Overview

This volume explores a number of key dimensions of EFL teacher education. The sixteen chapters discuss a wide variety of issues related to second language pedagogy and SLTE (Second Language Teacher Education). It will be of interest to teachers-in-training, teachers, teacher educators and to those educational researchers interested in how L2 teaching is actually learned in professional preparation programmes.

Full Product Details

Author:   Juan de Dios Martinez Agudo
Publisher:   Brill
Imprint:   Editions Rodopi B.V.
Volume:   27
Dimensions:   Width: 16.00cm , Height: 3.70cm , Length: 24.00cm
Weight:   0.571kg
ISBN:  

9789042038004

ISBN 10:   9042038004
Pages:   366
Publication Date:   01 January 2014
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Jack C. Richards: Foreword Preface Section I: Theoretical perspectives and approaches to L2 teacher education Juana M Liceras: Incorporating second language acquisition research into teacher education Daniel Madrid Fernandez: Integrating the European Portfolio in a competency-based teacher education approach M del Pilar Montijano Cabrera and Dawn Leggott: Action research in English as a foreign language teacher training in Spain: Trainees' perception of their development of competencies for effective teaching and a comparison with language teacher competency development in the UK Marie-Christine Deyrich and Kari Stunnel: Language teacher education models: New issues and challenges Muriel Grosbois: Practicum experience in teacher education: Is experience the best teacher? Nicos C. Sifakis: Teaching pronunciation in the post-EFL area: Lessons from ELF and implications for teacher education Sophia Papaefthymiou-Lytra: The importance of developing multicultural awareness in EFL teacher education Section II: Teacher identity construction: Emotional and cognitive dimensions of teaching Paul A. Schutz and Mikyoung Lee: Teacher emotion, emotional labor and teacher identity Maria E. Torres-Guzman and Patricia Martinez Alvarez: NNS imagining a future self as teachers in bilingual education Juan de Dios Martinez Agudo: Beliefs in learning to teach: EFL student teachers' beliefs about corrective feedback Juan de Dios Martinez Agudo and Ian Robinson: Native or non-native? The nativeness factor from the student teachers' perspective Section III: Lesson plans and classroom materials and resources M Sagrario Salaberri Ramiro, Nazmi Abdul-Salam Al-Masri and M del Mar Sanchez Perez: Teaching and learning how to plan lessons for EFL classrooms: Implementation of classroom techniques and activities M del Pilar Montijano Cabrera: Textbook use training in EFL teacher education Gabriele Azzaro: Human drive and humanistic technologies in ELT training Section IV: Focus on CLIL and ESP teacher education Christina Bruning and Maja-Svea Purrmann: CLIL pedagogy in Europe: CLIL teacher education in Germany Eduarda Melo Cabrita, Isabel Ferro Mealha and Rita Queiroz de Barros: Challenges facing pre-service ESP teacher education: Legal and medical English Notes on contributors

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Author Information

Juan de Dios Martinez Agudo is Associate Professor of EFL Teacher Education at the University of Extremadura, Spain. His current research interests include Second Language Acquisition and English Teaching Methodology. His most recent books are Oral Communication in the EFL Classroom (2008), Errors in the Second Language Classroom: Corrective Feedback (2010) and Teaching and Learning English through Bilingual Education (2012).

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