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Discourse Analysis and Foreign Language Teacher Education DATA PRESENTATION AND ANALYSIS Teacher agency Case study 2: Sam Levels of response

المؤلف:  Julie A. Belz

المصدر:  Applied Linguistics and Language Teacher Education

الجزء والصفحة:  P353-C20

2026-09-16

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Discourse Analysis and Foreign Language Teacher Education

DATA PRESENTATION AND ANALYSIS

Teacher agency

Case study 2: Sam

Levels of response

In short, Sam did not appear to relate his exposure to expertise in DA to FLL&T on any of the five levels. He did not state that he would add any of the new constructs he encountered to his syllabus, even those that he positively appraised. On the level of agency, this response is somewhat surprising since Sam saw FL teaching as the transmission of discrete grammatical chunks and since he found some discourse-level descriptive constructs encountered in the seminar to be sufficiently concise from a structuralist perspective. He also did not seem ready to try out any of the discourse-inspired teaching techniques that he became acquainted with in his own classroom. In addition, Sam did not appear to use his new knowledge of the structure of classroom discourse as a professional development tool for teaching in order to reflect on his own patterns of interaction in the classroom. Again, some of the descriptive constructs encountered in this segment of the course (e.g., the IRE sequence of turn-taking) would appear to be adequately precise in order to have appealed to his structuralist sensibilities. In an early journal entry, Sam did display the beginnings of a reconceptualization of language in his reaction to a mock classroom debate that was designed to exemplify the system and ritual constraints discussed in Hatch (1992). He wrote: “While observing how my fellow students presented their arguments, how they interacted, the gestures they made, etc. I thought about how complex the influences on a single person’s communication style can be. I thought about how many signals there are that indicate how a speaker feels about the topic of discussion.” Sam’s consideration of the nuances and complexities of language-in-use in this excerpt stands in contrast to his endorsement of clearly delineated descriptive categories and classificatory systems in other excerpts.