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Development of a French as a foreign language teacher’s “teaching repertoire” in and through retrospective interviews and reflection

Fumiya Ishikawa


The retrospective interview carried out as part of foreign language teacher training in France constitutes a complex “polyphonic” (Bakhtin [1975] 1981) situation, where the trainee’s discourse is articulated as a component of “external dialogue” (Vološinov [1929] 1986) with that of the trainer – and sometimes also that of other participating trainees. Each of them refers to, as an element of “internal dialogue” (ibidem), what the trainee said or did in the classroom with and in relation to his/her students as well as what they said or did as action or reaction; that is to say, the classroom interaction in itself can be characterized as an “external dialogue” situation. In focusing on French as a foreign language teacher training, this paper aims to reveal, from a discourse analysis viewpoint, how three elements of retrospective interviews – discourses articulated in relation to each other, the trainee’s retrospective reflection on his/her classroom action and/or his/her students’ (re)actions, and the potential development of his/her ‘teaching repertoire’ – are related to one another.


French as a foreign language; reflection; reflectiveness; retrospective interview; teaching repertoire

Full Text:



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Ishikawa, Fumiya 2014. La verbalisation de la « dimension cachée »: la pensée enseignante à la croisée de la didactique du FLE, de l’analyse de l’interaction et de la formation des enseignants. Le français dans le monde. Recherches et applications. 56, pp. 136–150.

DOI: https://doi.org/10.7358/lcm-2017-001-ishi

Copyright (©) 2017 Fumiya ISHIKAWA – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie


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Lingue Culture Mediazioni - Languages Cultures Mediation
Registered by Tribunale di Milano (27/11/2013 n. 380)
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Dipartimento di Lingue, Letterature, Culture e Mediazioni  
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International Scientific Committee: James Archibald (Università degli Studi di Torino) - Natalija G. Bragina (Institut Russkogo Jazyka im. A.S. Puškina; RSUH, Mosca) - Kristen Brustad (University of Texas at Austin) - Luciano Curreri (University of Liège) - Hugo de Burgh (University of Westminster) - Giuditta Caliendo (Université de Lille) - Giorgio Fabio Colombo (Università di Venezia Ca' Foscari) - Daniel Dejica (Universitatea Politehnica Timisoara) - Anna De Fina (Georgetown University, USA) - Claudio Di Meola, (Sapienza Università di Roma) - Lawrence Grossberg (University of North Carolina at Chapel Hill) - Stephen Gundle (University of Warwick) - Décio de Alencar Guzmán (Universidade Federal do Pará, Belém,  Brasile) - Matthias Heinz (Universität Salzburg) - Rosina Márquez-Reiter (The Open University) - John McLeod (University of Leeds) - Estrella Montolío Durán (Universitat de Barcelona) - M'bare N'gom (Morgan State University, Baltimore) - Daragh O'Connell (Cork University) - Roberto Perin (York University, Toronto) - Giovanni Rovere (Ruprecht-Karls-Universität Heidelberg) - Lara Ryazanova-Clarke (University of Edinburgh) - Françoise Sabban (École des Hautes Études en Sciences Sociales, Paris) - Kirk St.Amant (Louisiana Tech University, University of Limerick/University of Strasbourg) - Paul Sambre (Katholieke Universiteit Leuven) - Srikant Sarangi (Aalborg University) - Junji Tsuchiya (Waseda University, Tokyo) - Xu Shi (Zhejiang University)
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