Skip to main content
SpringerLink
Log in

Discourse Analysis and Foreign Language Teacher Education

  • Chapter
Applied Linguistics and Language Teacher Education

Part of the book series: Educational Linguistics ((EDUL,volume 4))

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Albert, R. (1995). Der Bedarf des Fachs Deutsch als Fremdsprache an linguistischer Forschung. Deutsch als Fremdsprache, 2, 82–90.

    Google Scholar 

  • Bakhtin, M. (1981). The Dialogic Imagination. (Translated by C. Emerson & M. Holquist; Ed. Michael Holquist). Austin, TX: University of Texas Press.

    Google Scholar 

  • Belz, J. A. (2003). Linguistics perspectives on the development of intercultural competence in telecollaboration. Language Learning & Technology, 7(2), 68–117.

    Google Scholar 

  • Belz, J. A. (2002b). Identity, deficiency, and first language use in foreign language education. In C. Blyth (Ed.), The Sociolinguistics of the Foreign Language Classroom: Contributions of the Native, Non-Native, and Near-Native Speaker. Boston, MA: Heinle & Heinle.

    Google Scholar 

  • Belz, J. A. (2002a). Social dimensions of telecollaborative foreign language study. Language Learning & Technology, 6(1), 60–81.

    Google Scholar 

  • Belz, J. A. & Kinginger, C. (2003). Discourse options and the development of pragmatic competence by classroom learners of German: The case of address forms. Language Learning, 53(4), 591–647.

    Article  Google Scholar 

  • Bernhardt, E. B. (1997). Victim narratives or victimizing narratives? Discussions of the reinvention of language departments and language programs. ADFL Bulletin, 29(1), 13–19.

    Google Scholar 

  • Bernhardt, E. B. & Hammadou, J. (1987). A decade of research in foreign language teacher education. Modern Language Journal, 71(3), 289–299.

    Google Scholar 

  • Burton, D. (1982). Through glass darkly: Through dark glasses. In R. Carter (Ed.), Language and Literature. Allen & Unwin.

    Google Scholar 

  • Byrnes, H. (1986). Interactional style in German and American conversations. Text, 2(1), 189–206.

    Google Scholar 

  • Byrnes, H. (1998). Constructing curricula in collegiate foreign language departments. In H. Byrnes (Ed.), Learning Foreign and Second Languages: Perspectives in Research and Scholarship. New York: The Modern Language Association of America.

    Google Scholar 

  • Byrnes, H. (2001). Reconsidering graduate students’ education as teachers: “It takes a department!” Modern Language Journal, 85(4), 512–530.

    Article  Google Scholar 

  • Byrnes, H. (2002). Language and culture: Shall the twain ever meet in foreign language departments? ADFL Bulletin, 33(2), 25–32.

    Google Scholar 

  • Carter, B. & Sealey, A. (2000). Language, structure, and agency: What can realist social theory offer to sociolinguistics? Journal of Sociolinguistics, 4(1), 3–20.

    Article  Google Scholar 

  • Cazden, C. (2001). Classroom Discourse: The Language of Teaching and Learning (2nd ed.). Portsmouth, NH: Heinemann.

    Google Scholar 

  • Cazden, C. (1992). Performing expository prose in the foreign language classroom. In C. Kramsch & S. McConnell-Ginet (Eds.), Text and Context: Cross-Disciplinary Perspectives on Language Study. Lexington, MA: D.C. Heath.

    Google Scholar 

  • Cook, G. (1994). Discourse and Literature. Oxford: Oxford University Press.

    Google Scholar 

  • Dorr-Bremme, D. (1990). Contextualization cues in the classroom: Discourse regulation and social control functions. Language in Society, 19, 379–402.

    Article  Google Scholar 

  • Eskey, D. (1997). The IEP as a nontraditional entity. In M. A. Christison & F. L. Stoller (Eds.), A Handbook for Language Program Administrators. Burlingame, CA: Alta Book Center.

    Google Scholar 

  • Fowler, R. (1996). Linguistic Criticism (2nd ed.). Oxford: Oxford University Press.

    Google Scholar 

  • Fleischman, S. (1990). Tense and Narrativity. Austin: University of Texas Press.

    Google Scholar 

  • Freeman, D. (1996a). “To take them at their word”: Language data in the study of teachers’ knowledge. Harvard Educational Review, 66(4), 732–761.

    Google Scholar 

  • Freeman, D. (1996b). Redefining the relationship between research and what teachers know. In K. D. Bailey & D. Nunan (Eds.), Voices from the Language Classroom Cambridge: Cambridge University Press.

    Google Scholar 

  • Freeman, D. & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417.

    Google Scholar 

  • Freeman, D. & Richards, J. (1996). Teacher Learning in Language Teaching. Cambridge: Cambridge University Press.

    Google Scholar 

  • Gee, J. P. (1999). An Introduction to Discourse Analysis. Theory and Method. London and New York: Routledge.

    Google Scholar 

  • Golombek, P. (1998). A study of language teachers’ personal practical knowledge. TESOL Quarterly, 32(3), 447–465.

    Google Scholar 

  • Halliday, M. A. K. & Hassan, R. (1976). Cohesion in English. London: Longman.

    Google Scholar 

  • Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5, 93–116.

    Article  Google Scholar 

  • Halliday, M.A.K. (1994). An Introduction to Functional Grammar (2nd ed.). London: Edward Arnold.

    Google Scholar 

  • Hatch, E. (1992). Discourse and Language Education. Cambridge: Cambridge University Press.

    Google Scholar 

  • House, J. (1996). Contrastive discourse analysis and misunderstanding: The case of German and English. In M. Hellinger & U. Ammon (Eds.), Contrastive Sociolinguistics. Berlin: Mouton de Gruyter.

    Google Scholar 

  • House, J. (2000). Understanding misunderstanding: A pragmatic-discourse approach to analysing mismanaged rapport in talk across cultures. In H. Spencer-Oatey (Ed.), Culturally Speaking. Managing Relations across Cultures. London: Continuum.

    Google Scholar 

  • Hufeisen, B. (2002). Ein deutsches Referat ist kein englisch-sprachiges Essay. Innsbruck: Studien Verlag.

    Google Scholar 

  • Ivanic, R. (1998). Writing and Identity; The Discoursal Construction of Identity in Academic Writing. Amsterdam and Philadelphia: John Benjamins.

    Google Scholar 

  • Johnson, K. E. (1994). The emerging beliefs and instructional practices of pre-service ESL teachers. Teaching and Teacher Education, 10, 439–452.

    Article  Google Scholar 

  • Johnson, K. E. (1995). Understanding Communication in Second Language Classrooms. New York: Cambridge University Press.

    Google Scholar 

  • Johnson, K. E. & Golombek, P. (2002). Teachers’ Narrative Inquiry as Professional Development. Cambridge: Cambridge University Press.

    Google Scholar 

  • Johnstone, B. (2002). Discourse Analysis. Oxford: Blackwell.

    Google Scholar 

  • Kaplan, R. B. (1997). An IEP is a many-splendored thing. In M. A. Christison & F. L. Stoller (Eds.), A Handbook for Language Program Administrators. Burlingame, CA: Alta Book Center.

    Google Scholar 

  • Kinginger, C. (1997). A discourse approach to the study of language educators’ coherence systems. Modern Language Journal, 81(1), 6–14.

    Google Scholar 

  • Kotthoff, H. (1989). So nah und doch so fern. Informationen Deutsch als Fremdsprache, 16(4), 448–459.

    Google Scholar 

  • Kramsch, C. (1987). Foreign language textbooks’ construction of foreign reality. Canadian Modern Language Review, 44(1), 95–119.

    Google Scholar 

  • Kramsch, C. (1988). The cultural discourse of foreign language textbooks. In A. J. Singerman (Ed.), Toward a New Integration of Language and Culture. Middlebury, VT: Northeast Conference.

    Google Scholar 

  • Kramsch, C. (1993). Context and Culture in Language Teaching. Cambridge: Cambridge University Press.

    Google Scholar 

  • Kramsch, C. (1995). Embracing conflict versus achieving consensus in foreign language education. ADFL Bulletin, 26(3), 6–12.

    Google Scholar 

  • Kramsch, C. (2000). Second language acquisition, applied linguistics, and the teaching of foreign languages. Modern Language Journal, 84(3), 311–326.

    Article  Google Scholar 

  • Kramsch, C. (2002). Language and culture: A social semiotic perspective. ADFL Bulletin. 33(2), 8–15.

    Google Scholar 

  • Labov, W. (1972). Language in the Inner City. Philadelphia: University of Pennsylvania Press.

    Google Scholar 

  • Lakoff, G. & Johnson, M. (1980). Metaphors We Live by. Chicago: University of Chicago Press.

    Google Scholar 

  • Lansburgh, W. (1 997). Dear Doosie: Eine Liebesgeschichte in Briefen. Munich: Nymphenberger Verlag.

    Google Scholar 

  • Layder, D. (1993). New Strategies in Social Research. Cambridge: Polity Press.

    Google Scholar 

  • Long, M. (1990). The least a second language acquisition theory needs to explain. TESOL Quarterly, 24(4), 649–666.

    Google Scholar 

  • McAdams, D. (1996). Personality, Modernity, and the Storied Self A Contemporary Framework for Studying Persons. Psychological Inquiry 7, 295–321.

    Article  Google Scholar 

  • McCarthy, M. (1991). Discourse Analysis for Language Teachers. New York: Cambridge University Press.

    Google Scholar 

  • McCarthy, M. & Carter, R. (1994). Language as Discourse: Perspectives for Language Teaching. London: Longman.

    Google Scholar 

  • McHoul, A. & Luke, A. (1989). Discourse as language and politics: An introduction to the Philology of political culture in Australia. Journal of Pragmatics, 13(3), 323–332.

    Article  Google Scholar 

  • Mehan, H. (1990). Learning Lessons. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Morris, M. (2001). Factors affecting the congruence of beliefs about teaching and classroom practices of GTAs in elementary foreign language courses. Journal of Graduate Teaching Assistant Development, 8(2).

    Google Scholar 

  • Numrich, C. (1996). On becoming a language teacher: Insights from diary studies. TESOL Quarterly, 30(1), 131–153.

    Google Scholar 

  • Ong, W. (1988). Orality and Literacy: The Technologizing of the Word. London: Routledge.

    Google Scholar 

  • Poole, D. (2002). “Discourse analysis and applied linguistics.” In R. Kaplan (Ed.), The Oxford Handbook of Applied Linguistics. Oxford: Oxford University Press.

    Google Scholar 

  • Richards, J., Platt, J. & Weber, H. (1985). The Longman Dictionary of Applied Linguistics. Essex, England: Longman.

    Google Scholar 

  • Rivers, W. (1993). The undergraduate program: Autonomy and empowerment. In D. P. Benseler (Ed), The Dynamics of Language Program Direction. Boston, MA: Heinle & Heinle.

    Google Scholar 

  • Salaberri, S. & Appel. G. (in press). Assessment and diversity: Development of personal identities through portfolios. In M.J. Raya, & T. Lamb (Eds.), Differentiation in the Modern Languages Classroom. Frankfurt am Main: Peter Lang

    Google Scholar 

  • Salomon, G. & Perkins, D. N. (1998). Individual and social aspects of learning. Review of Research in Education, 23, 1–24.

    Article  Google Scholar 

  • Scollon, R. & Scollon, S. W. (2001). Intercultural Communication: A Discourse Approach (2nd ed.). Malden, MA: Blackwell.

    Google Scholar 

  • Scott, V. & Tucker, H. (2001). SLA and the Literature Classroom: Fostering Dialogues. Boston, MA: Heinle & Heinle.

    Google Scholar 

  • Schiffrin, D. (1994). Approaches to Discourse. Oxford: Blackwell.

    Google Scholar 

  • Schulz, R. (2000). Foreign language teacher development: MLJ perspectives 1916–1999. Modern Language Journal, 84, 496–522.

    Google Scholar 

  • Seeba, H. C. (1989). Critique of identity formation: Toward an intercultural model of German Studies. German Quarterly, 62, 144–154.

    Article  Google Scholar 

  • Seidel, J. (1998). Ethnograph v5.0: A Users’ Guide. Thousand Oaks, CA: Scolari, Sage Publications Software.

    Google Scholar 

  • Simpson, P. (1993). Language, Ideology, and Point of View. London: Routledge.

    Google Scholar 

  • Teschner, R. (1987). A profile of the specialization and expertise of lower division foreign language program directors in American universities. Modern Language Journal, 71(1), 28–35.

    Google Scholar 

  • Vélez-Rendón, G. (2002). Second language teacher education: A review of the literature. Foreign language Annals, 35(4), 457–467.

    Article  Google Scholar 

  • Wortham, S. (2001). Narratives in Action: A Strategy for Research and Analysis. New York: Teachers College Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. The Pennsylvania State University, USA

    Julie A. Belz

Authors
  1. Julie A. Belz
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Nat Bartels

Rights and permissions

Reprints and permissions

Copyright information

© 2005 Springer Science+Business Media, Inc.

About this chapter

Cite this chapter

Belz, J.A. (2005). Discourse Analysis and Foreign Language Teacher Education. In: Bartels, N. (eds) Applied Linguistics and Language Teacher Education. Educational Linguistics, vol 4. Springer, Boston, MA. https://doi.org/10.1007/1-4020-2954-3_20

Download citation

Publish with us

Policies and ethics

Search

Navigation