Dr. phil. Katrin Thomson ist Akademische Rätin am Lehrstuhl für Didaktik des Englischen an der Universität Augsburg. Sie ist seit 2005 in der universitären Englischlehrerbildung tätig und engagiert sich zudem seit 2007 regelmäßig mit eigenen fachdidaktischen Workshops und Vorträgen im Bereich der Lehrerfortbildung.

Part I - Introduction: Classroom Discourse and Classroom Discourse CompetenceKatrin ThomsonIntroduction. Classroom Discourse Competence (CDC) in Foreign LanguageTeaching and Language Teacher Education Katrin ThomsonConceptualizing Teachers' L2 Classroom Discourse Competence (CDC): AKey Competence in Foreign Language TeachingPart II - Exploring the Facets of L2 Classroom Discourse CompetenceAnna RosenThe Interplay between Teacher Input and Student Language in the ForeignLanguage Classroom. Focus on Conversational CompetenceRalf GießlerClassroom Discourse Skills to Support Lexical LearningJochen Baier / Emily BrehmPrompts as a Means of Scaffolding Literary DiscourseKatrin ThomsonL2 Classroom Management Competence in Pre-Service EFL TeacherEducation. A Classroom Discourse Perspective on a Neglected Issue Charlott Falkenhagen / Sieglinde SpathTeacher Discourse Competence in CLILKatalin SchoberTeaching Pupils with Hearing Impairment in EFL Contexts. TowardsInclusive Classroom Discourse Strategies Part III - Practical Approaches to CDC Development in Pre-Service TeacherEducationRené Koglbauer / Jon Haines / Paul SeedhouseVideo Enhanced Observation. Enhancing Reflection, Pedagogy andStudents' Learning Karen GlaserEnhancing Pre-Service Teacher Training through Inquiry-Based Learning.An Analytic-Reflective Classroom Videography Assignment in the EnglishTeaching PracticumHolger LimbergClassroom Corpora as Tools for Reflective Practice in Pre-Service TeacherEducation .Olaf JäkelRevisiting an Old Acquaintance: Exploring the IRF Pattern in Corpus Datafrom 5th Grade EFL Lessons Gabriele Blell / Friederike von BremenTeaching Classroom Discourse Competence through Lesson Observation.Educational Resources Designed for EFL Teacher TrainingKatrin ThomsonEnhancing EFL Classroom Discourse Competence at Pre-Service UniversityLevel. ClaDis - A TEFL Course for Advanced Student Teachers Sandra Stadler-HeerDeveloping Novice Teachers' Classroom Discourse Competence throughMicro-Teaching and Reflective PracticeContributors

In language learning contexts, the role of the language teacher is a particularly crucial one: it is the teacher who, through and with their use of (the foreign) language, has a significant influence on the extent to which language learners are linguistically/cognitively activated, and thus determines whether processes of language learning are initiated and promoted, or perhaps even impeded or prevented. Thus, it is of utmost importance for language teachers to acquire a high level of classroom discourse competence (CDC) - a professional competence that goes far beyond the notions of FL proficiency and communicative competence. Located at the intersection of theory, classroom research and practical approaches to (E)FL teacher education, Classroom Discourse Competence: Current Issues in Language Teaching and Teacher Education offers university students, trainee teachers, in-service teachers and teacher educators a comprehensive conceptualization of CDC (Part I). Furthermore, the chapters in this book explore facets of CDC (Part II) and present good-practice examples of CDC development in the context of pre-service teacher education (Part III).