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ELT Journal 1994 48(3):266-271; doi:10.1093/elt/48.3.266
© 1994 by Oxford University Press
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Articles

The functions of silence within the context of teacher training

Diane Phillips

acting Director of Studies at the Bell School, Cambridge. She is a teacher trainer and an assessor for the Royal Society of Arts/UCLES CTEFLA and DTEFLA. She is in the process of preparing a new edition of Teaching Practice Handbook (R. Gower and S. Walters), published by Heinemann. Other publications include: Signature Elementary, Signature Intermediate (with S. Sheerin), and Signature Beginners (forthcoming), published by Nelson.

A crucial component of both pre-service and in-service teacher training is lesson observation and feedback. This paper seeks to examine the functions of silence in this particular type of discourse. As observation and feedback also play a part in procedures for appraisal of teachers in many institutions, the following may give food for thought both to those who appraise and those who are appraised. The observations are drawn from a number of videoed feedback sessions1 and set in the wider context of the functions of silence, as observed and put forward by researchers in the field.


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