Kubanyiova2015
| Kubanyiova2015 | |
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| BibType | ARTICLE |
| Key | Kubanyiova2015 |
| Author(s) | Magdalena Kubanyiova |
| Title | The role of teachers’ future self guides in creating L2 development opportunities in teacher-led classroom discourse: reclaiming the relevance of language teacher cognition |
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| Tag(s) | EMCA, L2, Learning, Applied, Cognition, Second language acquisition |
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| Year | 2015 |
| Language | English |
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| Journal | Modern Language Journal |
| Volume | 99 |
| Number | 3 |
| Pages | 565–584 |
| URL | Link |
| DOI | 10.1111/modl.12244 |
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Abstract
Understanding the relationship between teachers’ use of language in teacher-led discourse (TLD; Toth, 2008) and opportunities for L2 development is a well-established area of SLA research. This study examines one teacher's role in creating such opportunities in TLD in her EFL classes in a state secondary school by examining the inner resources that informed her interactional practices. The database comprises audiorecordings of TLD from eight lessons, pre- and post-observation interviews, ethnographic field notes from multiple school visits, and repeated ethnographic interviews with the teacher. The results from a close analysis of TLD and a grounded theory analysis of the ethnographic data show that the teacher's future self guides, conceptualized as language teachers’ possible selves (Kubanyiova, 2009), had a critical influence on how she navigated classroom interaction and the L2 development opportunities that arose as a result. The findings offer new insights into the types of professional development opportunities needed to transform teachers’ discourse. By bridging two domains of inquiry—SLA and language teacher cognition—in a single study, this article sets a new research agenda in applied linguistics and responds to calls for increasing its relevance to the real world (Bygate, 2005; Ortega, 2012a).
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