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| 61 |
Dementia and Epistemic Authority: A Conversation Analytic Case Study
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 65-93 (2015) (2015)
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| 62 |
Language Learning Beyond the Classrooom
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 50-53 (2015) (2015)
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| 63 |
Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 46-49 (2015) (2015)
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| 64 |
Classroom-based Language Assessment for Young Language Learners
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 55-56 (2015) (2015)
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| 65 |
Unpacking the Concept of Complexity in Instructed SLA Research: Towards an Acquisitional Definition
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 63-65 (2015) (2015)
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| 66 |
“That’s the Work”: Reframing Talk during Meetings
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 42-44 (2015) (2015)
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| 67 |
Aligning CALL with the Theory and Practice of Instructed SLA
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 20-22 (2015) (2015)
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| 68 |
Learning-Oriented Assessment in Large-Scale Testing
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 56-58 (2015) (2015)
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| 69 |
Identity and Communities of Practice in Foreign Language Learning Contexts
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 133-162 (2015) (2015)
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| 70 |
Conversation Analysis and Second Language Pedagogy: A Guide for ESL/EFL Teachers
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 61-71 (2015) (2015)
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| 71 |
L2 Incidental Vocabulary Acquisition Through Extensive Listening to Podcasts
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 72-84 (2015) (2015)
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| 72 |
Filling In the Missing Piece in Research on Lexicalization Patterns
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 52-54 (2015) (2015)
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| 73 |
An Interview with APPLE Lecture 2011 Guest Speaker Prof. Tom Cobb
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 77-78 (2015) (2015)
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| 74 |
Talmy’s Dichotomous Typology and Japanese Lexicalization Patterns of Motion Events
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 29-47 (2015) (2015)
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| 75 |
The 2010 Applied Linguistics and Language Education (APPLE) Award Winning Papers
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 47-70 (2015) (2015)
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| 76 |
The Effect of Output Processing on Subsequent Input Processing: A Free Recall Study
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-17 (2015) (2015)
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| 77 |
Watch this Space
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 66-67 (2015) (2015)
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| 78 |
Approaching Grammar Instruction with a Form-Meaning-Function Perspective
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 48-50 (2015) (2015)
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| 79 |
Business and Service Telephone Conversations: An Investigation of British English, German, and Italian Encounters
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 35-38 (2015) (2015)
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| 80 |
Teacher Knowledge as Context
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 42-45 (2015) (2015)
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Abstract:
Research has shown that teachers bring into the classroom multiple domains of knowledge, including disciplinary knowledge, pedagogical content knowledge (i.e., the process of relaying disciplinary knowledge to students), knowledge of how learning occurs, knowledge of students’ learning styles, knowledge of curricular and contextual demands, their own personal practical knowledge (e.g., experiences in the classroom as a student; cultural norms surrounding the role of a teacher), and knowledge of how to reflect on all of these domains in order to adapt one’s teaching accordingly. This piece will briefly explain and demonstrate the importance in examining teacher knowledge as context within classroom discourse analysis in order to enrich the understanding of what is happening in classroom interaction and explain why it is so.
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Keyword:
Applied linguistics; Classroom environment; Context (linguistics); English language; Knowledge; Language acquisition; Languages; P118-118.7; PE1-3729; Teacher knowledge; Teachers
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URL: https://doaj.org/article/803bcca36c564ee98501f4468ea9aa10
https://doi.org/10.7916/d8-5fa6-7h61
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