Overview

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.

Full Product Details

Author:   Steve Walsh (Newcastle University, UK) ,  Steve Mann (University of Warwick, UK)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   1.220kg
ISBN:  

9781138961371

ISBN 10:   113896137
Pages:   617
Publication Date:   15 July 2019
Audience:   College/higher education ,  Tertiary & Higher Education ,  Undergraduate
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

List of contributors Acknowledgements Introduction 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 Ayşegül Sallı 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 Index

Reviews

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 is 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

Author Information

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.

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