The Role of Teachers’ Future Self Guides in Creating L2 Development Opportunities in Teacher‐Led Classroom Discourse: Reclaiming the Relevance of Language Teacher Cognition

Abstract

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).Keywords: teacher-led discourse; L2 development opportunities; language teacher cognition; future self guides STUDYING THE RELATIONSHIP BETWEEN classroom interaction and opportunities for second/foreign language (L2) development constitutes one of the central activities of second language acquisition (SLA) research (

Investigating the Impacts of Previous and Current Learning Experiences on Student Teachers’ Teaching Experiences

“…Regarding their evaluation of the previous teachers' manners, it was assumed that the student teachers were mostly affected by their previous teachers' traditional teaching behaviours. The results are in line with the previous studies by Borg (2003;, Cochran-Smith and Zeichner (2005), Crooks (2015), Kubanyiova (2015), Ladson-Billings (2006), and Numrich (1996) who claim that teacher cognitions and previous experiences of student teachers may shape what they do as teachers and how they develop professional knowledge. However, the past events affecting the student teachers' teaching experiences might not always correspond to the gaps in understanding the nature of instructional decisions during microteaching.…”

“…Conversely, in the present study, the attempt to explore the similarities or differences, regarding the past five-year span, about the views of the student teachers attending the same university was made through two different types of research methods: ex post facto research to scrutinize the previous learning experiences and teacher cognitions of the student teachers, and phenomenographic research to analyse the findings after the treatment process that was implemented to change the undesirable effects of the potential antecedent teaching impressions. The attempt to discover the impacts of the previous experiences was based on the assumption that student teachers' practices have been shaped by their language learning histories, namely by their previous learning experiences and teacher cognitions (Borg, 2003(Borg, , 2015Crooks, 2015;Kubanyiova, 2015;Kubanyiova & Feryok, 2015). The study tried to seek answers to the research question: "How did the student teachers perceive their microteaching practices?"…”

Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance

“…A dynamic systems approach is used in Feryok and Oranje's () article about a teacher who adopted a project to promote intercultural teaching and learning in a German as a foreign language class, but focused on practicalities rather than pedagogy. Kubanyiova () closes this section with a fine‐grained study of the opportunities for L2 development created and constrained in teacher‐led discourse to show how multiple dimensions interact to affect not only language teachers and teaching but also learners and learning.…”

“…In line with the participation metaphor of researching language teacher cognition, the empirical studies in this special issue have drawn from a range of discursive approaches, such as microgenetic analysis, narratives, conversation analysis, and grounded theory ethnography. Some offer snapshots of sense making in action (Feryok & Oranje [], K. E. Johnson [], Kubanyiova [], and Svalberg []), while others provide a detailed examination of teachers’ sense making of their participation in past events to highlight patterns relevant to current and future practices (Coffey [], Golombek [], and Moodie & Feryok [2015]).…”

Language teacher education in the age of ambiguity: Educating responsive meaning makers in the world

“…The traditionally posed 2 questions, such as what (an additional) language means in people's lives, who learns it and to what ends, have acquired new meanings in this age of ambiguity: an age in which the hopes, future visions and promises of learning new linguistic codes for future prospects of an adventurous and prosperous life sit alongside the hostilities, anxieties, and tragedies of displacement and exclusion that envelop language learning efforts of those yearning for a liveable life. In this article I reflect on what this landscape may mean for the knowledge base of language teacher education by pursuing two themes in the current research: debates on reenvisioned roles of language teachers informed by the critical turn in language teacher education (de Costa & Norton, 2017;Hawkins, 2011;Kubanyiova & Crookes, 2016;Varghese, Motha, Park, Reeves, & Trent, 2016) and inquiry into the ways in which teachers embody or grow into such roles in their teaching practice and professional development (Kubanyiova, 2015(Kubanyiova, , 2016Si`ilata, 2014).…”