1st Edition

The Routledge Handbook of English Language Teacher Education

Edited By Steve Walsh, Steve Mann Copyright 2019
    644 Pages 29 B/W Illustrations
    by Routledge

    643 Pages 29 B/W Illustrations
    by Routledge

    The Routledge Handbook of English Language Teacher Education provides an accessible, authoritative, comprehensive and up-to-date resource of English language teacher education. With an overview of historical issues, theoretical frameworks and current debates, this handbook provides unique insights into a range of teacher education contexts, focusing on key issues relating to teacher and learner priorities, language and communication, current practices, reflective practice, and research.

    Key features include:

    • a cross-section of current theories, practices and issues, providing readers with a resource which can be used in a variety of contexts;
    • the use of data, transcripts and tasks to highlight and illustrate a range of practices, including examples of ‘best practice’;
    • ‘snapshots’ of ELTE from a number of contexts taken from all around the world; and
    • examples of current technological advances, contemporary thinking on reflective practice, and insights gained from recent research.

    This wide-ranging and international collection of chapters has been written by leading experts in the field. The Routledge Handbook of English Language Teacher Education is sure to be core reading for students, researchers and educators in applied linguistics, TESOL and language education.

    List of contributors



    Steve Walsh and Steve Mann

    PART 1   Second language teacher education: an overview

    1 What counts as knowledge in English language teaching?

    Donald Freeman, Anne-Coleman Webre and Martha Epperson

    2 Materialising a Vygotskian-inspired language teacher education pedagogy

    Paula R. Golombek and Karen E. Johnson

    3 Reflective practice in L2 teacher education

    Thomas S.C. Farrell

    4 ICT and English language teacher education: opportunities, challenges and experiences

    Amy Lightfoot

    5 Critical language teacher education?

    John Gray

    6 Evaluating English language teacher education programmes

    Richard Kiely

    7 Suggestions for teacher educators from a gentle iconoclast and a fellow explorer

    John F. Fanselow and Takaaki Hiratsuka

    PART 2   Core contexts

    8 Digital and online approaches to language teacher education

    Thom Kiddle and Tony Prince

    9 ‘Mind the gap’: supporting newly qualified teachers on their journey from pre-service training to full-time employment

    Nick Baguley

    10 Embedding reflective practice in an INSET course

    Teti Dragas

    11 Continuing professional development/continuous professional learning for English language teachers

    David Hayes

    12 Teacher education in content-based language education

    Tom Morton

    13 The ‘non-native’ teacher

    Ali Fuad Selvi

    PART 3   Language perspectives

    14 From language as system to language as discourse

    Michael McCarthy and Brian Clancy

    15 Classroom interaction and language teacher education

    Olcay Sert

    16 WE, ELF, EIL and their implications for English language teacher education

    Navaporn Snodin and Pia Resnik

    17 ELTE and SLA

    Pascual Pérez-Paredes

    18 Using corpus approaches in English language teacher education

    Fiona Farr and Anne O’Keeffe

    PART 4   The pedagogic knowledge of second language teacher education

    19 Locating methods in ELT education: perspectives and possibilities

    Graham Hall

    20 Materials and authenticity in language teaching

    Alex Gilmore

    21 Classroom management: art, craft or science?

    Heather Buchanan and Ivor Timmis

    22 Teacher cognition and teacher expertise

    Li Li

    23 English language teacher education and collaborative professional

    development in contexts of constraints

    Kuchah Kuchah, Oumar Moussa Djigo and Betelhem Taye

    24 Creating contexts for teacher development

    Mark A. Clarke

    PART 5   The processes of L2 teacher education

    25 Assessment and feedback

    Jo-Ann Delaney

    26 Post observation feedback

    Fiona Copland and Helen Donaghue

    27 Materials use and development

    Kathleen Graves and Sue Garton

    28 Mentoring and mentor development

    Jo Gakonga

    29 Professional learning and development in team teaching schemes

    Jaeyeon Heo

    30 Using screen capture technology in teacher education

    Russell Stannard and Aysegül Salli

    31 Towards ‘professional vision’: video as a resource in teacher learning

    Julia Hüttner

    32 Implementing ePortfolios in teacher education: research, issues and strategies

    Nusrat Gulzar and Helen C. Barrett

    PART 6   Teacher perspectives

    33 Methodology texts and the construction of teachers’ practical knowledge

    Scott Thornbury

    34 Teacher motivation: the missing ingredient in teacher education

    Martin Lamb and Mark Wyatt

    35 Teacher identity

    Gary Barkhuizen

    36 Teacher networks in the wild: alternative ways of professional development

    Amol Padwad and Jon Parnham

    37 Action research

    Darío Luis Banegas and Luis S. Villacañas de Castro

    38 Exploratory practice: integrating research into regular pedagogic activities

    Inés K. Miller and Maria Isabel Azevedo Cunha

    39 Leadership and language teacher development

    Magdalena De Stefani



    Steve Walsh is Professor of Applied Linguistics in the School of Education, Communication and Language Sciences, Newcastle University, UK and visiting professor at Hong Kong University. He has been involved in English language teaching and teacher education for more than 30 years in a range of overseas contexts. His research interests include classroom discourse, teacher development and second language teacher education.

    Steve Mann (Associate Professor) currently works at the Centre for Applied Linguistics at the University of Warwick, UK. He has experience in Hong Kong, Japan and Europe in both English language teaching and teacher development. Steve supervises a research group of PhD students who are investigating teachers’ education and development. His research interests include action research, reflective practice, classroom discourse, and the role of video in language teacher education.

    "Finally, everything you want to know about English language teacher education is crystalized in one authoritative text. A practical guide filled with voices of wisdom and innovation, Walsh and Mann’s painstakingly curated handbook will be the go-to resource for English language teacher educators around the world for many years to come."

    Hansun Zhang Waring, Teachers College, Columbia University, USA

    "What I like most about this thoughtfully organized handbook are the six thematic sections. The chapters are also data-based and offer tools for teachers or program administrators to do empirically-grounded professional development. Each chapter addresses common concepts for teacher educators, including criticality, reflexivity, and technology which gives the volume a cohesiveness not seen in other handbooks. Well done!"

    John Hellermann, Portland State University, USA

    "This important book brings together current thinking both about the knowledge and skills that English language teachers need and how they may be provided. Such an overview is timely because it highlights very clearly the challenges of implementing ELTE curriculum policy in a range of global contexts. The handbook provides a source of reference both for those responsible for planning and designing the content and process of contextually supportive teacher education provision, and for scholars interested in exploring current debates in the field more fully."

    Dr Martin Wedell, University of Leeds, UK

    "... cover[s] a very wide range of topics, including issues that are rarely dealt with elsewhere, providing rich evidence from the field to support practical and theoretical conclusions. In general it certainly fulfils its mission to be, as the editors claim in their introduction, ‘a significant resource for ELTE and ELTE research’ (p. 1)."

    Penny Ur, ELT Journal, Volume 74, Issue 4, October 2020