“I Treat Them All the Same”: Reflecting on Classroom Communicative and Interactional Competence

Document Type : Original Article

Author

Brock University

Abstract

I am delighted to be invited to write a paper for the inaugural edition of the journal Applied Linguistics Inquiry. I am also honored to be invited to serve on its editorial board. In this paper, I will first describe the seminal study reported by Biggs and Edwards (1991) to serve as a backdrop for a discussion of classroom communicative and interactional competence. The paper outlines how teachers can reflect on such competence by exploring teacher questions, teacher feedback, grouping and nonverbal communication, and classroom communicative and interactional competence. The paper end with a discussion of evidence-based reflective practice as professional development as well as the place of emotions in reflection.

Keywords

References

Biggs, A. P., & Edwards, V. (1991). “I treat them all the same”: Teacher-pupil talk in multiethnic classrooms. Language and Education, 3, 161–176.
Fanselow, J. (1992). Contrasting conversations: Activities for exploring our beliefs and teaching practices. New York: Longman.
Farrell, T.S.C. (2011). Keeping SCORE: Classroom observations as reflective practice. RELC Journal, 42, 265-272.
Farrell, T.S.C. (2013). Reflective writing for language teachers. Sheffield, England: Equinox Publishing Ltd.
Farrell, T.S.C. (2014). Reflective Practice in ESL Teacher Development Groups: From Practices to Principles. Basingstoke. UK: Palgrave Macmillan.
Farrell, T.S.C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. New York: Routledge.
Farrell, T.S.C. (2018a). Reflective language teaching: Practical applications for TESOL teachers. Bloomsbury Publishing.
Farrell, T.S.C. (2018b). Research on reflective practice in TESOL. Routledge.
Farrell, T.S.C. (2019). Reflective Practice in ELT. Sheffield. England: Equinox Publishing Ltd.
Farrell, T.S.C. (2021). TESOL Teacher Education: A Reflective Approach. Edinburgh, UK: Edinburgh University Press.
Farrell, T.S.C. (2022a). Reflective language teaching. Cambridge, UK: Cambridge University Press
Farrell, T.S.C. (2022b) ‘I felt a sense of panic, disorientation and frustration all at the same time’: the important role of emotions in reflective practice, Reflective Practice, 23, 3, 382-393
Farrell, TS.C. & Jacobs, G (2020). Essentials For Successful English Language Teaching (2nd Edition). London, UK: Bloomsbury.
Forrestal, P. (1990). Talking: Toward classroom action. In M. Brubacher, R. Payne, & K. Rickett (Eds.), Perspectives on small group learning: Theory and practice (pp. 158–167). Ontario, Canada: Rubicon.
Harmer, J. (1995). Taming the big “I”: Teacher performance and student satisfaction. ELT Journal, 49, 4, 337–345.
 Holmes, M. (2010). The emotionalization of reflexivity. Sociology, 44, 1, 139–154.
Johnson, K. (1995). Understanding communication in second language classrooms. New York: Cambridge University Press.
Lewis, M. (2002). Giving feedback in language classes. Singapore: RELC.
Rowe, M. B. (1974). Wait-time and rewards as instructional variables, their influence in language, logic and fate control. Part 1: wait time. Journal of Research in Science Teaching, 11, 81–94.
Sert, O. (2019). Classroom Interaction and Language Teacher Education. In S. Walsh and S. Mann (Eds) The Routledge Handbook of English Language Teacher Education (pp. 216-238). London: Routledge.
Stanley, C. (1998). A framework for teacher reflectivity. TESOL Quarterly, 32, 3, 584-591.
Stevick, E. (1982). Teaching and learning languages. New York: Cambridge University Press.
Walsh, S (2013) Classroom Discourse and Teacher Development. Edinburgh: Edinburgh University Press.
Walsh, S. (2015). Classroom interaction for language teachers. Alexandria, VA: TESOL Press.
Wong, J. & Waring, H. (2009). ‘Very good’ as a teacher response. ELT Journal, 63, 3, 195-203.

Files

History

  • Receive Date: 27 August 2022
  • Revise Date: 27 October 2022
  • Accept Date: 24 December 2022

Share

How to cite

Statistics