Hemavita Kesevan (2015)

Classroom Discourse: Discursive Practice of Native and Non-Native English Teachers

This study primarily aims to explore the nature of classroom discourse in ESL/EFL (English as Second/Foreign Language) classroom. First, it aims to identity the patterns of discourse that emerge from the language teachers during English lessons. Specifically, this includes the discourse patterns that emerge from the teacher-learner interaction and learner-learner interaction.

Then it aims to explore how a teacher’s ideology, social and language background can influence their classroom discourse practice. The participants of this study consist of a group of native speakers of English teachers, a group of non-native speakers of English teachers and students from the selected teacher participant classroom. The participants of this study come from a variety of different linguistic and cultural backgrounds, in a Malaysian classroom setting.

This study employs a comparative multiple case study approach of the teachers and their teaching practice. There are three modes of inquiry used in this study: classroom observation, teachers’ and learners’ semi-guided interview and survey questionnaire. The data will be transcribed and analysed qualitatively expect for the survey in which quantitative method will be used. The findings from this study will provide several implications to ESL/EFL teachers and policy makers and language researchers in the Malaysian and other similar contexts.