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What was it like to be an ESL teacher in 2020? Reflections from the prek-12 community
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 1 (2021) (2021)
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| 2 |
Pivotal Moments in Student Teaching
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In: Studies in Applied Linguistics & TESOL, Vol 19, Iss 2 (2019) (2019)
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| 3 |
Frames, Footing, and Teacher-Initiated Questions: An Analysis of a Beginning French Class for Adults
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-48 (2015) (2015)
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Abstract:
Unlike children learning to speak, adults come to the language-learning process with years of life experience. They may be beginners in a new language, but they are not beginners in their own lives. Yet, some of the most common types of teacher/student exchanges, especially those that follow a teacher-initiated question, may lead to situations in which students who are speaking about familiar topics still feel, act, and are treated as novices. This paper explores a beginning French class for adults, asking how the class participants deal with dual — and sometimes conflicting — roles. On the one hand, the teacher‘s knowledge of French puts her in the role of expert, especially in comparison to her beginning-level students. At the same time, teacher and students are all adults who, outside of the classroom, would meet as equals in terms of general knowledge and experience. These shifting roles can be seen especially clearly in interchanges following questions about students‘ own lives. While it seems evident that a student would know more about her background than anyone else, such questions often seem more like tests of how well students can answer in French than actual requests for information.
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Keyword:
Adult education; Applied linguistics; Education; English language; Foreign speakers; French language; Language acquisition; Learning French; P118-118.7; PE1-3729; Psychological aspects; Study of language; Teacher-student relationships; Teaching French; Teaching language
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URL: https://doaj.org/article/2e7132870c2040a583757fb0c6d198a2
https://doi.org/10.7916/D8Z32B7S
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| 4 |
Layered Contexts
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 49-51 (2015) (2015)
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| 5 |
“You Can Make a Tower”: Using Conversation Analysis to Understand a Math Tutoring Session
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 38-41 (2015) (2015)
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| 6 |
“You Can Make a Tower”: Using Conversation Analysis to Understand a Math Tutoring Session
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In: Studies in Applied Linguistics & TESOL, Vol 12, Iss 1 (2012) (2012)
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| 7 |
Layered Contexts
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In: Studies in Applied Linguistics & TESOL, Vol 10, Iss 1 (2010) (2010)
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| 8 |
Frames, Footing, and Teacher-Initiated Questions: An Analysis of a Beginning French Class for Adults
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In: Studies in Applied Linguistics & TESOL, Vol 9, Iss 2 (2009) (2009)
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| 9 |
Conclusion
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In: Studies in Applied Linguistics & TESOL, Vol 8, Iss 2 (2008) (2008)
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