1 |
Cognitive Discourse Functions : a Bridge between Content, Literacy and Language for Teaching and Assessment in CLIL
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Epistemic Search Sequences in Peer Interaction in a Content-based Language Classroom
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Classroom talk, conceptual change and teacher reflection in bilingual science teaching
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Social perspectives on interaction and language learning in CLIL classrooms
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Analyzing university spoken interaction: a corpus linguistics/conversation analysis approach
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Historical explanations as situated practice in content and language integrated learning
|
|
|
|
BASE
|
|
Show details
|
|
16 |
CLIL across contexts: a scaffolding framework for CLIL teacher education
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Using a genre-based approach to integrating content and language in CLIL: the example of secondary history
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Personal practical knowledge and identity in lesson planning conferences on a pre-service TESOL course
|
|
|
|
Abstract:
This article reports a study of the discourse of shared lesson planning sessions in the early stages of a pre-service TESOL certificate course. The study focuses on ‘lesson planning conferences’ (LPCs), in which a teacher educator and a group of student teachers worked on one student teacher’s lesson plan. It describes the discursive practices through which lesson plans emerged and through which student teachers constructed personal practical knowledge and identity as they negotiated the process of becoming members of the community of practice of English language teachers. The study revealed the LPCs to be a dynamic and recursive process in which problems of instruction emerged and solutions were suggested. While the teacher educators produced more meanings related to personal practical knowledge, the student teachers had a substantial share in the discursive resources with which meanings were exchanged. The analysis also shows how participants engaged with the practice of planning for teaching through such discursive acts as producing directives, proposing actions, evaluating, articulating teaching principles and imagining classroom events.The article argues that — in spite of some limitations — shared lesson planning is a promising strategy for the construction of novice language teachers’ personal practical knowledge and professional identities.
|
|
Keyword:
Applied Linguistics and Communication (to 2020)
|
|
URL: https://doi.org/10.1177/1362168810365243 https://eprints.bbk.ac.uk/id/eprint/6261/
|
|
BASE
|
|
Hide details
|
|
20 |
Integrating language and content in secondary CLIL history: the potential of a genre-based approach
|
|
|
|
BASE
|
|
Show details
|
|
|
|