Читать книгу Classroom Discourse Competence - Группа авторов - Страница 10

Katrin Thomson

Existing models of FL teachers’ professional competence mark L2 competence as an important component of language teacher professionalism – along with the different types of professional knowledge as defined by Shulman (1986, 1987). Target language proficiency as such, however, does not automatically enable language teachers to professionally perform the complex discoursal tasks required of them in the L2 classroom. FL teachers also need to develop L2 classroom discourse competence (CDC) if interactional and communicative processes in classroom contexts are supposed to be effective and promote student learning. In this chapter, I will first revisit existing conceptualizations of language teachers’ professional competence in order to explain the rationale for expanding and revising those so as to mark CDC not simply as an additional but arguably the most crucial competence in foreign language teaching. I will then present my conceptualization of CDC and – synthesizing the issues discussed here – conclude this chapter with a definition of CDC.