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Understanding teachers' conceptions: ICI.

Article Excerpt
Abstract

Previously language teachers' beliefs regarding the learning and teaching that occurs in actual classroom practice has been frequently described as unique and context specific this study looks at this phenomenon from a different perspective. (1) Background information on second language teachers' conceptions and in-class interactions (2) a categorical framework for understanding second language teachers' conceptions of in-class interactions (ICI) and (3) the relations between these and the learning and teaching that occurs in actual classroom practice is presented.

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Background

In mainstream educational research, teachers' perceptions of their teaching roles and their beliefs regarding teaching and learning are considered to be a powerful influence on the learning environment and have been a focus of investigation for over twenty-five years. In comparison second language (L2) teacher cognition is a relatively new research focus. A recent review of published research lists only 64 studies since 1976 with 47 appearing since 1999, most in the area of English as a Second Language (Borg, 2003). Much of this research has been criticized for its individualized nature, replication difficulties, and for a continued focus on issues that may hinder the implementation of various teaching practices rather than viewing these perceptions as factors themselves (Archer, 2000). Nevertheless calls for a better understanding of these conceptions and how they relate to actual classroom practice are increasingly evident.

Current Interest

Spurring this current interest in L2 teachers' beliefs is a growing trend in L2 studies which views language learning as a social group experience rather than an individual process. Central to this perspective is the importance placed on interactions with others in the language learning process. Because so much learning occurs in the classroom, through activities created by classroom discourse--the spoken interaction between the teacher and the students and between the students themselves--the role of ICI is considered to be particularly important to the formation of learning environments and ultimate shaping of the individual learners' development (Hall & Verplaetse, 2000). Clearly L2 teachers as well as students are active participants in classroom discussions. Yet in the past 20 years of L2 research little effort has gone into understanding these teachers' conceptions of ICI, how these conceptions may influence their teaching practices or the impact these conceptions may have on the language learners themselves (Larsen-Freeman, 2001). The urgency for this type of information is apparent when we consider the ever-increasing numbers of overseas students worldwide that are choosing to study in countries where their second language is spoken.

The Study

This paper presents the results of an ongoing investigation into a framework of categorical descriptions of Australian English for Academic Purposes (EAP) teachers' conceptions of ICI as they occurred in actual lessons. The EAP classroom is well suited for this type...

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