© The Author 2006. Published by Oxford University Press; all rights reserved.
Talking the talk of the TESOL classroom
Steve Walsh is head of External Relations and Lecturer in Education at The Graduate School of Education. Queen's University Belfast, where he directs and teaches on the MSc TESOL Programme. He has been involved in teacher education for more than 15 years in Spain, Hong Kong, Hungary, Poland, and the Irish Republic. His research interests include all aspects of second language teacher education, professional development and classroom discourse. In particular, he is interested in the complex relationship between learning, interaction and teacher language
This paper considers ways in which a detailed understanding of classroom discourse can be achieved through the use of reflective practices and professional dialogue. For the teacher, understanding classroom communication, being able to ‘shape’ learner contributions and making strategic decisions in the moment-by-moment unfolding of a lesson are regarded as being crucial to developing SLA in the formal, L2 classroom context. The study reported here makes extensive use of a research instrument and a metalanguage designed to enable teachers make ‘good’ interactive decisions online by using samples of their own data. The collaborative process of interpreting data and ‘meaning-making’ in a reflective feedback interview provides teachers with a means to uncover the interactive details of their classes and make conscious changes to classroom actions.
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