Contemporary research in TESOL spans a range of ethnographic approaches from ethnography of communication and language socialization to narrative inquiry, critical ethnography, autoethnography, and digital ethnography. The foci of ethnographic work have evolved from earlier work focusing on interactional approaches that examined how L2 learners acquire the sociolinguistic rules of language use to studies centering on the identities of learners and teachers. The article considers how studies published in TESOL Quarterly over 60 years represent the approaches, trends, and impact of ethnography on scholarship in the field. Two examples of ethnographic studies appearing in TQ are discussed in detail. Some researcher tasks and future directions for ethnography in TESOL are considered.

This mixed methods study examines how English teacher candidates in T & uuml;rkiye construct teacher linguistic legitimacy around English accents through Global Englishes and raciolinguistic perspectives. A verbal-guise task (N = 59) and semi-structured interviews (n = 5) showed a consistent hierarchy. Standardised North American and British Englishes and German English were rated higher, while Turkish and Arabic Englishes were rated lower. Quantitative data were analysed using linear mixed-effects models, and interview data were analysed through thematic coding complemented by micro-discourse analysis. Prior Global Englishes coursework did not significantly moderate ratings. Interview discourse showed that preferences were often reframed as "intelligibility," and hierarchies were reproduced through staffing, curricula, and racialised marketing. Exposure to multiple Englishes alone was insufficient to disrupt entrenched hierarchies of linguistic legitimacy, pointing to sustained identity-oriented curricular work. Bu karma y & ouml;ntemli & ccedil;al & imath;& scedil;ma, T & uuml;rkiye'deki & Idot;ngilizce & ouml;& gbreve;retmeni adaylar & imath;n & imath;n & Idot;ngilizce aksanlar & imath; etraf & imath;nda & ouml;& gbreve;retmen dilsel me & scedil;ruiyetini K & uuml;resel & Idot;ngilizceler ve & imath;rkdilbilimsel perspektifler & uuml;zerinden nas & imath;l in & scedil;a ettiklerini incelemektedir. S & ouml;zl & uuml; & ouml;rneklem testi (N = 59) ve yar & imath;-yap & imath;land & imath;r & imath;lm & imath;& scedil; g & ouml;r & uuml;& scedil;meler (n = 5) tutarl & imath; bir hiyerar & scedil;i oldu & gbreve;unu g & ouml;stermi & scedil;tir. Standartla & scedil;t & imath;r & imath;lm & imath;& scedil; Amerikan ve & Idot;ngiliz & Idot;ngilizceleri ve Alman aksanl & imath; & Idot;ngilizce daha y & uuml;ksek, T & uuml;rk ve Arap aksanl & imath; & Idot;ngilizceler ise daha d & uuml;& scedil;& uuml;k puanlanm & imath;& scedil;t & imath;r. Nicel veriler do & gbreve;rusal karma-etkiler modelleri kullan & imath;larak analiz edilmi & scedil;, g & ouml;r & uuml;& scedil;me verileri ise mikro-s & ouml;ylem analizi ile desteklenen tematik kodlama yoluyla & ccedil;& ouml;z & uuml;mlenmi & scedil;tir. & Ouml;nceden al & imath;nan K & uuml;resel & Idot;ngilizceler derslerinin puanlar & uuml;zerinde anlaml & imath; bir etkisi olmam & imath;& scedil;t & imath;r. G & ouml;r & uuml;& scedil;me s & ouml;ylemleri, tercihlerin s & imath;kl & imath;kla "anla & scedil;& imath;l & imath;rl & imath;k" olarak yeniden & ccedil;er & ccedil;evelendi & gbreve;ini ve hiyerar & scedil;ilerin istihdam, m & uuml;fredat ve & imath;rksalla & scedil;t & imath;r & imath;lm & imath;& scedil; pazarlama yoluyla yeniden & uuml;retildi & gbreve;ini g & ouml;stermi & scedil;tir. & Idot;ngilizcenin farkl & imath; de & gbreve;i & scedil;kelerine maruz kalmak, dilsel me & scedil;ruiyet hiyerar & scedil;ilerini sarsmak i & ccedil;in tek ba & scedil;& imath;na yeterli olmam & imath;& scedil; ve bu durum, s & uuml;rd & uuml;r & uuml;lebilir kimlik odakl & imath; m & uuml;fredat & ccedil;al & imath;& scedil;malar & imath;n & imath;n gereklili & gbreve;ine i & scedil;aret etmi & scedil;tir.

ABSTRACT This study examines how two pre‐service English teachers in Türkiye navigate the racialized (whiteness‐Europeanness‐indexed) and marketized legitimacy regimes of the private English language teaching sector. Drawing on a language teacher identity lens and a political economy account of accent commodification, we analyze the contrasting narratives of Yelda and Mizgin, undergraduate ELT students who sought part‐time employment while preparing for more secure public‐sector careers. Data come from two narrative‐oriented, semi‐structured interviews and are analyzed using an analysis‐of‐narratives approach focusing on identity positioning, recognition, and meaning‐making in critical incidents. Findings show that private‐sector hiring functions as a gatekeeping site in which teacher legitimacy is interactionally produced through embodied language ideologies that link accent, appearance, and presumed nativeness. Yelda is recruited on the condition of performing a market‐recognizable native persona, a process we conceptualize as native rebranding, while Mizgin is denied employment despite asserting intelligibility because he is not native‐like. The study highlights how teacher education can both reproduce and contest these hierarchies, and it foregrounds native rebranding as identity labor shaped by racial capitalism in ELT markets.

This interview explores the intersection of social mobility and inequalities in Teaching English to Speakers of Other Languages (TESOL) through a dialogue with Peter Sayer, an Associate Professor at The Ohio State University. His research focuses on the complexities of TESOL within multilingual contexts, particularly in Mexico and the Philippines. He challenges the myth of international English, questioning its role in alleviating poverty and promoting social change, and highlights the hidden curriculum in working-class schools, which emphasizes repetitive tasks to prepare students for working-class jobs. He discusses the implications of Human Capital Theory on English education, critiquing its focus on skills acquisition over social justice. Moreover, he advocates for a plurilingual approach through translanguaging, emphasizing the importance of leveraging students’ linguistic repertoires in the classroom. Peter envisions future research directions in TESOL to be grounded in practice, aiming to bridge theory and practice while addressing the challenge of making English education more relevant and accessible to students from diverse socioeconomic backgrounds.

Translanguaging in classrooms opens spaces for multilingual students to engage in learning across the full range of their linguistic repertoire. We argue that one result of translanguaging pedagogy is that it can transform the talk-for-learning in the classroom and create a corriente or flow of ideas that is more free and less constrained than traditional classroom interactional patterns. However, what has been lacking in the translanguaging literature to date is an examination of if, when, and how teacher-student translanguaging actually does disrupt the traditional interactional structures of classrooms in ways that enhance student meaning-making. This article theorizes the translanguaging corriente at the discourse level using moment analysis to analyze data from two video datasets of elementary-grade lessons with emergent bilingual students in Texas and Mexico with two extended excerpts illustrating the creative and critical potential of the translanguaging corriente. Pedagogical practices facilitating the corriente are also identified.

This interview explores the intersection of social mobility and inequalities in TESOL (Teaching English to Speakers of Other Languages) through an interview with PeterSayer. His research focuses on the complexities of TESOL within multilingual contexts, particularly in Mexico and the United States. He challenges the myth of international Englishas a forcein alleviating poverty and promoting social change. Peter Sayer discusses the implications of Human Capital Theory on English education, critiquing its focus on skills acquisition. He advocates for a plurilingual approach through translanguaging by emphasizing the importance of leveraging students’ linguistic repertoires in the classroom. Peter Sayerenvisions the directions of his future research in TESOL in practice and aimsto bridge theory and practice while addressing the challenge of making English education more relevant and accessible to students from diverse socioeconomic backgrounds

This article presents a methodological proposal for using the Linguistic Landscape (LL) to examine the intersection of multilingualism and social class in urban settings. The article draws from a study that considered how patterns of linguistic diversity in public signage in a mid-sized US city mapped onto socioeconomic levels. The main innovation for LL methodology is the study’s use of census data and geographic information system (GIS) to increase representativeness using two main constructs (social class and linguistic diversity). After presenting the project design, the challenge of creating representative mapping in the LL is considered, with the solutions the research team generated. Finally, we discuss several practical issues specific to doing LL fieldwork in urban contexts: access, safety, and photography.

Anthropology & Education QuarterlyEarly View Book Review Looking Like a Language, Sounding Like a Race: Raciolinguistic Ideologies and the Learning of Latinidad. Rosa, Jonathan, New York: Oxford University Press, 2019, 268 pp. US$39.95 (pbk) ISBN: 9780190634735 Peter Sayer, Corresponding Author Peter Sayer sayer.32@osu.edu orcid.org/0000-0002-1468-6256 The Ohio State UniversitySearch for more papers by this author Peter Sayer, Corresponding Author Peter Sayer sayer.32@osu.edu orcid.org/0000-0002-1468-6256 The Ohio State UniversitySearch for more papers by this author First published: 14 October 2021 https://doi.org/10.1111/aeq.12405Read 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 onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Early ViewOnline Version of Record before inclusion in an issue RelatedInformation

In early 2015, the organization Mexicanos Primero released a report entitled Sorry: El Aprendizaje del Inglés en México [Sorry: Learning English in Mexico]. The report detailed the results of a study the group carried out which showed the low levels of English of both students and teachers in Mexican public schools. It also criticized the Mexican Ministry of Education’s English program in public primary schools (PNIEB), and offered recommendations for pedagogical and policy changes to improve English instruction. In this commentary, the author responds to the Sorry report, critiquing the document in terms of its research methodology and design of the evaluation instrument. While the report does contain some insights and represents an important policy document for English language teaching in Mexico, the main goal of the report was to make a political statement rather than produce objective educational research.

TESOL JournalVolume 12, Issue 3 e629 INTRODUCTION The rise of anti-Asian discrimination and call for anti-racist pedagogy: TESOL educators respond Peter Sayer, Corresponding Author Peter Sayer sayer.32@osu.edu Correspondence sayer.32@osu.eduSearch for more papers by this authorYoungjoo Yi, Youngjoo YiSearch for more papers by this authorDong-shin Shin, Dong-shin ShinSearch for more papers by this author Peter Sayer, Corresponding Author Peter Sayer sayer.32@osu.edu Correspondence sayer.32@osu.eduSearch for more papers by this authorYoungjoo Yi, Youngjoo YiSearch for more papers by this authorDong-shin Shin, Dong-shin ShinSearch for more papers by this author First published: 19 August 2021 https://doi.org/10.1002/tesj.629Read 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 onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume12, Issue3September 2021e629 RelatedInformation

This study explored the potential effects of the Trump administration’s proposed budget cuts through the lens of language ideologies in the language education community. This community includes English as a second language (ESL), dual language bilingual programs, and world/foreign language education. The Trump administration proposed cuts totaling $4 billion by eliminating or reducing major language education programs. Through semi-structured interviews, the researchers explored the perspectives of stakeholders who would be impacted. Six participants who are actively involved in the language education community at different levels including ESL, dual language bilingual, and world language educators, administrators and coordinators of language education programs in the U.S. participated in this study. Thematic analysis of the interview data indicated that all participants from different stakeholder groups were ideologically aligned with the pluralist views. The budget cuts were perceived as representative of broader assimilationist ideology. The negative impacts of eliminations on teacher professional development programs, K-12 public education, post-secondary language education, and world language education in America were expressed by the participants. The participants’ counter arguments to the proposed budget eliminations are presented. This study has implications for the language education community, language policy makers, and educational policy planners in the U.S.

Language classrooms are multilingual spaces. While policies and pedagogies in the classroom may strive to circumscribe linguistic boundaries and define languages as separate entities, the task that students set themselves to in expanding their language repertoires is, by its nature, one that calls for multiples languages to coexist and comingle in physical and mental spaces. For this reason, in a few short years the concept of translanguaging has captured the attention and imagination of TESOL educators. Popularized in the field of bilingual education (García 2009), translanguaging has resonated strongly in TESOL because it allows us to bring together several related concerns and see them as different facets of the same conceptual and pedagogical challenge. The concept of translanguagin captures the overall move in the field of TESOL from a monolingual to plurilingual orientation. Translanguaging, therefore, is not about adding another layer to the cake of TESOL methods, but rather about bringing together these perspectives to transform TESOL in a way that truly recognizes and builds upon students’ existing and emerging linguistic repertoires. The chapters in this volume provide an excellent representation of translanguaging work across the geographical diversity of TESOL contexts, as well as its diversity in terms of school settings, ages, levels, purposes, and pedagogical approaches.

TESOL JournalVolume 11, Issue 3 e00546 CURRENT ISSUES IN TESOL: TESOL AND THE COVID-19 PANDEMIC The disparate impact of COVID-19 remote learning on English learners in the United States Peter Sayer, Corresponding Author Peter Sayer [email protected] The Ohio State UniversitySearch for more papers by this authorDerek Braun, Derek Braun The Ohio State UniversitySearch for more papers by this author Peter Sayer, Corresponding Author Peter Sayer [email protected] The Ohio State UniversitySearch for more papers by this authorDerek Braun, Derek Braun The Ohio State UniversitySearch for more papers by this author First published: 30 August 2020 https://doi.org/10.1002/tesj.546Citations: 19Read 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 REFERENCES Bellan, R. (2019). $23 billion education funding report reveals less money for city kids. Bloomberg City Lab, March 27. Retrieved from https://www.bloomberg.com/news/articles/2019-03-27/why-city-kids-get-less-money-for-their-education Google Scholar Breiseth, L. (2020). School responses to COVID-19: ELL/immigrant considerations. Colorín Colorado. Retrieved from https://www.colorincolorado.org/coronavirus-ell Google Scholar Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221–240. Google Scholar King, D. (2020). Immigrant students face barriers with online education. Columbus Dispatch, May 18. Retrieved from https://www.govtech.com/network/Immigrant-Students-Face-Barriers-With-Online-Education.html Google Scholar Lazarín, M. (2020). COVID-19 spotlights the inequities facing English learner students, as nonprofit organizations seek to mitigate challenges. Migration Policy Institute, June. Retrieved from https://www.migrationpolicy.org/news/covid-19-inequities-english-learner-students Google Scholar Little, A. D. (2020). Going the distance: Bringing learning to low-income ESL students. Soapbox Cincinnati, May 12. Retrieved from https://www.soapboxmedia.com/innovationnews/ESL-distance-learning-during-COVID-19.aspx Google Scholar Napolitano, J. (2020). PBS News Hour, April 29. How educators are trying to reach English learners during the pandemic. Retrieved from https://www.pbs.org/newshour/education/how-teachers-are-trying-to-reach-english-language-learners-during-pandemic Google Scholar Nelson, C. (2020). Ohio school districts offering wi-fi access through school buses. Spectrum News 1, May 6. Retrieved from https://spectrumnews1.com/oh/columbus/news/2020/05/06/ohio-school-districts-offering-wi-fi-access-through-school-buses Google Scholar Rani, R. S. (2020). Imagine online school in a language you don't understand. The New York Times, April 22. Retrieved from https://www.nytimes.com/2020/04/22/us/coronavirus-immigrants-school.html Google Scholar U.S. Department of Education, ED Data Express. (2015). Number and percent of children ages 3 through 5 and students ages 6 through 21 served under IDEA, Part B, by LEP status and state 2014–15. Retrieved from https://www2.ed.gov/programs/osepidea/618-data/static-tables/2014-2015/part-b/child-count-and-educational-environment/1415-bchildcountandedenvironment-4.xlsx Google Scholar U.S. Department of Education, National Center for Education Statistics. (2018). Student access to digital learning resources outside of the classroom (NCES 2017–098). Retrieved from https://nces.ed.gov/pubs2017/2017098/index.asp Google Scholar Wright, W. E. (2019). Foundations for teaching English language learners: Research, theory, policy and practice ( 3rd ed.). Philadelphia, PA: Caslon. Google Scholar Citing Literature Volume11, Issue3September 2020e00546 ReferencesRelatedInformation

Study of the linguistic landscape (LL) has significant pedagogical potential in additional language classrooms. This is particularly true in English as a foreign language (EFL) settings, where the perception is that the target language is remote and not immediately relevant to the everyday lived experiences of learners and teachers. Educators recognizing that environmental print in English provides more than incidental L2 exposure have looked at how to harness the LL as a pedagogical resource in EFL contexts (Rowland L. The pedagogical beneifts of a linguistic landscape project in Japan. Int J Biling Educ Biling, 16(4), 494–505. https://doi.org/10.1080/13670050.2012.708319 , 2013; Sayer P. Using the linguistic landscape as a pedagogical resource. ELT J 64(2): 143–154, 2010) by engaging students in community- and project-based learning. This chapter presents a framework for using the linguistic landscape as the basis for developing ethnographic language learning projects. These projects prompt students to become analysts of language use, paying careful attention to linguistic and cultural elements of the English used in environmental print.

While the arrival of the post-multilingualism era has catalyzed linguistic diversity and fluidity across physical and ideological borders, the profession of TESOL continues to promote English teaching and learning with entrenched monolingual bias across language-minoritized communities and diasporas. To counteract this trend, we, as the editors of this volume, offer one possibility – envisioning TESOL through a translanguaging lens. We explicate translanguaging as a multifaceted lens in three interrelated aspects: a descriptive, theoretical, and pedagogical lens with strong social justice implications; we see that it could provide a promising path to dismantle "English" as a monolithic entity, "native-speakerism" as a pervasive ideology, and "English-only" as a pedagogical orientation. Built around this theme, this volume invites scholars from five continents offering complex global perspectives on theorizing, integrating, and implementing translanguaging in TESOL teacher education and classroom instruction and assessment. It consists of 15 chapters (organized into three parts) and brings theory, practice, and pedagogy together to reimagine a "translanguaged TESOL profession". Through this volume, we aim to call upon different educational stakeholders to jointly reflect on the opportunities and challenges of applying a translanguaging lens in TESOL.