A Sociocultural Rationale for an Explicit-Inductive Approach to Grammar Teaching in L2 Teacher Education

Autor/in	Ní Dhiorbháin, Aisling
Titel	A Sociocultural Rationale for an Explicit-Inductive Approach to Grammar Teaching in L2 Teacher Education
Quelle	In: Teaching Education, 34 (2023) 3, S.319-334 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ní Dhiorbháin, Aisling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2022.2118703
Schlagwörter	Grammar; Second Language Learning; Second Language Instruction; Pedagogical Content Knowledge; Language Teachers; Teacher Education Programs; Sociocultural Patterns; Teacher Educators; Teaching Methods; Learning Theories; Metalinguistics; Linguistic Input + Suchen Sie Ihr Suchwort? Grammatik; Zweitsprachenerwerb; Fremdsprachenunterricht; Pädagogische Kompetenz; Language teacher; Sprachunterricht; Soziokulturelle Theorie; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Metalanguage; Metasprache; Sprachbildung
Abstract	Explicit knowledge of language is posited as a core component of language teachers' professional knowledge, as it impacts on their classroom practice, cognition and professional reflection. In response to a sociocultural turn in teacher education, this paper presents a sociocultural rationale for the implementation of an explicit-inductive approach to grammar teaching in L2 teacher education. In an explicit-inductive approach, students are guided to induce and articulate grammatical rules for themselves. A tripartite analysis of: "teacher educator as pedagogue," "student language teacher as teacher-learner" and "pedagogy as process" within an explicit-inductive approach is presented, to form a sociocultural model for the teaching of explicit knowledge in L2 teacher education. It is argued that an explicit-inductive approach which is grounded in praxis has the potential to develop student language teachers' (SLTs') content knowledge, i.e., their declarative knowledge of grammar, as well as their pedagogical knowledge of how to teach grammar. The paper calls for further discussion and critical reflection on the teaching of explicit knowledge in L2 teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01