Learning to Do Concept-Based Pragmatics Instruction: Teacher Development and L2 Pedagogical Content Knowledge

Autor/inn/en	van Compernolle, Rémi A.; Henery, Ashlie
Titel	Learning to Do Concept-Based Pragmatics Instruction: Teacher Development and L2 Pedagogical Content Knowledge
Quelle	In: Language Teaching Research, 19 (2015) 3, S.351-372 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168814541719
Schlagwörter	Second Language Learning; Pragmatics; Second Language Instruction; Concept Formation; Doctoral Programs; Teaching Methods; Mentors; Language Teachers; Pedagogical Content Knowledge; French; Metacognition; Learning Theories; Sociocultural Patterns; Social Distance; Power Structure; Educational Change; Discourse Analysis; Teacher Student Relationship; Graduate Students + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Pragmalinguistik; Fremdsprachenunterricht; Concept learning; Begriffsbildung; Doktorandenprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Pädagogische Kompetenz; Französisch; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning theory; Lerntheorie; Soziokulturelle Theorie; Bildungsreform; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	This article explores the development of pedagogical content knowledge in relation to one teacher's experience in learning to engage in a Vygotskian approach to teaching second language (L2) pragmatics known as "concept-based pragmatics instruction" (CBPI). The teacher, Mrs. Hanks, was a PhD candidate in second language acquisition at the time of the study, and she was a co-investigator for a larger project that investigated the integration of CBPI into an intact L2 French class that she was teaching. We focus on three aspects of Mrs. Hanks' development: (1) mediation she received during "mentoring meetings" with a more expert collaborator (her co-investigator), (2) changes in her classroom practices during the study, and (3) metacognitive reflections on her progress at the end of the study. Drawing on Vygotskian theory, we examine Mrs. Hanks' development in terms of her internalization and transformation of relevant pedagogical content knowledge. In this way, we are contributing to the very small amount of empirical work examining teacher education/development in the context of "learning to do" concept-based instruction (e.g. Williams, Abraham, & Negueruela, 2013), with specific focus on CBPI. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01