Greenhalgh, Emma ORCID: https://orcid.org/0000-0002-1370-6577 (2022) ‘Doing language teaching' in the adult ESOL classroom: collaborative shaping of the target language. PhD thesis, University of Sheffield.
Abstract
The teaching of English to Speakers of Other Languages [ESOL] is a profession with a truly global reach. One of its defining and unusual characteristics is the dual role that language plays, as both the goal (the product) and the means to reach that goal (the process); this creates a specialised form of pedagogical interaction that justifies further investigation (Seedhouse, 2004). Additionally, the acquisition of a language (first or second) requires the development of both accuracy and fluency in the target language, which is reflected in the teaching contexts in the L2 classroom.
Previous CA studies (e.g. Seedhouse, 2004; Waring, 2016) have demonstrated how talk is a collaborative endeavour, co-constructed by participants, and shaped by the context in which it is taking place. This study builds on this previous research by presenting a detailed analysis of the activities and practices that L2 teachers employ in the development and shaping of the target language in differing pedagogical contexts: form-focused and fluency-focused; with a particular focus on the meaning-and-fluency context that had received less attention in previous studies (Gardner, 2019). Furthermore, this study unpacks the practices that ESOL teachers employ to synthesise pedagogical contexts and/or create hybrid contexts.
This study utilises Conversation Analysis [CA] to investigate talk in the institutional setting of the ESOL classroom. The data comprise approximately 14 hours of video and audio recordings. The findings of this study detail the actions and practices adopted by ESOL teachers, as they respond contingently to the contributions of their learners, in turn shaping the development of the target language. By presenting the data, its analysis and findings, this study adds to our understanding of ESOL teachers’ skilful and complex practices in the classroom, particularly in synthesised or hybrid contexts, thus providing more opportunities for the sharing of best practice.
Metadata
Supervisors: | Wilkinson, Ray and Holt, Liz |
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Keywords: | conversation analysis, language teaching, second language acquisition, storytelling |
Awarding institution: | University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > Human Communication Sciences (Sheffield) The University of Sheffield > Faculty of Medicine, Dentistry and Health (Sheffield) > Human Communication Sciences (Sheffield) |
Identification Number/EthosID: | uk.bl.ethos.888172 |
Depositing User: | Ms Emma Greenhalgh |
Date Deposited: | 25 Jul 2023 08:00 |
Last Modified: | 01 Sep 2023 09:53 |
Open Archives Initiative ID (OAI ID): | oai:etheses.whiterose.ac.uk:33192 |
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