A Case Study of Two South Korean Middle School EFL Teachers' Practices: Instructional Stances and Use of Classroom Materials

Autor/inn/en	Han, Soyoung; Liang, Di; Haneda, Mari
Titel	A Case Study of Two South Korean Middle School EFL Teachers' Practices: Instructional Stances and Use of Classroom Materials
Quelle	In: Classroom Discourse, 12 (2021) 1-2, S.56-74 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Han, Soyoung) ORCID (Liang, Di) ORCID (Haneda, Mari)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2020.1869572
Schlagwörter	Foreign Countries; Case Studies; Middle School Teachers; Language Teachers; English (Second Language); Second Language Instruction; Instructional Materials; Teaching Methods; Teacher Attitudes; Single Sex Schools; Classroom Environment; South Korea + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Klassenklima; Unterrichtsklima; Korea; Republik
Abstract	This case study uses a sociocultural theoretical perspective to examine how two Korean middle-school EFL teachers nurtured participatory affordances for their students through classroom discourse. We conducted a triangulated analysis of video-recorded classroom discourse, observational notes and teacher interviews. Our findings show how the teachers' instructional stances, namely orientations to teaching, were linked to their use of materials and their interactional practices. While Ms. Yoon's instructional stance was undergirded by a focus on grammatical accuracy, Ms. Jin's stance was student-centred, driven by her desire to make English-language learning meaningful. The teachers' instructional stances, in turn, fundamentally shaped their discursive strategies, their uses of L2 materials, and the learning opportunities these produced for students. Using decontextualised examples, Ms. Yoon relied on a rapid-paced Initiation-Response-Evaluation (IRE) pattern, positioning students as knowledge-receivers. By contrast, Ms. Jin enacted more dialogic interaction using meaningful intertextual links and playful talk, which resulted in students' active participation, evidenced by their initiation of topics and extended answers. Our study contributes to nascent classroom-based research on L2 material use by suggesting two additional areas for research: the link between teacher instructional stance and L2 material use and intertextual links as a mediational tool for learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01