Kubanyiova2015

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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 English
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

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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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