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 paractice, and research. Key features include:
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.
"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 handbookwill 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 scholarsinterested in exploring current debates in the field more fully."
Dr Martin Wedell, University of Leeds, UK
List of contributors
Section One: Second language teacher education – an overview
Chapter 1: What counts as knowledge in English Language Teaching?
Chapter 2: Materializing a Vygotskian-inspired language teacher education pedagogy
Chapter 3: Reflective Practice in L2 teacher education
Chapter 4: ICT and English language teacher education: opportunities, challenges and experiences
Chapter 5: Critical language teacher education?
Chapter 6: Evaluating English Language Teacher Education programmes
Chapter 7: Suggestions for teacher educators from a gentle iconoclast and a fellow explorer
Section Two: Core contexts
Chapter 8: Digital and online approaches to language teacher education
Chapter 9: 'Mind the gap’: supporting newly qualified teachers on their journey from pre-service training to full-time employment
Chapter 10: Embedding reflective practice in an INSET course
Chapter 11: Continuing professional development/continuous professional learning for English language teachers
Chapter 12: Teacher education in content-based language education
Chapter 13: The ‘Non-native’ Teacher
Section Three: Language perspectives
Chapter 14: From language as system to language as discourse
Chapter 15: Classroom Interaction and Language Teacher Education
Chapter 16: WE, ELF, EIL and their Implications for English Language Teacher Education
Chapter 17: ELTE and SLA
Chapter 18: Using Corpus Approaches in English Language Teacher Education
Section Four: The pedagogic knowledge of second language teacher education
Chapter 19: Locating methods in ELT education: perspectives and possibilities
Chapter 20: Materials and authenticity in language teaching
Chapter 21: Classroom management
Chapter 22: Teacher cognition and teacher expertise
Chapter 23: English Language Teacher Education and collaborative professional development in contexts of constraints
Chapter 24: Creating contexts for teacher development
Section Five: The processes of L2 teacher education
Chapter 25: Assessment and feedback
Chapter 26: Post observation feedback
Chapter 27: Materials Use and Development
Chapter 28: Mentoring and mentor development
Chapter 29: Professional learning and development in team teaching schemes
Chapter 30: Using Screen Capture in language teacher education
Chapter 31: Towards ‘professional vision’: video as a resource in teacher learning
Chapter 32: Implementing ePortfolios in Teacher Education: Research, Issues and Strategies
Section Six: Teacher perspectives
Chapter 33: Methodology texts and the construction of teachers’ practical knowledge
Chapter 34: Teacher motivation: The missing ingredient in teacher education
Chapter 35: Teacher identity
Chapter 36: Teacher networks in the wild – Alternative ways of professional development
Chapter 37: Action research
Chapter 38: Exploratory practice: integrating research into regular pedagogic activities
Chapter 39: Leadership and language teacher development
Routledge Handbooks in Applied Linguistics provide comprehensive overviews of the key topics in applied linguistics. All entries for the handbooks are specially commissioned and written by leading scholars in the field. Clear, accessible and carefully edited Routledge Handbooks in Applied Linguistics are the ideal resource for both advanced undergraduates and postgraduate students.