تسجيل الدخول

تسجيل

Integrating Language Teachers’ Discipline Knowledge in a Language Course FINAL REMARKS

المؤلف:  Josep M. Cots & Elisabet Arnó

المصدر:  Applied Linguistics and Language Teacher Education

الجزء والصفحة:  P73-C4

2026-08-15

41

Integrating Language Teachers’ Discipline Knowledge in a Language Course

FINAL REMARKS

We have proposed a framework for analyzing language classroom practices in terms of three components of language teacher competence and the cognitive and interactional processes that can be identified in instructors’ discourse. This framework has allowed us to systematically describe the different orientation adopted by two instructors teaching the same language module and following exactly the same program. From the analysis of the lessons, it is possible to draw two teaching profiles characterized mainly by (a) a shared teacher-centered interactional format, (b) a different approach to describing the language system (deductive, in the case of Monica vs. inductive, with Lisa), and (c) a different set of processes employed (user in Monica vs. analyst in Lisa). The two profiles may be summarized in table 3.

The analysis of the interviews (see table 4) reveals that the two instructors construct the classroom activity in a teacher-centered interactional format, as a combination of declarative knowledge, supplied by the teacher, and procedural knowledge, through usage exercises. In the interview, Lisa is consistent with her classroom practice and defines classroom activity as consisting of procedural knowledge followed by declarative knowledge. Both teachers lean towards the analyst type of competence as the distinctive feature of this language course. This competence is seen as instrumental for developing user competence and more sophisticated analyst competence. As for the goals of an ES program, teacher education is scarcely mentioned. The instructors present KAL as essential encyclopedic knowledge for an ES graduate (knowing concepts and descriptive frameworks to take language as an object of study), not necessarily related to any of the other two types of competence.