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ERIC Number: EJ1058901
Record Type: Journal
Publication Date: 2015-May
Pages: 22
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-1362-1688
Learning to Do Concept-Based Pragmatics Instruction: Teacher Development and L2 Pedagogical Content Knowledge
van Compernolle, Rémi A.; Henery, Ashlie
Language Teaching Research, v19 n3 p351-372 May 2015
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A