Applied Linguistics and Language Teacher Education by Nat Bartels

74 INTEGRATING LANGUAGE TEACHERS’ DISCIPLINE KNOWLEDGEThe analysis of the interviews (see table 4) reveals that the two instructors construct theclassroom activity in a teacher-centred interactional format, as a combination ofdeclarative knowledge, supplied by the teacher, and procedural knowledge, throughusage exercises. In the interview, Lisa is consistent with her classroom practice anddefines classroom activity as consisting of procedural knowledge followed bydeclarative knowledge. Both teachers lean towards the analyst type of competence as thedistinctive feature of this language course. This competence is seen as instrumental fordeveloping user competence and more sophisticated analyst competence. As for thegoals of an ES program, teacher education is scarcely mentioned. The instructors presentKAL as essential encyclopaedic knowledge for an ES graduate (knowing concepts anddescriptive frameworks to take language as an object of study), not necessarily related toany of the other two types of competence.