‘I think we should just accept … our horrible lowly status’: Analysing Teacher–Teacher Talk Within the Context of Community of Practice
‘I think we should just accept … our horrible lowly status’: Analysing Teacher–Teacher Talk Within the Context of Community of Practice
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“我认为我们应该接受……我们可怕的卑微地位”：在实践社区的背景下分析教师之间的对话
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发表时间：
2007
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通讯作者：
Elaine Vaughan
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作者：
Elaine Vaughan
虽然课堂内的互动-前台话语-一直是一个研究课题，并已被认为是最重要的话语类型，教师从事，我认为，课堂外的互动-后台话语-同样重要，迄今尚未得到尽可能多的关注，因为它值得。本文关注的是英语教师的机构互动使用语料库（目前）超过40,000字，包括各种会议。它将考虑实践社区的特点以及如何以语言实现成员资格。它着眼于语言的不明确的性质，教师在他们的做法，表明这种成员资格，以及幽默是如何与建立一个共享的交流空间，以及它的证据。强调也是这个空间的创建会议与建设的内外组。本文的结论是，反思不仅对我们的做法在课堂上，但我们的做法作为一个专业社区打开了一个新的窗口，我们的职业作为一个整体。
While interaction inside the classroom – frontstage discourse – has been a subject of study and has been considered the most significant type of discourse that teachers engage in, I propose that interaction outside the classroom – backstage discourse – is equally significant and has not thus far received as much attention as it merits. This paper is concerned with the institutional interaction of English language teachers using a corpus of (currently) over 40,000 words, consisting of a variety of meetings. It will consider the characteristics of the community of practice (CofP) and how membership is realised in language. It looks at the inexplicit nature of the language that teachers use in relation to their practices as indicative of this membership, and how humour is related to the establishment of a shared communicative space, as well as evidence of it. Highlighted also is the creation of this space within the meeting with the construction of in- and out-groups. The paper concludes that reflection not only on our practices within the classroom, but our practices as a professional community opens a new window on our profession as a whole.