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.
Table of Contents
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
5 Critical language teacher education?
6 Evaluating English language teacher education programmes
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
10 Embedding reflective practice in an INSET course
11 Continuing professional development/continuous professional learning for English language teachers
12 Teacher education in content-based language education
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
16 WE, ELF, EIL and their implications for English language teacher education
Navaporn Snodin and Pia Resnik
17 ELTE and SLA
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
20 Materials and authenticity in language teaching
21 Classroom management: art, craft or science?
Heather Buchanan and Ivor Timmis
22 Teacher cognition and teacher expertise
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
26 Post observation feedback
Fiona Copland and Helen Donaghue
27 Materials use and development
Kathleen Graves and Sue Garton
28 Mentoring and mentor development
29 Professional learning and development in team teaching schemes
30 Using screen capture technology in teacher education
Russell Stannard and Ayşegül Sallı
31 Towards ‘professional vision’: video as a resource in teacher learning
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
34 Teacher motivation: the missing ingredient in teacher education
Martin Lamb and Mark Wyatt
35 Teacher identity
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