Oral Academic Discourse Socialization of In-Service Teachers in a TEFL Program

Autor/inn/en	Ahmadi, Parviz; Samad, Arshad Abd.
Titel	Oral Academic Discourse Socialization of In-Service Teachers in a TEFL Program
Quelle	In: English Language Teaching, 8 (2015) 4, S.97-105 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Teacher Education; Academic Discourse; Socialization; Foreign Countries; Language Teachers; Graduate Students; Group Discussion; Microteaching; Cooperative Learning; Program Design; Collegiality; Teaching Methods; Oral Language; Student Teachers; Scaffolding (Teaching Technique); Peer Relationship; Communities of Practice; Semi Structured Interviews; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerausbildung; Lehrerbildung; Discourse; Diskurs; Socialisation; Sozialisation; Ausland; Language teacher; Sprachunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Gruppendiskussion; Kooperatives Lernen; Programme design; Programmaufbau; Programmplanung; Kollegialität; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Peer-Beziehungen; Community
Abstract	Oral academic discourse socialization refers to a process through which students learn about the conventions and practices of their disciplinary fields while doing academic spoken practices. In this study, it refers to the interactions of the participant teachers with their peers and instructors as well as their engagement with academic texts. This paper reports on academic discourse socialization of several EFL teachers in a TEFL graduate program in Iran through oral discourse practices including small-group discussions and debates after microteachings over the first year of the program. It explores how the student teachers are initiated further into the values and practices of their EFL discourse community through collegial interactions with their peers. The active participation of the participant teachers in discourse socialization practices facilitated learning in a collaborative learning community. The participants shared their personal practical experiences, scaffolded their peers and engaged with assigned academic texts. Designing professional training programs that are likely to contribute to collegial interaction can be of great importance in teacher education programs. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01