English Language Teacher Educator Interactional Styles: Heterogeneity and Homogeneity in the ELTE Classroom

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Edgar Lucero
Jeesica Scalante-Morales


This article presents a research study on the interactional styles of teacher educators in the English language teacher education classroom. Two research methodologies, ethnomethodological conversation analysis and self-evaluation of teacher talk were applied to analyze 34 content- and language-based classes of nine English language teacher educators of three undergraduate English language teacher education programs in Bogotá, Colombia. Findings show that English language teacher educators’ interactional styles are a mixture of both individual (heterogeneous interactional styles) and common (homogeneous interactional styles) social acts, which are represented by the interactional forms and patterns that these teacher educators display in the classrooms.

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How to Cite
LuceroE., & Scalante-MoralesJ. (2018). English Language Teacher Educator Interactional Styles: Heterogeneity and Homogeneity in the ELTE Classroom. HOW Journal, 25(1), 11-31. https://doi.org/10.19183/how.25.1.358
Research Reports
Author Biographies

Edgar Lucero, Universidad de La Salle

Edgar Lucero is a full-time teacher in the BA program in Spanish, English, and French of Universidad de La Salle, Bogotá, Colombia. He works in the curricular areas of didactics, research, and pedagogical practicum. He is currently doing his doctoral studies in education, ELT emphasis, at Universidad Distrital Francisco José de Caldas, Colombia.

Jeesica Scalante-Morales, Universidad de La Salle

Jeesica Scalante-Morales is an in-service teacher graduated from the BA program in Spanish, English, and French of Universidad de La Salle, Bogotá, Colombia. She teaches English language for adults and children. Her research interests are in-classroom interaction and its connection with English teaching didactics.


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