A data-led examination of the interactions that take place in language teacher education 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 programmes 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…mehr
A data-led examination of the interactions that take place in language teacher education 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 programmes 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. Key features - Provides insight into social interaction in the notoriously private world of language teacher education - Adopts empirical, corpus-based approaches to data analysis, bringing quantitative and qualitative dimensions to the data descriptions - Includes interactional tasks at the end of each chapter to consolidate understanding and encourage reflection - Draws on a number of modes of interaction including face-to-face lectures, tutorials, practice, feedback and online modes of computer-mediated communication, including blogs, discussion forums and chat Fiona Farr is Associate Professor of Applied Linguistics/TESOL at the University of Limerick. Angela Farrell is Course Director of the MA TESOL programme at the University of Limerick. Elaine Riordan is a lecturer in TESOL at the University of Limerick.
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. Angela Farrell is Course Director of the MA TESOL programme at the University of Limerick. Elaine Riordan is a Lecturer in TESOL in the School of Modern Languages and Applied Linguistics at the University of Limerick, Ireland. Here she is involved in English language teacher education and linguistics at undergraduate and postgraduate levels. Elaine's recent book publications include Social Interaction and Language Teacher Education (EUP, 2019, with Fiona Farr) and TESOL Student Teacher Discourse: A Corpus-Based Analysis of Online and Face-to-Face Interactions (2018).
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
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
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