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1 DILTEC - DILTEC - Didactique des langues, des textes et des cultures - EA 2288

Abstract : This paper analyses interactions between foreign language L2 teachers and groups of L2 learners in teacher-fronted L2 classrooms Richards, 2006. The focus is on the description of how the participants construct, interactively and collaboratively, a context where categorisation processes occur Schegloff, 1992, namely on the complex identities that L2 teachers- display Richards, ibid

It is argued that the functions - pedagogical and other - of the observed materialized, local identities may not correlate with the institutional business traditionally expected of an allegedly institutional context such as that of the L2 classroom - e.g., to facilitate L2 learning Richards, ibid

The observations suggest that by virtue of their orientations, teachers may at times interrupt their -doing being teachers- within the L2 classroom context, and momentarily -doing being- someone else instead Mondada, 1999. It is concluded that L2 teachers- observable, locally accomplished, situated ways to make sense of the L2 classroom context, may sometimes not correlate with the roles that the literature in applied linguistics and education describe as relevant in teacher-fronted L2 classrooms.

Keywords : foreignness multilingualism dispreference disaffiliation sociocultural theories foreign language learner interaction institutional setting teacher-fronted classroom discourse triangulation stimulated-recall interview conversation analysis open-ended interview data analysis qualitative methodology auto-categorisation situated identities identity multiple identities classroom observation foreign language teachers- cognition teacher-fronted classroom foreign language teachers- education second language acquisition foreign language learning foreign language teaching





Autor: Jose Ignacio Aguilar Río -

Fuente: https://hal.archives-ouvertes.fr/



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