The Cambridge Guide to Second Language Teacher Education Edited by (original) (raw)
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Second Language Teacher Education
Relc Journal, 2008
One of the simple facts of life in the present time is that the English language skills of a good proportion of its citizenry are seen as vital if a country is to participate actively in the global economy and to have access to the information and knowledge that provide the basis for both social and economic development. Central to this enterprise are English teaching and English language teachers. There is consequently increasing demand worldwide for competent English teachers and for more effective approaches to their preparation and professional development.
Second Language Teacher Education Today
One of the simple facts of life in the present time is that the English language skills of a good proportion of its citizenry are seen as vital if a country is to participate actively in the global economy and to have access to the information and know ledge that provide the basis for both social and economic development. Central to this enterprise are English teaching and English language teachers. There is consequently increasing demand worldwide for competent English teachers and for more effective approaches to their preparation and professional development. In this paper I want to examine trends in second language teacher education and to identify some of the key issues that are shaping the way second language teacher education (SLTE) is conceptualised and realized today.
Second language teacher education: Preparing teachers for the needs of second language learners
2017
This paper discusses the emerging themes on second language teacher education (SLTE) between 1960s-2010s. It seeks to answer the following question: What does the literature on second language teacher language education tell us about teacher preparation to teach English as a second language students and address their needs and challenges? The review focuses particularly on the influence of practice changes because of the shifts in the SLTE landscape and theoretical bases from the 1960s to 2010. It also aims at getting an in-depth understanding of how language teaching is learned in formal preparation programs. Moreover, it shows the gaps and the methodological changes in the research over this period, and suggests some implications for future research.
Trends in SLTE (Second Language Teacher Education)
2020
SLTE is a continuous-broadening sector in Bangladesh. But many teacher-educators don't focus on the trends of SLTE, which are the crucial facts to be utilized, in many teaching programs here. I just tried here to summarize or simplify the ideas in my own words of chapter 2 (Trends in Second Language Teacher Education) from the book "Second language teacher Education" edited by Anne Burns and Jack C. Richards. I hope these summarized ideas will give you a better understanding on the trends of SLTE.
voices_from_the_south_english_language_pre-service_teachers_contributions_to_elte.pdf
ELT Research Agendas I, 2018
This chapter aims at depicting the role and contributions of English Language Pre-Service Teachers (ELPT) to the field of English Language Teacher Education (ELTE). To achieve this, it is necessary to start picturing the current situation of ELTE, and then, setting the ground to foster an understanding of the current needs in English language teaching practicum (ELTP). I consider important to start analyzing what happens with pre-service teachers in their pedagogical practicum since they are not just passive learners; they have different ways of understanding the world, language teaching, and education, and those understandings could become a source of improving ELTE in Colombia. According to Correa and Usma (2013), it is urgent to come about a change of paradigm in ELTE that implies a reformulation of the way teaching practicum is constituted. In this chapter, I examine different standpoints related to ELPTs’ education. The first section presents my personal view regarding ELPTs’ education, based on my own experience and a revision of articles written by some Colombian scholars. The second section reveals the epistemological stances there are regarding ELTE, and along with it, I will be unveiling my own epistemological stance. The third section of this chapter states the aspects related to ELTE and how they have a direct repercussion on ELPTs’ current practices. Finally, the last section portraits some working conclusions that shed light on the problem stated.
International Education Studies, 2016
This paper aims to engage with and respond to recent calls in the literature for a unifying theoretical framework to understand second language teacher education (SLTE). It critically reviews the major conceptualizations of SLTE in relation to the key conceptualizations of second language (L2) teaching. The review identifies shortcomings in traditional perspectives on L2 teaching and SLTE and the need to re-conceptualize SLTE as a field. A recent re-conceptualization of SLTE is seen through the shift towards a social constructivist perspective, a redefinition of the knowledge base, research that responds to the epistemological shift, and a sociocultural perspective on SLTE. The existing literature shows that although there is now a growing body of research that looks into the various dimensions of SLTE, few studies have gained a comprehensive and systematic view of the complexities of SLTE. The paper argues that a sociocultural perspective, especially a combination of Vygotsky’s genetic method and Engeström’s proposal of the third generation of activity theory, has become a powerful way of understanding L2 teacher learning, which corresponds to the need for a re-conceptualization of SLTE. This paper calls for more research using a sociocultural framework to enrich its knowledge base.
Language Learning and Teacher Education: A Sociocultural Approach (review)
The Canadian Modern Language Review / La revue canadienne des langues vivantes, 2006
One of the most difficult, complex, and seemingly intractable problems facing second language~L2! educators, especially in the United States, has been the tendency to restrict discussions and interactions to particular areas of specialization: foreign language education, teachers of English to speakers of other languages~TESOL!, bilingual education, and so on+ The causes of this professional Balkanization are myriad and are beyond our concern here+ What is important, in my view, is that language educators learn to cross these artificial boundaries that divide us and recognize the common concerns, themes, and issues that unite us+ Tedick's edited volume is an invaluable contribution to this effort+ It brings together language educators from a variety of specializations to examine the preparation of both pre-service and in-service language educators+ In fact, it does even more than this because the contributors to this volume also represent a widely divergent international group as well as an interesting and valuable mix of both researchers and practitioners at different levels+ The book contains a total of 18 chapters, divided into four thematic sections that deal, respectively, with the knowledge base of L2 teacher education, the contexts of L2 teacher education, collaborations in L2 teacher education, and L2 teacher education in practice+ Each thematic section of the book is introduced by a brief essay by the editor, which provides both an overview of the chapters included and a sense of how the papers relate to each other and to the remainder of the volume+ Although each chapter is placed in a particular thematic section of the book, it should be noted that it is clear that most, in fact, address issues that cross several-and, in some cases, all-of the four organizational themes+ The volume begins with a fascinating chapter by Tarone and Allwright, entitled "Second Language Teacher Learning and Student Second Language Learning: Shaping the Knowledge Base," which is essentially a response to and critique of an article published by Freeman and Johnson in 1998+ That earlier article, published as the lead article in a special issue of TESOL Quarterly co-edited by the authors, was an attempt~albeit a controversial one! to articulate the knowledge base for L2 teacher education+ In essence, Freeman and Johnson's position emphasized the commonalities of L2 teacher education with teacher education in general+ Tarone and Allwright, in contrast, argue for the exceptionality of L2 teacher education and, in so doing, raise a number of important questions about the nature and content of the knowledge base of L2 teacher edu-cation+ Freeman and Johnson, in turn, offer a thoughtful response to this critique in the second chapter of the book under review+ They also build on this response in the fifth chapter, "Toward Linking Teacher Knowledge and Student Learning+" Regardless of which argument one finds more compelling, the debate itself is important and timely and it provides an outstanding introduction to the remainder of this volume+ SSLA, 28, 133-157+ Printed in the United States of America+
The Cambridge Guide to Second Language Teacher Education
ELT Journal, 2011
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