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Genre Changes and Privileged Pedagogic Identity in Teaching Contest Discourse

  • Ning Liu
  • Derek Irwin

Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Table of contents

  1. Front Matter
    Pages i-x
  2. Ning Liu, Derek Irwin
    Pages 1-9
  3. Ning Liu, Derek Irwin
    Pages 11-24
  4. Ning Liu, Derek Irwin
    Pages 25-38
  5. Ning Liu, Derek Irwin
    Pages 39-54

About this book

Introduction

This book analyzes how the English as a Second Language (ESL) pedagogic genre has been re-contextualized in the Shanghai Foreign Language Education Press National College English Teaching Contest (SFLEP) for presentation to the contest judges and audience. Departing from prior research on contest discourse, it focuses on the role of teaching contests in re-contextualizing educational practices. Moreover, it addresses the processes of genre blurring and solidification at work in new discourse events. 

The results presented here serve to frame teaching contest discourse in a fuller contextual configuration and will help contest sponsors, participants, and audience members better understand this popular social event and its relations to real-world teaching practices, while simultaneously helping teachers to understand the relevance of such contest practice. Moreover, the research methods will benefit those linguists who are interested in researching other types of event discourses.


Keywords

Mock Teaching Discourse SFL Theories Genre Changes ESL Pedagogic Genre Contest Adjudicators Event Discourses Methodology

Authors and affiliations

  • Ning Liu
    • 1
  • Derek Irwin
    • 2
  1. 1.Faculty of Arts and Social SciencesUniversity of Nottingham Malaysia CampusSemenyih, Selangor Darul EhsanMalaysia
  2. 2.University of Nottingham Ningbo ChinaNingboChina

Bibliographic information

  • DOI https://doi.org/10.1007/978-981-10-3686-6
  • Copyright Information The Author(s) 2017
  • Publisher Name Springer, Singapore
  • eBook Packages Social Sciences
  • Print ISBN 978-981-10-3685-9
  • Online ISBN 978-981-10-3686-6
  • Series Print ISSN 2211-1921
  • Series Online ISSN 2211-193X
  • Buy this book on publisher's site