra University, Tehran, IranSearch for more papers by this authorArefe Amini Faskhodi, Arefe Amini Faskhodi [email protected] Department of English, Faculty of Literature, Alzahra University, Tehran, IranSearch for more papers by this author First published: 16 March 2023 https://doi.org/10.1002/tesj.715Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. REFERENCES J. Corcoran, K. Englander, & L. Muresan (Eds.). (2019). Pedagogies and policies for publishing research in English: Local initiatives supporting international scholars. New York, NY: Routledge. Englander, K., & Corcoran, J. (2019). English for research publication purposes: Critical plurilingual pedagogies. New York, NY: Routledge. Habibie, P. (2022). Early-career scholars and scholarship: A social justice perspective. Annual Review of Applied Linguistics, 42, 55– 63. https://doi.org/10.1017/S0267190521000192 Hyland, K. (2002). Specificity revisited: How far should we go now? English for Specific Purposes, 21, 385– 395. https://doi.org/10.1016/S0889-4906(01)00028-X Matzler, P. P. (2021). Mentoring and co-writing for research publication purposes: Interaction and text development in doctoral supervision. New York, NY: Routledge. Early ViewOnline Version of Record before inclusion in an issuee715 ReferencesRelatedInformation
TESOL JournalEarly View e783 MEDIA REVIEW THEORY AND PRACTICE IN SECOND LANGUAGE TEACHERIDENTITY: RESEARCHING, THEORISINGAND ENACTING Karim Sadeghi and Farah GhaderiSpringer. ISBN 978–30311–3160-8 (hardcover; price USD 109.99), 978–30311–3163-9 (paperback; price USD 92.47), 978–30311–3161-5 (e-book). 312 + xvii pages Wang Shanshan, Corresponding Author Wang Shanshan [email protected] orcid.org/0000-0003-1773-9154 Beijing Normal UniversitySearch for more papers by this author Wang Shanshan, Corresponding Author Wang Shanshan [email protected] orcid.org/0000-0003-1773-9154 Beijing Normal UniversitySearch for more papers by this author First published: 21 November 2023 https://doi.org/10.1002/tesj.783Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. REFERENCE De Costa, P., & Norton, B. (2017). Introduction: Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(S1), 3–14. https://doi.org/10.1111/modl.12368 10.1111/modl.12368 Web of Science®Google Scholar Early ViewOnline Version of Record before inclusion in an issuee783 ReferencesRelatedInformation
Despite research studies on TESOL materials and textbooks addressing a wide range of pedagogical issues as well as evaluation strategies, reference books for examination preparation have received little attention from TESOL researchers. This study reports an attempt to develop a checklist for evaluating the reference books for the examination for the Hong Kong Diploma of Secondary Education (HKDSE, the college entrance requirement for secondary school students in Hong Kong), with a particular focus on books for the English writing examination. The researchers acquired a total of 39 reference books on DSE English writing and examined them against the reports and documents of the Hong Kong Examinations and Assessment Authority as well as the Education Bureau. After identifying the most concerning issues in the reference books, the researchers developed a checklist for evaluating future reference books using the framework suggested by McGrath (2002), taking into account the Education Bureau's guidelines for local school textbook evaluation. The authors conclude by briefly discussing implications and how their findings could be shared with HKDSE candidates through engaging the Hong Kong government.
