A Critical Approach to L2 Classroom Discourse Competence : Some Preliminary Considerations for English Language Teaching

Abstract: This article develops a proposal for a Critical Second Language (L2) Classroom Discourse Competence (CDC) for (English) language teachers. The proposal takes the comprehensive competence model as a starting point which Thomson (2022) presents in her volume on Classroom Discourse Competence, and argues that the existing model is highly valuable yet lacking in two aspects: 1) It does not yet consider the interconnectedness of classroom discourse with discourses outside the classroom. 2) In its focus on L2 acquisition (in the sense of language structures), it neglects the fact that another key task of 21st-century L2 teaching is fostering inclusion and, hence, social justice in and beyond the classroom. Consequently, this contribution argues that today’s L2 teachers’ classroom performance should not only provide a model of language structures, but also of inclusive and empowering discourse practices. To provide such a model, L2 teachers need a Critical L2 CDC. Hence, this article prop.... https://www.pflb-journal.de/index.php/pflb/article/view/6282

Angaben zum Objekt

• Standort: Deutsche Nationalbibliothek Frankfurt am Main
• Umfang: Online-Ressource
• Sprache: Deutsch

Verweise und Beziehungen

• Erschienen in: A Critical Approach to L2 Classroom Discourse Competence ; volume:5 ; number:3 ; year:2023 ; PraxisForschungLehrer*innenBildung ; 5, Heft 3 (2023)

Beteiligte, Orts- und Zeitangaben

• Urheber: Schildhauer, Peter

Weitere Informationen

• DOI: 10.11576/pflb-6282
• URN: urn:nbn:de:101:1-2023062819315475358489
• Rechteinformation: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Letzte Aktualisierung: 14.08.0029, 09:56 MEZ