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Papers by Amanda Wilson
Íkala, 2021
This article presents the results of a qualitative study of the lived experiences and emotional r... more This article presents the results of a qualitative study of the lived experiences and emotional responses regarding language learning of 29 students in a bachelor's degree in English language teaching (elt) offered at a public university in central Mexico. The study was grounded in sociocultural theory and was carried out at a time when the students' classes changed overnight to online learning due to the worldwide covid-19 pandemic. In this program, students learn a foreign language within a theoretical framework of second language acquisition (sla) and document their language learning experience (lle) through reflective journals. One month into the new online modality, they were asked to write in their journals about a historical artifact that would represent their experience during the pandemic for a historian 100 years in the future. A constant comparative method of analysis of their narrated stories reveals the challenges faced and ensuing emotions: from overwhelming ...
Íkala, Revista de Lenguaje y Cultura, 2021
This article presents the results of a qualitative study of the lived experiences and emotional r... more This article presents the results of a qualitative study of the lived experiences and emotional responses regarding language learning of 29 students in a bachelor's degree in English language teaching (elt) offered at a public university in central Mexico. The study was grounded in sociocultural theory and was carried out at a time when the students' classes changed overnight to online learning due to the worldwide covid-19 pandemic. In this program, students learn a foreign language within a theoretical framework of second language acquisition (sla) and docu- ment their language learning experience (lle) through reflective journals. One month into the new online modality, they were asked to write in their journals about a historical artifact that would represent their experience during the pan- demic for a historian 100 years in the future. A constant comparative method of analysis of their narrated stories reveals the challenges faced and ensuing emo- tions: from overwhelming anxiety to youthful optimism. These results provide an appreciation of students’ complex emotions regarding their language learning process while in the midst of a worldwide pandemic and highlight the importance of creating activities that promote reflection.
Paula R. Golombek, well known for her research using Vygotskian sociocultural theory in language ... more Paula R. Golombek, well known for her research using Vygotskian sociocultural theory in language teacher development, as well as her work using narrative inquiry, was interviewed after a visit at the University of Guanajuato. This interview explores three broad areas: teacher development, recommendations for teachers in Mexico concerning teacher development, and the use of narrative inquiry as a tool in teacher development. Another theme which emerged in the interview is teacher identity in relation to how teachers develop. Resumen Paula R. Golombek, reconocida por su investigación sobre la teoría sociocultural de Vygotsky en el desarrollo del maestro de idiomas, así como por su trabajo con la investigación narrativa, fue entrevistada después de una visita a la Universidad de Guanajuato. La entrevista explora tres temas de relevancia: desarrollo de maestros, recomendaciones para los maestros en México sobre su desarrollo docente y el uso de la investigación narrativa como una herramienta en el desarrollo docente. Otro tema que surgió en la entrevista es identidad del maestro en relación a cómo maestros desarrollar. Paula R. Golombek 3 is well known for her research using Vygotskian sociocultural theory in language teacher development, as well as her work using narrative inquiry. She recently visited the Universidad de Guanajuato and gave a talk to our students studying a Master in Applied Linguistics in English Language Teaching. This article stems from a follow-up interview with her, and looks at three broad areas she discussed during her talk, including her recommendations for teachers in Mexico concerning teacher development.
Written expressly for second language teachers, Farrell's (2015) book, Promoting teacher reflecti... more Written expressly for second language teachers, Farrell's (2015) book, Promoting teacher reflection in second language education: A framework for TESOL professionals, recognizes some of the specific needs of this unique field of education. As the author states in the first pages of his book, although teacher reflection is acknowledged to be an important component in second language teacher development, neither how to define it nor apply it in the language classroom has been conclusively settled. In this book, Farrell attempts to fill these gaps by providing both a workable definition and a practical framework for a second language teacher reflective practice.
Gary Barkhuizen has spent much of his life as a qualitative researcher in applied linguistics nar... more Gary Barkhuizen has spent much of his life as a qualitative researcher in applied linguistics narrating stories. He has published numerous books and articles on the use of narrative inquiry as a research tool in this profession. 2 After obtaining a Master of Applied Linguistics at Essex University and a second Master of Education, and then a Doctor of Education at Columbia University, Gary returned to his home in South Africa where he worked as an English teacher at Mmabatho High School, and then as a professor in the
Fifty years ago this year (2015), Paul Davies came to Mexico from England by way of Spain to teac... more Fifty years ago this year (2015), Paul Davies came to Mexico from England by way of Spain to teach English. He began teaching at the Universidad Autónoma de Puebla (UAP), but moved to the Anglo-Mexicana de Cultura in the Distrito Federal (DF) because of the student movements that were breaking out in Mexico, just as they were all over the world in the late 1960s. From the rooftop of his office at the Anglo branch on Insurgentes Sur, he and his co-workers watched armored cars and helicopters in Mexico City during the 1968 student movement. From his position at the Anglo, he was involved in another “movement” in Mexico: that taking place in the English language teaching profession. He was in the "catbird seat" during major reforms in national public secondary school education, the beginnings of textbook publication specific to Mexico, and the founding of MEXTESOL. Past President of MEXTESOL, textbook author, and author of many articles on TESOL in Mexico, Paul Davies continues to be a part of the evolution of English language teaching in Mexico, and has most recently been consulting on projects in Hidalgo and the Universidad Iberoamericana in Puebla to develop local English language teaching programs in specific contexts in Mexico. He shares his experiences over the past fifty years of English language teaching in Mexico.
Unregulated hazardous and solid waste disposal threatens the environment and human health in Indi... more Unregulated hazardous and solid waste disposal threatens the environment and human health in Indian country because jurisdiction for granting permits under the current Resource Conservation and Recovery Act (RCRA) remains unclear. In 1976, Congress responded to growing concerns about hazardous waste by enacting RCRA. The statute relies on a comprehensive "cradle to grave" permit system to regulate the generation, transportation, and disposal of waste. However, this scheme ignores Indian country, and what is an otherwise heavily regulated industry under RCRA has discovered that waste disposal on Indian lands may fall outside of State, Tribal and Federal jurisdiction. This "loophole" has created the potential that Indian lands will be relegated to the status of hazardous and solid waste dumping grounds.
Book Reviews by Amanda Wilson
Gary Barkhuizen is a recognized powerhouse in the field of narrative inquiry research, having foc... more Gary Barkhuizen is a recognized powerhouse in the field of narrative inquiry research, having focused much of his life as a qualitative researcher using narrative to explore various aspects related to language teachers and learners, with a special interest in language teacher identity (LTI). In this book, Barkhuizen has enlisted 41 other highly qualified researchers in applied linguistics and TESOL from a broad range of perspectives to add their voices in reflecting on LTI research.
MEXTESOL Journal, 2017
In his extensive book on the state of English language teaching around the world, Jack C. Richard... more In his extensive book on the state of English language teaching around the world, Jack C. Richards begins with a discussion of the current role of English as an international language, and the resulting changes that have been wrought on English language teaching as a profession.
MEXTESOL Journal, 2017
Book review of "Promoting teacher reflection in second language education: A framework for TESOL ... more Book review of "Promoting teacher reflection in second language education: A framework for TESOL professionals." T.S.C. Farrell. New York, NY: Routledge, 2015. pp. vx + 138. Wilson, A.K. (2017). A cycle of reflection designed for novices to experienced teachers. MEXTESOL Journal, 41 (2), 1-2. http://www.mextesol.net/journal/index.php?page=journal&id_article=2271
Íkala, 2021
This article presents the results of a qualitative study of the lived experiences and emotional r... more This article presents the results of a qualitative study of the lived experiences and emotional responses regarding language learning of 29 students in a bachelor's degree in English language teaching (elt) offered at a public university in central Mexico. The study was grounded in sociocultural theory and was carried out at a time when the students' classes changed overnight to online learning due to the worldwide covid-19 pandemic. In this program, students learn a foreign language within a theoretical framework of second language acquisition (sla) and document their language learning experience (lle) through reflective journals. One month into the new online modality, they were asked to write in their journals about a historical artifact that would represent their experience during the pandemic for a historian 100 years in the future. A constant comparative method of analysis of their narrated stories reveals the challenges faced and ensuing emotions: from overwhelming ...
Íkala, Revista de Lenguaje y Cultura, 2021
This article presents the results of a qualitative study of the lived experiences and emotional r... more This article presents the results of a qualitative study of the lived experiences and emotional responses regarding language learning of 29 students in a bachelor's degree in English language teaching (elt) offered at a public university in central Mexico. The study was grounded in sociocultural theory and was carried out at a time when the students' classes changed overnight to online learning due to the worldwide covid-19 pandemic. In this program, students learn a foreign language within a theoretical framework of second language acquisition (sla) and docu- ment their language learning experience (lle) through reflective journals. One month into the new online modality, they were asked to write in their journals about a historical artifact that would represent their experience during the pan- demic for a historian 100 years in the future. A constant comparative method of analysis of their narrated stories reveals the challenges faced and ensuing emo- tions: from overwhelming anxiety to youthful optimism. These results provide an appreciation of students’ complex emotions regarding their language learning process while in the midst of a worldwide pandemic and highlight the importance of creating activities that promote reflection.
Paula R. Golombek, well known for her research using Vygotskian sociocultural theory in language ... more Paula R. Golombek, well known for her research using Vygotskian sociocultural theory in language teacher development, as well as her work using narrative inquiry, was interviewed after a visit at the University of Guanajuato. This interview explores three broad areas: teacher development, recommendations for teachers in Mexico concerning teacher development, and the use of narrative inquiry as a tool in teacher development. Another theme which emerged in the interview is teacher identity in relation to how teachers develop. Resumen Paula R. Golombek, reconocida por su investigación sobre la teoría sociocultural de Vygotsky en el desarrollo del maestro de idiomas, así como por su trabajo con la investigación narrativa, fue entrevistada después de una visita a la Universidad de Guanajuato. La entrevista explora tres temas de relevancia: desarrollo de maestros, recomendaciones para los maestros en México sobre su desarrollo docente y el uso de la investigación narrativa como una herramienta en el desarrollo docente. Otro tema que surgió en la entrevista es identidad del maestro en relación a cómo maestros desarrollar. Paula R. Golombek 3 is well known for her research using Vygotskian sociocultural theory in language teacher development, as well as her work using narrative inquiry. She recently visited the Universidad de Guanajuato and gave a talk to our students studying a Master in Applied Linguistics in English Language Teaching. This article stems from a follow-up interview with her, and looks at three broad areas she discussed during her talk, including her recommendations for teachers in Mexico concerning teacher development.
Written expressly for second language teachers, Farrell's (2015) book, Promoting teacher reflecti... more Written expressly for second language teachers, Farrell's (2015) book, Promoting teacher reflection in second language education: A framework for TESOL professionals, recognizes some of the specific needs of this unique field of education. As the author states in the first pages of his book, although teacher reflection is acknowledged to be an important component in second language teacher development, neither how to define it nor apply it in the language classroom has been conclusively settled. In this book, Farrell attempts to fill these gaps by providing both a workable definition and a practical framework for a second language teacher reflective practice.
Gary Barkhuizen has spent much of his life as a qualitative researcher in applied linguistics nar... more Gary Barkhuizen has spent much of his life as a qualitative researcher in applied linguistics narrating stories. He has published numerous books and articles on the use of narrative inquiry as a research tool in this profession. 2 After obtaining a Master of Applied Linguistics at Essex University and a second Master of Education, and then a Doctor of Education at Columbia University, Gary returned to his home in South Africa where he worked as an English teacher at Mmabatho High School, and then as a professor in the
Fifty years ago this year (2015), Paul Davies came to Mexico from England by way of Spain to teac... more Fifty years ago this year (2015), Paul Davies came to Mexico from England by way of Spain to teach English. He began teaching at the Universidad Autónoma de Puebla (UAP), but moved to the Anglo-Mexicana de Cultura in the Distrito Federal (DF) because of the student movements that were breaking out in Mexico, just as they were all over the world in the late 1960s. From the rooftop of his office at the Anglo branch on Insurgentes Sur, he and his co-workers watched armored cars and helicopters in Mexico City during the 1968 student movement. From his position at the Anglo, he was involved in another “movement” in Mexico: that taking place in the English language teaching profession. He was in the "catbird seat" during major reforms in national public secondary school education, the beginnings of textbook publication specific to Mexico, and the founding of MEXTESOL. Past President of MEXTESOL, textbook author, and author of many articles on TESOL in Mexico, Paul Davies continues to be a part of the evolution of English language teaching in Mexico, and has most recently been consulting on projects in Hidalgo and the Universidad Iberoamericana in Puebla to develop local English language teaching programs in specific contexts in Mexico. He shares his experiences over the past fifty years of English language teaching in Mexico.
Unregulated hazardous and solid waste disposal threatens the environment and human health in Indi... more Unregulated hazardous and solid waste disposal threatens the environment and human health in Indian country because jurisdiction for granting permits under the current Resource Conservation and Recovery Act (RCRA) remains unclear. In 1976, Congress responded to growing concerns about hazardous waste by enacting RCRA. The statute relies on a comprehensive "cradle to grave" permit system to regulate the generation, transportation, and disposal of waste. However, this scheme ignores Indian country, and what is an otherwise heavily regulated industry under RCRA has discovered that waste disposal on Indian lands may fall outside of State, Tribal and Federal jurisdiction. This "loophole" has created the potential that Indian lands will be relegated to the status of hazardous and solid waste dumping grounds.
Gary Barkhuizen is a recognized powerhouse in the field of narrative inquiry research, having foc... more Gary Barkhuizen is a recognized powerhouse in the field of narrative inquiry research, having focused much of his life as a qualitative researcher using narrative to explore various aspects related to language teachers and learners, with a special interest in language teacher identity (LTI). In this book, Barkhuizen has enlisted 41 other highly qualified researchers in applied linguistics and TESOL from a broad range of perspectives to add their voices in reflecting on LTI research.
MEXTESOL Journal, 2017
In his extensive book on the state of English language teaching around the world, Jack C. Richard... more In his extensive book on the state of English language teaching around the world, Jack C. Richards begins with a discussion of the current role of English as an international language, and the resulting changes that have been wrought on English language teaching as a profession.
MEXTESOL Journal, 2017
Book review of "Promoting teacher reflection in second language education: A framework for TESOL ... more Book review of "Promoting teacher reflection in second language education: A framework for TESOL professionals." T.S.C. Farrell. New York, NY: Routledge, 2015. pp. vx + 138. Wilson, A.K. (2017). A cycle of reflection designed for novices to experienced teachers. MEXTESOL Journal, 41 (2), 1-2. http://www.mextesol.net/journal/index.php?page=journal&id_article=2271