Difference between revisions of "Kubanyiova2015"
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|Author(s)=Magdalena Kubanyiova | |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 | |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 | ||
| − | |Tag(s)=EMCA; L2; Learning; Applied; Cognition; Second language acquisition; | + | |Tag(s)=EMCA; L2; Learning; Applied; Cognition; Second language acquisition; |
|Key=Kubanyiova2015 | |Key=Kubanyiova2015 | ||
|Year=2015 | |Year=2015 | ||
| − | |Journal= | + | |Journal=Modern Language Journal |
| − | |URL=http://onlinelibrary.wiley.com/doi/10.1111/modl.12244/ | + | |Volume=99 |
| + | |Number=3 | ||
| + | |Pages=565–584 | ||
| + | |URL=http://onlinelibrary.wiley.com/doi/10.1111/modl.12244/abstract | ||
|DOI=10.1111/modl.12244 | |DOI=10.1111/modl.12244 | ||
| − | |||
|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). | |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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Revision as of 11:19, 17 March 2016
| Kubanyiova2015 | |
|---|---|
| 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 |
| Editor(s) | |
| Tag(s) | EMCA, L2, Learning, Applied, Cognition, Second language acquisition |
| Publisher | |
| Year | 2015 |
| Language | |
| City | |
| Month | |
| Journal | Modern Language Journal |
| Volume | 99 |
| Number | 3 |
| Pages | 565–584 |
| URL | Link |
| DOI | 10.1111/modl.12244 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
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).
Notes
