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Offline Peer Dialogue in Asynchronous Computer-Mediated Communication Activities for L2 Teacher Development

Offline Peer Dialogue in Asynchronous Computer-Mediated Communication Activities for L2 Teacher Development

Keiko Kitade
Copyright: © 2016 |Pages: 22
ISBN13: 9781522501640|ISBN10: 1522501649|EISBN13: 9781522501657
DOI: 10.4018/978-1-5225-0164-0.ch049
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MLA

Kitade, Keiko. "Offline Peer Dialogue in Asynchronous Computer-Mediated Communication Activities for L2 Teacher Development." Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 1038-1059. https://doi.org/10.4018/978-1-5225-0164-0.ch049

APA

Kitade, K. (2016). Offline Peer Dialogue in Asynchronous Computer-Mediated Communication Activities for L2 Teacher Development. In I. Management Association (Ed.), Teacher Education: Concepts, Methodologies, Tools, and Applications (pp. 1038-1059). IGI Global. https://doi.org/10.4018/978-1-5225-0164-0.ch049

Chicago

Kitade, Keiko. "Offline Peer Dialogue in Asynchronous Computer-Mediated Communication Activities for L2 Teacher Development." In Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1038-1059. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0164-0.ch049

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Abstract

Recent studies in second language (L2) teacher education (L2TE) emphasize the sociohistorical and contextual dimensions of teachers' professional development. In practice, however, teaching practice opportunities, which can help pre-service teachers experience these dimensions, are limited. Innovative technological applications can help address this issue. This chapter proposes a combination of offline and online activities in which pre-service language teachers can engage L2 learners online while augmenting their own learning through offline peer dialogues. Rooted in the sociocultural approach to learning, this chapter presents a case study analyzing the Critical Learning Episodes (CLEs; Kiely & Davis, 2010) found in the peer dialogues of pre-service teachers during their online engagement with L2 learners abroad. The findings suggest that offline peer dialogue serves as an advanced type of reflection-in-practice (Schön, 1983, 1987), utilizing text mediation, a method that assists student teachers to co-construct the situated knowledge and skills that are holistic in nature (thus requiring multiple perspectives) and purportedly crucial for L2 teaching.

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