Language in Language Teacher Education
Editors
This volume explores the defining element in the work of language teacher educators: language itself. The book is in two parts. The first part holds up to scrutiny concepts of language that underlie much practice in language teacher education yet too frequently remain under-examined. These include language as social institution, language as verbal practice, language as reflexive practice, language as school subject and language as medium of language learning.
The chapters in the second part are written by language teacher educators working in a range of institutional contexts and on a variety of types of program including both long and short courses, both pre-service and in-service courses, and teacher education practice focusing variously on metalinguistic awareness for teachers, language improvement, and classroom communication. The unifying factor is that collectively they illuminate how language teacher educators research their practice and reflect on underlying principles.
The chapters in the second part are written by language teacher educators working in a range of institutional contexts and on a variety of types of program including both long and short courses, both pre-service and in-service courses, and teacher education practice focusing variously on metalinguistic awareness for teachers, language improvement, and classroom communication. The unifying factor is that collectively they illuminate how language teacher educators research their practice and reflect on underlying principles.
[Language Learning & Language Teaching, 4] 2002. vi, 258 pp.
Publishing status: Available
Published online on 21 October 2008
Published online on 21 October 2008
© John Benjamins Publishing Company
Table of Contents
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Introduction: Language in language teacher education: a discourse perspectiveHugh Trappes-Lomax | pp. 1–21
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Part 1. Concepts of language in language teacher education
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Is language a verb? — conceptual change in linguistics and language teachingJohn E. Joseph | pp. 29–47
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The social component of language teacher educationAlan Davies | pp. 49–65
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Language teaching: defining the subjectHenry G. Widdowson | pp. 67–81
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Reflexive language in language teacher educationPeter Grundy | pp. 83–94
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Training in instructional conversationScott Thornbury | pp. 95–106
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Part 2. Working with language in language teacher education
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Doing language awareness: Issues for language study in language teacher educationTony Wright | pp. 113–130
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Language awareness in the preparation of teachers of English for specific purposesGibson Ferguson | pp. 131–148
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Examining classroom discourse frames: An approach to raising language teachers’ awareness of and planning for language useMartha C. Pennington | pp. 149–172
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What was that you said? Trainee generated language awarenessClare O'Donoghue and Tom Hales | pp. 173–186
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Developing language awareness and error detection: What can we expect of novice trainees?Heather Murray | pp. 187–198
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Maintaining language skills in pre-service training for foreign language teachersAnn Barnes | pp. 199–217
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The use of lesson transcripts for developing teachers’ classroom languageRichard M. Cullen | pp. 219–235
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Towards a framework for language improvement within short in-service teacher development programmesSusan Lavender | pp. 237–250
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Bionotes | pp. 251–253
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Index | pp. 255–257
Cited by (13)
Cited by 13 other publications
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Lomartire, Simone
COFFEY, SIMON
Saaristo, Pekka
Bunch, George C.
Kromidha, Esmeralda & Elida Tabaku
Wright, Tony
Başyurt Tüzel, Ayşe Eser & Sumru Akcan
Wiley, Terrence G.
Wilkerson, Carol
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Subjects
Linguistics
Main BIC Subject
CF: Linguistics
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General