Teaching a foreign language: one teacher's practical theory

Article


Mangubhai, Francis, Marland, Perce, Dashwood, Ann and Son, Jeong-Bae. 2004. "Teaching a foreign language: one teacher's practical theory." Teaching and Teacher Education. 20 (3), pp. 291-311. https://doi.org/10.1016/j.tate.2004.02.001
Article Title

Teaching a foreign language: one teacher's practical theory

ERA Journal ID20739
Article CategoryArticle
AuthorsMangubhai, Francis (Author), Marland, Perce (Author), Dashwood, Ann (Author) and Son, Jeong-Bae (Author)
Journal TitleTeaching and Teacher Education
Journal Citation20 (3), pp. 291-311
Number of Pages21
Year2004
PublisherElsevier
Place of PublicationUnited Kingdom
ISSN0742-051X
1879-2480
Digital Object Identifier (DOI)https://doi.org/10.1016/j.tate.2004.02.001
Web Address (URL)https://www.sciencedirect.com/science/article/pii/S0742051X04000101
Abstract

In recent decades, teachers of second languages in many countries, including Australia, have been encouraged to use an approach known as Communicative Language Teaching (CLT). This approach advocates the development of communicative competence as a primary goal through the extensive use of the second language as a means of communication during classroom lessons. Understandably, education authorities and teacher educators are keen to know what teachers understand by CLT and how well they have incorporated this approach into their second language teaching. This exploratory study seeks to answer these questions in respect of one teacher, who claims to use a CLT approach. This is done by documenting her personal practical theory of CLT, using a framework adapted from a well-known approach to describing models of teaching. Access to the teacher's practical theory was gained through in-depth, semi-structured interviews and stimulated recall interviews involving use of videotapes of two of the teacher's lessons. The study establishes that the teacher's practical theory is an amalgam of many features of CLT approaches and of general teaching. The CLT components of the teacher's practical theory are largely consistent with features commonly listed in texts about CLT approaches, though there are some components of her theory that are not generally discussed in the CLT literature. The framework used in this study for representing the teacher's practical theories of CLT is also assessed and considered suitable for wider use.

Keywordsknowledge base for teaching; pedagogical content knowledge; second language instruction; second language learning; second language teaching; teachers of second languages; communicative language teaching; CLT; inservice teacher education
ANZSRC Field of Research 2020470321. Translation and interpretation studies
390108. LOTE, ESL and TESOL curriculum and pedagogy
470399. Language studies not elsewhere classified
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsFaculty of Education
Learning and Teaching Support Unit
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