Content Knowledge in English Language Teacher Education: International Experiences

Description

Content Knowledge in English Language Teacher Education provides original professional experiences and research accounts of teaching language in the specific context of English language teacher education programmes in diverse international settings, with contributions from Argentina, Australia, Chile, China, Ecuador, Japan, Mexico, the USA and Turkey. The volume focuses on how teacher educators plan and deliver modules which help future teachers understand English as a system and develop English language proficiency. The contributors describe and analyse their professional practices in designing, delivering and evaluating modules or courses on understanding the English language as a system, i.e. content knowledge, exploring the teaching of elements such as phonetics, phonology, grammar, pragmatics, philology, and discourse analysis. In addition, they draw on their vast professional experience to explore how to successfully develop competence and language skills in English so that teachers can become models and proficient users of the language for their students. The contributions range from more historical and functionally linguistic focused chapters to more sociocultural explorations of teaching English to future teachers including interculturality, multilingualism, World Englishes, critical thinking skills, academic writing, and literacy through literature. The accounts shed light on the diverse practices of educators from many different countries, contexts, and cultural and linguistic backgrounds, drawing links between policy and practice, to locate much of English language teacher education and curriculum development outside the so-called 'inner circle' of native English-language speaking contexts, practitioners, and researchers.

Dario Luis Banegas is Lecturer in TESOL at the University of Strathclyde, UK.

This volume will be valuable for many readers involved in teacher education, language teaching and language researchers ... Various contributors offer thought-provoking and refreshing perspectives on controversial issues. * Journal of Applied Learning and Teaching * Drawn from eight countries across Asia, Australia, and the Americas, the fourteen chapters in this collection present an interesting, diverse, important, and much needed group of accounts about the evolving role of English as content in teacher education. * Donald Freeman, Professor of Education, University of Michigan, USA * The scholarly, well-articulated reflections and carefully documented analyses of practice comprising this volume offer brilliant insights into not only the importance of English language awareness for teachers, but how that knowledge can be shared so effectively with their students. * Russell Cross, Associate Professor, University of Melbourne, Australia * A fascinating contribution to the discussion of what constitutes English language teacher knowledge, with chapters from a wide range of teaching contexts that look at the complexity of what it means to know and teach a language to others. * Carol Lethaby, Part-Time Assistant Professor, The New School, USA * Teachers are candles lighting up students' lives. This book contains an impressive collection of enlightening candlewax ingredients from many corners of the globe. A kaleidoscope of real experiences and English-related-knowledge ... A must-read for English teacher educators (and pre-/in-service teachers themselves!). * Arthur Tsang Wai-chung, Assistant Professor, The Chinese University of Hong Kong, Hong Kong *