Difference between revisions of "Kubanyiova2015"

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(Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Magdalena Kubanyiova |Title=The Role of Teachers’ Future Self Guides in Creating L2 Development Opportunities in Teacher-Led Classroom...")
 
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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=The Modern Language Journal
+
|Journal=Modern Language Journal
|URL=http://onlinelibrary.wiley.com/doi/10.1111/modl.12244/full
+
|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
|Note=needs post-publication info
 
 
|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 10:19, 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

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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).

Notes