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ERIC Number: EJ1076556
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0026-7902
The Role of Teachers' Future Self Guides in Creating L2 Development Opportunities in Teacher-Led Classroom Discourse: Reclaiming the Relevance of Language Teacher Cognition
Kubanyiova, Magdalena
Modern Language Journal, v99 n3 p565-584 Fall 2015
Understanding the relationship between teachers' use of language in teacher-led discourse (TLD; Toth, 2008) and opportunities for L2 development is a well-established area of SLA research. This study examines one teacher's role in creating such opportunities in TLD in her EFL classes in a state secondary school by examining the inner resources that informed her interactional practices. The database comprises audiorecordings of TLD from eight lessons, pre- and post-observation interviews, ethnographic field notes from multiple school visits, and repeated ethnographic interviews with the teacher. The results from a close analysis of TLD and a grounded theory analysis of the ethnographic data show that the teacher's future self guides, conceptualized as language teachers' possible selves (Kubanyiova, 2009), had a critical influence on how she navigated classroom interaction and the L2 development opportunities that arose as a result. The findings offer new insights into the types of professional development opportunities needed to transform teachers' discourse. By bridging two domains of inquiry--SLA and language teacher cognition--in a single study, this article sets a new research agenda in applied linguistics and responds to calls for increasing its relevance to the real world (Bygate, 2005; Ortega, 2012a).
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A