Abstract
The present research is mainly informed by Sydney School SFL genre theories (predominantly from Martin 2004; Martin and Rose 2008; and Rose and Martin 2012). In alignment with these theories, it analyzes its data at three interrelated levels: register, genre, and ideology. Lee’s (2011) study of the ESL classroom genre is used as a baseline in order to reveal how the Mock Teaching discourse simulates and adapts the pedagogic genre. It brings in Bernstein’s (1990, 1996, 2000) theory of pedagogic identity to discuss the privileged pedagogic identity realized in the post-contest comments on the Mock Teaching genre given by the contest adjudicators. This chapter briefly introduces these theories in turn and explains how they are related with the present research.
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Liu, N., Irwin, D. (2017). Theoretical Foundation. In: Genre Changes and Privileged Pedagogic Identity in Teaching Contest Discourse. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-3686-6_2
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DOI: https://doi.org/10.1007/978-981-10-3686-6_2
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