The Routledge Handbook of English Language Teacher Education: 1st Edition (Hardback) book cover

The Routledge Handbook of English Language Teacher Education

1st Edition

Edited by Steve Walsh, Steve Mann


656 pages | 29 B/W Illus.

Purchasing Options:$ = USD
Hardback: 9781138961371
pub: 2019-07-16
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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:

  • 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;
  • 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.


"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

Table of Contents

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


About the Editors

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. 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.

About the Series

Routledge Handbooks in Applied Linguistics

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.

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Subject Categories

BISAC Subject Codes/Headings:
LANGUAGE ARTS & DISCIPLINES / Linguistics / General