Equipping TESOL Trainees to Teach Through Discourse

Daniel Waller, Christian Jones

Abstract


It has long been argued that Teachers of English to Speakers of Other Languages (TESOL teachers) should view language at the level of discourse, that is, beyond the level of the sentence. Despite this, many pre-service training courses do not place much emphasis on such a view of language and this can result in trainees who try to avoid teaching grammar, overemphasize form or, crucially, undervalue the communicative nature of language as discourse. This article outlines these issues before reporting on a change to the pedagogy of an undergraduate training programme which has attempted to remedy this.


Keywords


TESOL; language teaching; discourse

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