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Theory and Practice in EFL Teacher Education

Theory and Practice in EFL Teacher Education: New Perspectives on Language and Education, cartea 22


en Limba Engleză Paperback – 21 dec 2011
This book brings together research by experts in the field of language teacher education from a variety of contexts, with a particular focus on EFL. It addresses the dynamic relationship between theory and practice in language teacher education by considering teacher learning as a basis for the development of professionalism.
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Specificații

ISBN-13: 9781847695246
ISBN-10: 1847695248
Pagini: 256
Ilustrații: black & white line drawings, black & white tables, figures
Dimensiuni: 147 x 206 x 15 mm
Greutate: 0.39 kg
Editura: Multilingual Matters Limited
Seria New Perspectives on Language and Education

Notă biografică

Julia Huttner is a Lecturer at the University of Southampton, where she teaches applied linguistics and teacher education courses. Her current research project investigates oral language use and proficiency.; Barbara Mehlmauer-Larcher currently coordinates the ELT methodology programme at the Centre for English Language Teaching (Department of English) of the University of Vienna. Her research interests focus on ESP methodology and pre-service language teacher education.; Susanne Reichl is associate professor at the Centre for English Language Teaching (Department of English) of the University of Vienna. Her research interests include the teaching of literature and culture in secondary and higher education, and literature for children and young adults.; Barbara Schiftner currently works as a research assistant for the Centre for English Language Teaching (Department of English) of the University of Vienna. Her recent research activities are concerned with coherence and cohesion in learner writing.

Cuprins

AcknowledgementsJulia Huttner, Barbara Mehlmauer-Larcher, Susanne Reichl and Barbara Schiftner: IntroductionPart 1 Conceptualising the Issue of Theory and PracticeHenry G. Widdowson: Closing the Gap, Changing the SubjectAmy B. M. Tsui: The Dialectics of Theory and Practice in Teacher Knowledge DevelopmentJoachim Appel: Moments of Practice: Teachers' Knowledge and Interaction in the Language ClassroomPart 2 Developing Language Teachers' Knowledge BaseArmin Berger: Creating Language Assessment Literacy: A Model for Teacher EducationPenny Ur: Grammar Teaching: Theory, Practice and English Teacher EducationDavid Newby: Cognitive + Communicative Grammar in Teacher EducationSusanne Reichl: Towards a Stronger Intervention: The Role of Literature in Teacher EducationPart 3 Assisting Language Teachers' Knowledge ConstructionSandra Hutterli and Michael C. Prusse: Supporting the Transfer of Innovation into Foreign Language Classrooms: Applied Projects in In-service Teacher EducationJulia Huttner and Ute Smit: Developing Student Teachers' 'Pedagogical Content Knowledge' in English for Specific Purposes: The 'Vienna ESP Approach'Barbara Mehlmauer-Larcher: The EPOSTL (European Portfolio for Student Teachers of Languages): A Tool to Promote Reflection and Learning in Pre-service Teacher EducationPart 4 Addressing Established ParadigmsIrena Vodopija-Krstanovic: NESTs vs. Non-NESTs: Rethinking English Language Teacher Identities Eva Vetter: Multilingualism Pedagogy: Building Bridges between Languages

Recenzii

This book's coverage of both academic and applied aspects of how teacher learning can be facilitated in a variety of settings is very topical, comprehensive, well-integrated and insightful. It is also structured imaginatively and is engaging in tone. Definitely a 'must' for would-be and practising teacher educators and others interested in the subject! Alan Waters, Lancaster University, UKThis book is a timely and important addition to the language teacher education literature. Its focus on understanding and enhancing relationships between theory and practice in teacher learning is central to contemporary concerns in the field and the variety of perspectives it brings to the analysis of these relationships makes it very relevant to an international readership of language teacher educators.Simon Borg, University of Leeds, UKThis valuable collection of papers is concerned with both the theory and practice of English language education, exploring in detail how the two can and should relate. Part of its value lies in its recognition that teacher education approaches must be highly context-sensitive, and for this reason the book will make essential background reading to professionals world-wide. Highly stimulating.Keith Johnson, Lancaster University, UK