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dc.contributor.authorDoherty, Catherineen_US
dc.contributor.authorSingh, Parloen_US
dc.date.accessioned2017-04-24T14:53:20Z
dc.date.available2017-04-24T14:53:20Z
dc.date.issued2008en_US
dc.date.modified2013-06-06T23:05:32Z
dc.identifier.issn10237267en_US
dc.identifier.urihttp://hdl.handle.net/10072/26263
dc.description.abstractIn this paper we provide a critical analysis of "native-speaker"TESOL teachers' classroom talk and interview data collected from English for Academic Purposes (EAP) programs in an Australianuniversity to move beyond commonsense ideas of how their talkmight resource the language classroom. Using the sociolinguisticconcept of "frame", we analyse episodes of talk from the classroompractices of two teachers. We examine the complexity of layered meanings produced as the teachers teach and simultaneously provide linguistic instruction on the language that is vicariouslyproduced in their talk or the activity. We propose that unexamined,native speaker teacher talk, although well-intentioned, can also carry risks that might make it problematic for the language learner.The two extracts reveal two potential problems-the nativespeaker's agility in con/textual shifts, and the native-speaker's capacity to cumulatively rephrase classroom questions and addunnecessary syntactic complexity that was not in the initial question.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent339838 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherNational Taiwan Normal Universityen_US
dc.publisher.placeTaiwanen_US
dc.publisher.urihttp://www.eng.ntnu.edu.tw/grad/teach/pages.php?ID=grad-teachen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom39en_US
dc.relation.ispartofpageto75en_US
dc.relation.ispartofeditionSummeren_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalEnglish Teaching & Learningen_US
dc.relation.ispartofvolume32en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEnglish and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)en_US
dc.subject.fieldofresearchcode130204en_US
dc.titleNative Speaker TESOL Teacher's Talk: Examining the Unexamineden_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyrightCopyright 2008 National Taiwan Normal University. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version.en_US
gro.date.issued2008
gro.hasfulltextFull Text


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