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Teachers’ knowledge and experience in the discourse of foreign-language classroomsUniversity of Maryland - College Park, mlacorte{at}umail.umd.edu Recent research on second language acquisition (SLA) has strengthened foreign (FL) and second language (L2) teaching methodologies supporting the development of communicative tasks, interactive activities in the classroom, and learner-centred instruction. However, these and any other trends in FL and L2 teaching and learning could be more beneficial if teachers and teacher educators would deepen their understanding of the diverse pedagogical and institutional conditions that may influence classroom work. As part of a wider interest in the relationship between teachers’ knowledge and beliefs and their practices in a number of classrooms of Spanish in the USA, this qualitative study focuses on the teachers’ management of the transitions between instructional stages - i.e., phases in the development of a lesson - with specific attention to the analysis of interaction and control during the transitions.
Language Teaching Research, Vol. 9, No. 4,
381-402 (2005) This article has been cited by other articles:
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