A View into Teachers' Linguistic Practices in a Mexican EFL Higher Education Context

Autor/inn/en	de la Fuente, Tatiana Estefania Galvan; Flores, Jesus Eduardo Fong
Titel	A View into Teachers' Linguistic Practices in a Mexican EFL Higher Education Context
Quelle	In: MEXTESOL Journal, 45 (2021) 2Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2395-9908
Schlagwörter	Language Usage; Mexicans; Second Language Learning; Second Language Instruction; English (Second Language); Speech Communication; Code Switching (Language); Foreign Countries; Classroom Communication; Teaching Methods; Discourse Analysis; Language Teachers; Teacher Student Relationship; Higher Education; Case Studies; College Faculty; Undergraduate Students; Sociocultural Patterns; Learning Theories; Spanish; Mexico + Suchen Sie Ihr Suchwort? Sprachgebrauch; Mexikaner; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Fakultät; Soziokulturelle Theorie; Learning theory; Lerntheorie; Spanisch; Mexiko
Abstract	Second language classroom interaction has unique characteristics. The purpose of this paper is to describe the linguistic resources that teachers draw on to encourage social interaction in the EFL classroom. This examination includes a detailed analysis of the practical activities teachers engage in, focusing on their use of linguistic repertoires (Unamuno, 2008). The results of classroom observations and field notes show several dominant linguistic practices such as the use of transitional markers, speech modification, turn-taking, and code-switching, though code-switching (CS) are the dominant interactional patterns. In addition, using an applied Conversation Analysis (CA) approach (Walsh, 2013), transcriptions were combined to allow a holistic insight into what takes place regarding teachers' classroom practices. The discussion includes how a better understanding of the EFL classroom and how teachers use these resources to engage in communication should be brought to the floor in the evolving field of EFL research and interaction studies. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01