Literaturnachweis - Detailanzeige
Autor/in | Ní Dhiorbháin, Aisling |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |