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.
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