JETEN (Sep 2019)
Reflecting on the influence of language on teachers’ instructional skills
Abstract
In the context of an ongoing PhD research, we have filmed some French, English and German classes at primary school studying how the command of the foreign language by the teachers might influence their instructional skills more specifically «bridging and scaffolding» (Bucheton, 2005). French teacher training context is strongly framed by the reflective practice approach so we have also used post-video interviews for teachers to react on their action. We rely both on didactic and ergonomic approaches so that the analysis of language interactions helps to define instructional skills as well as didactic choices and pupils’ learning skills. The analysis should allow to evaluate how teacher’s command of the target language affects both teachers’ skills and pupils’ learning.
