TESOL Quarterly 

About: TESOL Quarterly is an academic journal published by Wiley-Blackwell. The journal publishes majorly in the area(s): Language assessment & Language education. It has an ISSN identifier of 0039-8322. Over the lifetime, 2916 publications have been published receiving 222281 citations. The journal is also known as: Teachers of English to Speakers of Other Languages quarterly.

Racism Without Racists: Color-Blind Racism and the Persistence of Racial Inequality in the United States. Eduardo Bonilla-Silva

Abstract: Preface for Third Edition of Racism without Racists Chapter 1: The Strange Enigma of Race in Contemporary America Chapter 2: The Central Frames of Color-Blind Racism Chapter 3: The Style of Color Blindness: How to Talk Nasty about Minorities without Sounding Racist Chapter 4: \"I Didn't Get That Job Because of a Black Man\": Color-Blind Racism's Racial Stories Chapter 5: Peeking Inside the (White) House of Color Blindness: The Significance of Whites' Segregation Chapter 6: Are All Whites Refined Archie Bunkers? An Examination of White Racial Progressives Chapter 7: Are Blacks Color Blind, Too? Chapter 8: E Pluribus Unum or the Same Old Perfume in a New Bottle? On the Future of Racial Stratification in the United States Chapter 9: Will Racism Disappear in Obamerica? The Sweet (but Deadly) Enchantment of Colorblindness in Black Face Conclusion

Social Identity, Investment, and Language Learning*

Abstract: The author argues that second language acquisition (SLA) theorists have struggled to conceptualize the relationship between the language learner and the social world because they have not developed a comprehensive theory of social identity which integrates the language learner and the language learning context. She also maintains that SLA theorists have not adequately addressed how relations of power affect interaction between language learners and target language speakers. Using data collected in Canada from January to December 1991 from diaries, questionnaires, individual and group interviews, and home visits, the author illustrates how and under what conditions the immigrant women in her study created, responded to, and sometimes resisted opportunities to speak English. Drawing on her data analysis as well as her reading in social theory, the author argues that current conceptions of the individual in SLA theory need to be reconceptualized, and she draws on the poststructuralist conception of social identity as multiple, a site of struggle, and subject to change to explain the findings from her study. Further, she argues for a conception of investment rather than motivation to capture the complex relationship of language learners to the target language and their sometimes ambivalent desire to speak it. The notion of investment conceives of the language learner, not as a historical and unidimensional, but as having a complex social history and multiple desires. The article includes a discussion of the implications of the study for classroom teaching and current theories of communicative competence.

A New Academic Word List

Abstract: This article describes the development and evaluation of a new academic word list (Coxhead, 1998), which was compiled from a corpus of 3.5 million running words of written academic text by examining the range and frequency of words outside the first 2,000 most frequently occurring words of English, as described by West (1953). The AWL contains 570 word families that account for approximately 10.0% of the total words (tokens) in academic texts but only 1.4% of the total words in a fiction collection of the same size. This difference in coverage provides evidence that the list contains predominantly academic words. By highlighting the words that university students meet in a wide range of academic texts, the AWL shows learners with academic goals which words are most worth studying. The list also provides a useful basis for further research into the nature of academic vocabulary.