Читать книгу Classroom Discourse Competence - Группа авторов - Страница 15

The theoretical conceptualization of CDC presented here takes account of the issues discussed so far: terminological, structural, conceptual issues. Given the complexity of this topic, this chapter is divided into two parts. I will first address structural-topological issues (Baumert/Kunter 2006: 481f.) which mostly center around the questions of where in a complex model of FL teachers’ professional competence (Fig. 3) teachers’ CDC would have to be located if it is to be given a more ‘central position’ in a competence model, and how CDC is linked to the different types of teachers’ professional knowledge as described by Shulman and others. Against the backdrop of this overall model in Fig. 3, I will then, in a second step, ‘zoom in’ on the conceptualization of CDC in order to map out and explain its subdimensions (Fig. 4). I will conclude this chapter with a more precise definition of teachers’ L2 CDC.