Page 36 - ELG2003 Mar Issue 469

El•Gazette 469.qxp_El•Gazette 469 25/02/2020 21:52 Page 36

REVIEWS .

SOCIAL INTERACTION
IN LANGUAGE TEACHER
EDUCATION SHUTTERSTOCK
Fiona Farr, Angela Farrell
and Elaine Freeman
Edinburgh University Press, 2019
ISBN: 978-1-4744-1264-3

his book uses empirical data, i.e. data
based on actual observation, to
demonstrate how novice and early
Tcareer teachers pursuing MA and
doctoral studies can be understood both as a
community of themselves alone, and as
apprentices to the world of English language
teaching. Such understanding is gained by
discourse analysis of a carefully created
corpus.
However, as the findings that outline the
processes through which student teachers are
able to form their identity and become
socialised into the community of English
language teachers are not immediately clear
without detailed reading, I initially felt the
most likely beneficiary of such a study would Becoming a
be those researching this area.
Chapter One introduces the context in
which the data in the corpus was gathered,
ranging from institutional, classroom, on-line language teacher
and academic discourse. Following this, the
theoretical and pedagogical arguments for a
data-led approach to teacher education are
presented. As the latter deals with aspects Wayne Trotman reviews a study of the
such as socio-cultural theory and Vygotsky’s
much mentioned ‘Zone of Proximal socialisation of trainee-teachers
Development’ (each explained in the
necessary glossary at the start of the book),
this section requires close reading; no more among novice teacher talk. Findings show questioning and reasoning, the functions of
so than when the work of Donald Freeman, how topics such as educational theory and narration, cognition, stance and evaluation
that giant in the education of second practice were much more likely to be were core features. It is also pointed out how
language teachers, is discussed. discussed online than in face-to-face narration, and questioning and reasoning,
Table 2.2 outlines the generations involved tutorials. This was reflected, although to a tend to re-occur as teachers seek to better
in studying the mind of the budding language lesser degree, in the sub-categories of understand themselves.
teacher. It describes how research on trainee linguistics and learning contexts. Helpfully, The closing chapter on conclusions and
teachers has moved pointers for both implications underlines key findings
from considering them trainers and supervisors concerning metalanguage and topic, language
as people with Topics such as are provided. For teacher identity and reflective practice. For
individualistic minds – example, suggestions example, how the types of mediation and
ideas that were initially educational theory that in teaching practice guidance that lecturers, teaching practice
explored using and practice were feedback sessions the supervisors and peer tutors provide may need
Behaviourist methods focus should perhaps be to take into account trainees from
such as Audio- much more likely to more on professional international backgrounds. It also considers
lingualism and be discussed online norms than individual the vital nature of creating opportunities for
Suggestopedia. The student-teacher novice teachers to engage in collaborative
current generation of than in face-to-face performance. dialogue with experienced colleagues.
research appears to view Chapter Six explores Although largely theoretical in its early
trainee teachers as tutorials. the complex field of chapters, close reading of the remainder of
socially situated and language teacher this title provides much food for thought for
involved in complex, chaotic systems. Yet identity – ‘ ...a construct of how I see myself those interacting with trainee teachers on a
what these systems are is not really made and how I think others see me’ (page 103); daily basis.
clear. and describes pronoun usage among novice
Chapters four and five provide the most and experienced student teachers. The data
direct value to the teacher-educator, as they shown here indicates how the former tend to Wayne
Trotman is a
describe and draw on the data to provide a be more preoccupied with their own teacher educator
snapshot of the ways teachers are socialised experiences and sharing them with others, at Izmir Katip
into the ELT community. This includes an with language such as, ‘I was’ / ‘I think’ / ‘I Çelebi
exploration of what are described as a ‘shared had’ at the top of the list. University,
repertoire’ of sub-categories of the The penultimate chapter focuses on the Izmir, Turkey.
metalanguage and topics constantly arising language of reflection where, along with

36 March 2020