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Putting grammar in its place: Interactions and identity in a master of TESOL course
This chapter reports on the development of language awareness and second language identities of a cohort of Chinese TESOL teachers that arose as a result of incidental classroom interactions during a TESOL Masters course in Australia. The experiences of such interactions appeared to help the Chinese teachers make stronger connections between form and meaning, and, while they also reflected deeply on the pedagogies of grammar, they gained a wider view of language teaching and learning that included pragmatic and sociolinguistic awareness.
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Title of book
Multidisciplinary Research Perspectives in Education: Shared Experiences from Australia and ChinaPagination
45 - 52Publisher DOI
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9789463006132Publication classification
B1 Book chapterCopyright notice
2016, Sense PublishersUsage metrics
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