This book presents original research on language teacher education (LTE) activities in digital spaces, making use of a multimodal Conversation Analysis (CA) approach to examine multiple datasets and bring new insights into the theory, research, and practice of second/foreign language teacher education. The author conceptualizes a model of Conversation Analytic Language Teacher Education (CALTE), proposing a new knowledge base for LTE, identifying research-informed defining features, mapping the scope of an original praxis base, and providing research evidence from the implementation of this approach in and for digital spaces. The result is an argument for wide implementation and on-going improvement of the CALTE approach, and the book will be of interest to language teacher education professionals, multimodal CA researchers, and applied linguists.

Sets out seven defining features of the CALTE perspective Tracks how pre-service teachers increase their knowledge of classroom practices Suggests huge potential for applying multimodal CA to LTE in digital spaces

Autorentext

Ufuk Balaman is an Associate Professor of Applied Linguistics in the Department of English Language Teaching at Hacettepe University, Türkiye. His research deals with language learning, teaching, and teacher education mainly in digital spaces.

Inhalt
Chapter 1. Introduction.- Chapter 2. Conceptualizing Conversation Analytic Language Teacher Education.- Chapter 3. Pre-Service Teacher Learning in Video-Mediated Peer Interactions.- Chapter 4. Reflective Talk in Video-Mediated Post-Observation Conversations.- Chapter 5. Design, Feedback, and Reflection for Video-Mediated L2 Interactions.- Chapter 6. Translocating Language Teacher Education: The Way Forward.