In:Applied Linguistics in the Middle East and North Africa: Current practices and future directions
Edited by Atta Gebril
[AILA Applied Linguistics Series 15] 2017
► pp. 249–268
Chapter 11Student teachers’ computer-mediated narratives-in-interaction
Sharing notions of culture, teaching and language acquisition
Published online: 18 July 2017
https://doi.org/10.1075/aals.15.11fre
https://doi.org/10.1075/aals.15.11fre
Abstract
Recent research has explored narrative functions in various public contexts, including professional settings (Dyer and Keller-Cohen, 2000; Holmes and Marra, 2005; Marra and Holmes, 2004). In teacher education research, however, narrative analysis, or the study of narratives-in-interaction, has generally been neglected (Vásquez, 2007a; 2011b). This two-year study concerns the functions and characteristics of student teacher narratives in computer-mediated discourse. The study addresses the limited research on teacher narratives in online discussions and the analysis of small stories in TESOL (Teaching English to Speakers of Other Languages) teacher education. Drawing on the dimensional approach of Ochs and Capps (2001), the narratives are examined in relation to their tellability and embeddedness, which intertwine with indicators of social presence.
Article outline
- Introduction
- Research on student teacher narratives
- Computer-mediated communication and teacher mentoring and support
- Methods
- Findings and discussion
- Narratives on language learning and instruction
- Narratives on pragmatics and cultural issues
- Conclusions and implications
References
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