Native Speaker TESOL Teacher's Talk: Examining the Unexamined

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Title Native Speaker TESOL Teacher's Talk: Examining the Unexamined
Author Doherty, Catherine; Singh, Parlo
Journal Name English Teaching & Learning
Year Published 2008
Place of publication Taiwan
Publisher National Taiwan Normal University
Abstract In this paper we provide a critical analysis of “native–speaker”TESOL teachers’ classroom talk and interview data collected from English for Academic Purposes (EAP) programs in an Australianuniversity to move beyond commonsense ideas of how their talkmight resource the language classroom. Using the sociolinguisticconcept of “frame”, we analyse episodes of talk from the classroompractices of two teachers. We examine the complexity of layered meanings produced as the teachers teach and simultaneously provide linguistic instruction on the language that is vicariouslyproduced in their talk or the activity. We propose that unexamined,native speaker teacher talk, although well-intentioned, can also carry risks that might make it problematic for the language learner.The two extracts reveal two potential problems—the nativespeaker’s agility in con/textual shifts, and the native-speaker’s capacity to cumulatively rephrase classroom questions and addunnecessary syntactic complexity that was not in the initial question.
Peer Reviewed Yes
Published Yes
Publisher URI
Copyright Statement Copyright 2008 National Taiwan Normal University. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version.
Volume 32
Issue Number 2
Edition Summer
Page from 39
Page to 75
ISSN 1023-7267
Date Accessioned 2009-06-05
Language en_US
Research Centre Griffith Institute for Educational Research
Faculty Arts, Education and Law
Subject English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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