Discourse Practices of Two ESL Teachers
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Abstract
The teacher's discourse plays a crucial role in facilitating student learning. According to sociocultural theory, classroom teachers mediate student learning through strategic use of their discourse. Briefly, it is called instructional scaffolding. In an L2 setting, despite its utility in promoting students' communicative competence, instructional scaffolding has not been widely studied. The purpose of this case study was to describe discursive behaviors of two ESL teachers and their influences on students' communicative interaction at an ESL institute in the U.S. The data collection was comprised of non-participant observation, field-notes, interviews and artifacts. The findings illustrated that the teachers' discourse was indeed a critical element that decided the effectiveness of their classroom instruction. The paper concludes with the pedagogical implications of the teachers' discourse practices.
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