English as a foreign language teacher education
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The field of Second Language Teacher Education (SLTE) is mainly concerned with the professional preparation of L2 teachers. In order to improve teaching in the multilingual and multicultural classroom of the 21st century, both pre- and in-service L2 teachers as well as L2 teacher educators must be prepared to meet the new challenges of education under the current circumstances, expanding their roles and responsibilities so as to face the new complex realities of language instruction. 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. Topics discussed include the importance of SLA research; competency-based teacher education approach; classroom-based action research; SLTE models; the value and role of practicum experience abroad; the models of pronunciation teaching; multicultural awareness and competence; the influence of teachers’ cognitions, emotions and attitudes on their emerging and changing professional identities; the potential of classroom materials and technology; and CLIL and ESP teacher education. English as a foreign language teacher education: Current perspectives and challenges 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.
Contents Jack C. Richards: Foreword Preface Section I: Theoretical perspectives and approaches to L2 teacher education Juana Mª Liceras: Incorporating second language acquisition research into teacher education Daniel Madrid Fernández: Integrating the European Portfolio in a competency-based teacher education approach Mª 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 María E. Torres-Guzmán and Patricia Martínez Álvarez: NNS imagining a future self as teachers in bilingual education Juan de Dios Martínez Agudo: Beliefs in learning to teach: EFL student teachers’ beliefs about corrective feedback Juan de Dios Martínez 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 Mª Sagrario Salaberri Ramiro, Nazmi Abdul-Salam Al-Masri and Mª del Mar Sánchez Pérez: Teaching and learning how to plan lessons for EFL classrooms: Implementation of classroom techniques and activities Mª 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 Brüning 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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|Collection||Utrecht Studies in Language and Communication|