The enactment of teacher‐educator interactional identities in the classrooms of English language education

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

TESOL Journal Pub Date : 2023-10-09 DOI:10.1002/tesj.766

Edgar Lucero‐Babativa

引用次数: 0

Abstract

Abstract This research article presents a study on teacher‐educator interactional identities in English language education. The study extends conversation analysis by doing co‐analysis and member‐checking with three participating teacher‐educators to analyze the enactment of their interactional identities in language‐based and content‐based classes in three different undergraduate programs in English language education. Findings discuss the presence of multiple interactional identities composed of varied forms of being and doing as interactants in the occurring organizations of classroom interaction. These findings highlight the relevance of studying teacher‐educator interactional identities to explain how English language education occurs during classroom interaction.

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英语教学课堂中教师-教育者互动身份的确立

摘要本文对英语语言教育中的教师-教育者互动身份进行了研究。本研究通过与三名参与研究的教师教育家进行共同分析和成员检查来扩展会话分析，以分析他们在三个不同的英语语言教育本科专业的基于语言和基于内容的课堂中互动身份的制定。研究结果讨论了课堂互动组织中多种互动身份的存在，这些身份由不同形式的存在和作为互动者的行为组成。这些发现强调了研究教师-教育者互动身份对于解释英语语言教育如何在课堂互动中发生的相关性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

TESOL Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： TESOL Journal (TJ) is a refereed, practitioner-oriented electronic journal based on current theory and research in the field of TESOL. TJ is a forum for second and foreign language educators at all levels to engage in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives. Articles enable an active and vibrant professional dialogue about research- and theory-based practices as well as practice-oriented theorizing and research.