Fiona Farr, Angela Farrell, Elaine Riordan

Social Interaction in Language Teacher Education (eBook, ePUB)

A Corpus and Discourse Perspective

• Format: ePub

Produktbeschreibung

Combining corpus linguistics and discourse analysis, this book draws on a range of spoken and written data collected from a variety of contexts. It explores interaction in pre- and in-service education programs and analyses the spoken and written interactions of teachers with varying levels of experience who are adopting a range of modes of interaction. Both face-to-face and online modes of computer-mediated communication are explored. In doing so the book provides examples of how data can be approached and used to uncover social-interactional themes and issues, in relation to language teacher education and as a micro-context of social interaction in general. With coverage of both theory and practice, this book is a key resource for educators and postgraduate students in areas such as second language teacher education, TESOL, cross-cultural communication, sociology, philology, as well as discourse analysts.

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Produktdetails

• Verlag: Edinburgh University Press
• Erscheinungstermin: 27. September 2019
• Englisch
• ISBN-13: 9781474412650
• Artikelnr.: 72422186

Autorenporträt

Fiona Farr has been Lecturer in English Language Teaching since 2002 and is currently also Assistant Dean of Academic Affairs in the Faculty of Arts, Humanities and Social Sciences at the University of Limerick.

Inhaltsangabe

Chapter 1 - Introducing the Contexts
1.1 Introduction
1.2 Institutional Discourse
1.3 Classroom Discourse
1.4 On-line Academic Discourse
1.5 Language Teacher Education Discourse
1.6 Outline of the Book
Chapter 2 - Language Teacher Education (LTE) and Analysing Social
Interaction
2.1 Introduction
2.2 LTE and its Development over Time
2.2.1 Theoretical Influences: the why and how of LTE?; 2.2.2 Sociocultural
Theory and Education; 2.2.3 Freeman's Design Theory for Second Language
Teachers
2.3 Curriculum and Content: the what of LTE
2.4 Participants: the who of LTE
2.4.1 Teacher Educators/Mentors; 2.4.2 The Student/Novice Teacher and
Teacher Cognition
2.5 Tasks
Chapter 3 - Reflective Practice (RP) in Language Teacher Education (LTE)
3.1 Introduction
3.2 RP in LTE
3.2.1 RP: Concept and Principles; 3.2.2 RP: Approaches and Models; 3.2.3
RP: The Benefits; 3.2.4 RP: Collaborative Approaches and Modes
3.3 Communities of Practice
3.3.1 Concept and Principles; 3.3.1 The Benefits of RP in CoPs; 3.3.2
Multimodal RP in CoPs
3.4 Tasks
Chapter 4 - A Data-Led Approach to Exploring Social Interactions in an
English Language Teacher Education (ELTE) Community
4.1 Introduction
4.2 Research Approach
4.3 Research Aims
4.4 Teacher Education Corpus (TEC)
4.5 TEC Modes and Data Collection Methods
4.5.1 Mode 1: Face-to-Face Teaching Practice Feedback Interactions; 4.5.2
Mode 2: Face-to-Face Lecturer Guided Group Discussions; 4.5.3 Mode 3:
Face-to-Face Peer Tutor Guided Group Discussions; 4.5.4 Mode 4: On-Line
Portfolios; 4.5.5 Mode 5: On-Line Blogs; 4.5.6 Mode 6: On-Line Chat; 4.5.7
Mode 7: On-Line Discussion Fora
4.6 Student Teacher Participation
4.7 Identifying Main Analytical Themes
4.8 Summary
Chapter 5 - Socialisation into the English Language Teacher Education
(ELTE) Community of Practice
5.1 Introduction
5.2 Shared Repertoire
5.2.1 Metalanguage; 5.2.2 Topic
5.3 Metalanguage in TEC
5.3.1 Distribution of Metalanguage in TEC; 5.3.3 Distribution of
Metalanguage in Face-to-Face Modes in TEC; 5.3.4 Distribution of
Metalanguage in On-line Modes in TEC
5.4 Discussion: Metalanguage
5.5 Topic in TEC
5.6 Discussion: Topic
5.7 Summary
5.8 Tasks
Chapter 6 - Language Teacher Identity
6.1 Introduction
6.2 What is language teacher identity?
6.3 Competences of Language Teacher Identity
6.4 Researching Language Teacher Identity
6.5 Pronoun Usage in the TEC Corpus
6.6 Pronoun Usage among Novice and Experienced Student Teachers
6.6.1 I; 6.6.2 I am; 6.6.3 We; 6.6.4 We are
6.7 Pronoun Usage in Face to Face and On-line Modes: I and We
6.8 Pronoun Usage in Individual and Scaffolded Modes: I and We
6.9 Summary
6.10 Tasks
Chapter 7 - Developing and Reflecting Teachers
7.1 Introduction
7.2 The Language of Reflection
7.2.1 Overall; 7.2.2 Personal; 7.2.3 Reflective
7.3 The Language of Reflection among Novice and Experienced Student
Teachers
7.3.1 Know
7.4 The Language of Reflection in Face-to-face and On-line Reflections
7.4.1 Feel
7.5 The Language of Reflection in Individual and Scaffolded Modes
7.5.1 Think
7.6 Summary
7.7 Tasks
Chapter 8 - Conclusions
8.1 Introduction
8.2 Key Findings
8.2.1 Metalanguage and Topic; 8.2.2 Language Teacher Identity; 8.3.3
Reflective Practice
8.3 Implications
References