Process of an Expert Teacher's Practical Thinking in a Junior High School English Class : Focusing on the Relationship between the ALT and the JTE

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  • 中学校英語授業における熟練教師の思考と実践の展開過程 : ALTとJTEの関係性に焦点をあてて
  • チュウガッコウ エイゴ ジュギョウ ニ オケル ジュクレン キョウシ ノ シコウ ト ジッセン ノ テンカイ カテイ ALT ト JTE ノ カンケイセイ ニ ショウテン オ アテテ

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This classroom research employed discourse/interaction analysis as well as interviews with teachers to exemplify a unique case of a team-taught lesson in a junior high school. Unlike other cases, this junior high school classroom displayed distinctive overlapping of teacher-teacher utterances that we named "sliding-in utterances". The function and characteristics of "sliding-in utterances" were discussed from the perspective of the contextual and musical nature of the utterances, and both teachers' views of each other and their students. The analysis showed that the sliding-in utterances by the Japanese teacher to the assistant language teacher entailed multi-layered functions and created a dialogic classroom environment. It was concluded that the interwoven teacher-teacher discourse emerged in this classroom as a result of the teachers' mutual attempt to share and develop their teaching philosophies and understanding of the students.

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