The Role of Teachers’ Future Self Guides in Creating L2 Development Opportunities in Teacher‐Led Classroom Discourse: Reclaiming the Relevance of Language Teacher Cognition

Understanding the relationship between teachers’ use of language in teacher‐led discourse (TLD; Toth, 2008) and opportunities for L2 development is a well‐established area of SLA research. This study examines one teacher's role in creating such opportunities in TLD in her EFL classes in a state secondary school by examining the inner resources that informed her interactional practices. The database comprises audiorecordings of TLD from eight lessons, pre‐ and post‐observation interviews, ethnographic field notes from multiple school visits, and repeated ethnographic interviews with the teacher. The results from a close analysis of TLD and a grounded theory analysis of the ethnographic data show that the teacher's future self guides, conceptualized as language teachers’ possible selves (Kubanyiova, 2009), had a critical influence on how she navigated classroom interaction and the L2 development opportunities that arose as a result. The findings offer new insights into the types of professional development opportunities needed to transform teachers’ discourse. By bridging two domains of inquiry—SLA and language teacher cognition—in a single study, this article sets a new research agenda in applied linguistics and responds to calls for increasing its relevance to the real world (Bygate, 2005; Ortega, 2012a)

Biologic therapies in psoriasis : evaluating the reasons for discontinuation in clinical practice

Fil: Vale, Rachel. University of Ottawa. Department of Undergraduate Medicine; CanadaFil: Hogan, Megan. University of Toronto. Department of Dermatology; CanadaFil: Li, Kayi. University of Toronto. Department of Unsergraduate Medicine; CanadaFil: Jiaravuthisan, Michael. University of Toronto. Department of Dermatology; CanadaFil: Yeung, Jensen. University of Toronto. Department of Dermatology; CanadaBiologics offer promising treatment options for patients suffering from psoriasis; however, the relative benefit-risk profile is not well described outside of clinical trials. In this study, we sought to determine the rates and reasons for which patients treated with biologic agents for psoriasis stopped their treatment in real clinical practice. The medical records of 358 patients on any of the six biologics (etanercept, infliximab, adalimumab, alefacept, efalizumab, or ustekinumab) with a confirmed diagnosis of psoriasis, and treated at Sunnybrook Health Sciences Centre, Women’s College Hospital, or the Psoriasis Education and Research Center between October 2004 and July 2010 were reviewed. At the time of data collection 46.6% (167/358) of patients had stopped or switched their biologic treatments, and 55.2% of the courses were terminated due to ineffectiveness