Classroom Discourse Competence

In language learning contexts, the role of the language teacher is a particularly crucial one: it is the teacher who, through and with their use of (the foreign) language, has a significant influence on the extent to which language learners are linguistically/cognitively activated, and thus determines whether processes of language learning are initiated and promoted, or perhaps even impeded or prevented. Thus, it is of utmost importance for language teachers to acquire a high level of classroom discourse competence (CDC) – a professional competence that goes far beyond the notions of FL proficiency and communicative competence.
Located at the intersection of theory, classroom research and practical approaches to (E)FL teacher education, this volume offers university students, trainee teachers, in-service teachers and teacher educators a comprehensive conceptualization of CDC (Part I). Furthermore, the chapters in this book explore facets of CDC (Part II) and present good-practice examples of CDC development in the context of pre-service teacher education (Part III).


Inhalt:
Part I – Introduction: Classroom Discourse and Classroom Discourse Competence

Katrin Thomson
Introduction. Classroom Discourse Competence (CDC) in Foreign Language
Teaching and Language Teacher Education

Katrin Thomson
Conceptualizing Teachers’ L2 Classroom Discourse Competence (CDC): A
Key Competence in Foreign Language Teaching

Part II – Exploring the Facets of L2 Classroom Discourse Competence

Anna Rosen
The Interplay between Teacher Input and Student Language in the Foreign
Language Classroom. Focus on Conversational Competence

Ralf Gießler
Classroom Discourse Skills to Support Lexical Learning

Jochen Baier / Emily Brehm
Prompts as a Means of Scaffolding Literary Discourse

Katrin Thomson
L2 Classroom Management Competence in Pre-Service EFL Teacher
Education. A Classroom Discourse Perspective on a Neglected Issue

Charlott Falkenhagen / Sieglinde Spath
Teacher Discourse Competence in CLIL

Katalin Schober
Teaching Pupils with Hearing Impairment in EFL Contexts. Towards
Inclusive Classroom Discourse Strategies

Part III – Practical Approaches to CDC Development in Pre-Service Teacher
Education

René Koglbauer / Jon Haines / Paul Seedhouse
Video Enhanced Observation. Enhancing Reflection, Pedagogy and
Students’ Learning

Karen Glaser
Enhancing Pre-Service Teacher Training through Inquiry-Based Learning.
An Analytic-Reflective Classroom Videography Assignment in the English
Teaching Practicum

Holger Limberg
Classroom Corpora as Tools for Reflective Practice in Pre-Service Teacher
Education .

Olaf Jäkel
Revisiting an Old Acquaintance: Exploring the IRF Pattern in Corpus Data
from 5th Grade EFL Lessons

Gabriele Blell / Friederike von Bremen
Teaching Classroom Discourse Competence through Lesson Observation.
Educational Resources Designed for EFL Teacher Training

Katrin Thomson
Enhancing EFL Classroom Discourse Competence at Pre-Service University
Level. ClaDis – A TEFL Course for Advanced Student Teachers

Sandra Stadler-Heer
Developing Novice Teachers’ Classroom Discourse Competence through
Micro-Teaching and Reflective Practice

Contributors


Autor:inneninformation:
Dr. phil. Katrin Thomson ist seit 2017 als Akad. Rätin am Lehrstuhl für Didaktik des Englischen an der Universität Augsburg tätig. Ihre Promotion schloss sie an der Universität Jena ab, und nach dem Referendariat arbeitete sie an den Universitäten Münster und Wuppertal.
Von 2020 bis 2021 vertrat sie die Professur für Fachdidaktik Englisch an der Universität Regensburg.