Putting grammar in its place: interactions and identity in a Master of TESOL course Neilsen, Roderick 2016, Putting grammar in its place: interactions and identity in a Master of TESOL course. In Liyanage, Indika and Badeng, Nima (ed), Multidisciplinary research perspectives in education, Sense Publishers, Rotterdam, The Netherlands, pp.45-52. Attached Files Name Description MIMEType Size Downloads Title Putting grammar in its place: interactions and identity in a Master of TESOL course Author(s) Neilsen, Roderick Title of book Multidisciplinary research perspectives in education Editor(s) Liyanage, Indika Badeng, Nima Publication date 2016 Chapter number 6 Total chapters 24 Start page 45 End page 52 Total pages 7 Publisher Sense Publishers Place of Publication Rotterdam, The Netherlands Keyword(s) TESOL higher education language awareness second language identity Summary This chapter reports on the development of language awareness and second language identities of a cohort of Chinese TESOL teachers that arose as a result of incidental classroom interactions during a TESOL Masters course in Australia. The experiences of such interactions appeared to help the Chinese teachers make stronger connections between form and meaning, and, while they also reflected deeply on the pedagogies of grammar, they gained a wider view of language teaching and learning that included pragmatic and sociolinguistic awareness. The impact of cultural and educational exchanges and the resulting formations of second language identities is an emerging focus of research (Benson, Barkhuizen, Bodycott and Brown, 2013). In the field of TESOL, such movements and exchanges are creating opportunities to develop a richer discourse, by drawing on diverse traditions of professionalism in different communities and contexts, and calls are increasingly being made for a plural professional knowledge and more inclusive relationships (Canagarajah, 2005; Holliday, 2005; Widdowson, 2004). The People’s Republic of China has been one of the major contributors to student and teacher mobility in recent years; English language is now a priority subject in China, and all students entering university must take the English college test whether they intend to major in English or not, and therefore there has been much interest in upskilling cohorts of Chinese teachers of English to meet this demand. An increasingly typical initiative is to award scholarships to gain professional qualifications in English-speaking countries. A cohort of English teachers from Jiangsu province, China, is the focus of the present study. During their Masters in TESOL course in Queensland, Australia, they experienced interactions with native speakers inside and outside of the classroom. As their course lecturer for several TESOL units, I was interested in the nature of the incidental language awareness arising from course activities with their native-speaking peers. I was also interested in whether they felt that these experiences had implications for their sense of identity in a second language. The following sections therefore discuss the key themes: interaction in higher education contexts, language awareness, and second language identities. ISBN 9789463006132 Language eng Field of Research 139999 Education not elsewhere classified Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category B1 Book chapter Copyright notice ©2016, Sense Publishers Persistent URL http://hdl.handle.net/10536/DRO/DU:30083962 Document type: Book Chapter Collections: School of Education Open Access Checking Related Links Link Description Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Mon, 06 Jun 2016, 10:25:57 EST Tue, 07 Jun 2016, 05:00:28 EST Tue, 07 Jun 2016, 12:13:01 EST Thu, 09 Jun 2016, 06:17:03 EST Fri, 10 Jun 2016, 15:52:59 EST Fri, 10 Jun 2016, 15:54:06 EST Wed, 07 Sep 2016, 11:28:37 EST Sat, 13 May 2017, 02:32:17 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 108 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Mon, 06 Jun 2016, 10:25:57 EST

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