Equipping TESOL Trainees to Teach Through Discourse

Authors

  • Daniel Waller University of Central Lancashire
  • Christian Jones University of Central Lancashire

DOI:

https://doi.org/10.5420/ujpr.3.

Keywords:

TESOL, language teaching, discourse

Abstract

It has long been argued that Teachers of English to Speakers of Other Languages (TESOL teachers) should view language at the level of discourse, that is, beyond the level of the sentence. Despite this, many pre-service training courses do not place much emphasis on such a view of language and this can result in trainees who try to avoid teaching grammar, overemphasize form or, crucially, undervalue the communicative nature of language as discourse. This article outlines these issues before reporting on a change to the pedagogy of an undergraduate training programme which has attempted to remedy this.

Author Biographies

  • Daniel Waller, University of Central Lancashire
    School of Language, Literature and International Studies
  • Christian Jones, University of Central Lancashire
    School of Language, Literature and International Studies

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Published

2013-07-11

Issue

Vol. 3 (2011)

Section

Articles

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