Intentional Dynamics in TESOL: An Ecological Perspective

Autor/inn/en	Stelma, Juup; Onat-Stelma, Zeynep; Lee, Woojoo; Kostoulas, Achilleas
Titel	Intentional Dynamics in TESOL: An Ecological Perspective
Quelle	In: Working Papers in TESOL & Applied Linguistics, 15 (2015) 1, S.14-32 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1936-7384
Schlagwörter	English (Second Language); Second Language Instruction; Elementary School Students; Foreign Countries; Theories; Ecology; Intention; Writing Assignments; Faculty Development; Educational Policy; Social Influences; Norway; Turkey; South Korea + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Theory; Theorie; Ökologie; Politics of education; Bildungspolitik; Sozialer Einfluss; Norwegen; Türkei; Korea; Republik
Abstract	This paper presents an ecological perspective on meaning-making, conceptualised as developing intentionality and exemplified with reference to three international TESOL settings. The paper draws on philosophical and folk-psychological perspectives on intentionality, including Searle's (1983) distinction between intrinsic (individual) and derived (social) forms of intentionality and Young, DePalma and Garrett's (2002) modelling of intentional dynamics in educational settings. The paper illustrates the analytical affordances of the perspective through sample analyses of intentional dynamics found in three international TESOL settings. This includes: (i) young learners' interpretations of love and marriage in a joint writing task in a Norwegian primary L2 classroom, (ii) a Turkish teacher's first experience of teaching English to young learners, and (iii) the impact of the "English as the global language" phenomenon on the teaching of English to young learners in South Korea. The paper concludes that explorations of intentional dynamics on different levels of language education activities can enhance our ecological understanding of the cognitive, social and political dimensions of TESOL. (As Provided).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcwebjournal@tc.columbia.edu; Web site: https://tesolal.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01