Professional Language Use by Pre-Service English as a Foreign Language Teachers in a Teaching Certificate Program

Autor/in	Yayli, Demet
Titel	Professional Language Use by Pre-Service English as a Foreign Language Teachers in a Teaching Certificate Program
Quelle	In: Teachers and Teaching: Theory and Practice, 18 (2012) 1, S.59-73 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
Schlagwörter	Discourse Communities; Foreign Countries; Teacher Certification; Professional Development; English (Second Language); Teaching Methods; Language Usage; Second Language Learning; Preservice Teachers; Knowledge Base for Teaching; Internship Programs; Classroom Techniques; Reflection; Self Concept; Educational Environment; Observation; Language Teachers; Second Language Instruction; Turkey + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Zweitsprachenerwerb; Teaching theory; Theory of teaching; Unterrichtstheorie; Berufspraktische Ausbildung; Klassenführung; Selbstkonzept; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Beobachtung; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Türkei
Abstract	Since the language used by people has the potential to signal a membership in a discourse community, it is significant that prospective teachers speak the appropriate social language to be able to claim a strong membership in the community of teachers. This qualitative study explores a group of pre-service teachers' professional language use and their claims for membership in the teaching profession. In this study, a scrutiny of the meanings reflected by 21 pre-service teachers during their one-semester internship is provided to illustrate the extent to which their classroom practice brings about a change in both their professional language use and their recognition of themselves as valid members of the specific discourse community of English as a foreign language (EFL) teachers in Turkey. The methods of data collection in this study consisted of a blend of qualitative techniques: (1) the pre-service teachers' weekly field notes; (2) their weekly reflective reports on their own field notes and their classroom practice experiences; (3) their written responses to open-ended questions posed at the end of the semester; and (4) my observational notes which I took during weekly discussion sessions. Findings underscore that there are several reasons leading to the participants' limited professional language use. A focus on teachers' professional language use--a significant part and indicator of teachers' professional development--might help to reveal the dimensions of the processes involved in teachers' identity formation in different educational contexts as well as in mainstream contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10