Table Of ContentThis page intentionally left blank
The Cambridge
Guide to Second
Language Teacher
Education
Edited by
Anne Burns
Jack C. Richards
cambridgeuniversitypress
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©CambridgeUniversityPress2009
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CONTENTS
Preface vii
Introduction 1
AnneBurnsandJackC.Richards
Section1 TheLandscapeofSecondLanguage
TeacherEducation 9
Chapter 1 TheScopeofSecondLanguageTeacherEducation 11
DonaldFreeman
Chapter 2 TrendsinSecondLanguageTeacherEducation 20
KarenE.Johnson
Chapter 3 CriticalLanguageTeacherEducation 30
MargaretHawkinsandBonnyNorton
Chapter 4 SocialandCulturalPerspectives 40
CharlotteFransonandAdrianHolliday
Section2 ProfessionalismandtheLanguage
TeachingProfession 47
Chapter 5 SecondLanguageTeacherProfessionalism 49
ConstantLeung
Chapter 6 CertificationandProfessionalQualifications 59
SusanBarduhnandJennyJohnson
Chapter 7 StandardsandSecondLanguageTeacherEducation 66
AnneKatzandMargueriteAnnSnow
Chapter 8 AssessmentinSecondLanguageTeacherEducation 77
DonaldFreeman,MelindaMcBeeOrzulak,and
GwynneMorrisey
Chapter 9 TeacherPreparationandNonnativeEnglish-Speaking
Educators 91
L´ıaD.Kamhi-Stein
Chapter 10 “TrainerDevelopment”:ProfessionalDevelopmentfor
LanguageTeacherEducators 102
TonyWright
Section3 PedagogicalKnowledgeinSecondLanguage
TeacherEducation 113
Chapter 11 TheCurriculumofSecondLanguageTeacherEducation 115
KathleenGraves
iii
iv Contents
Chapter 12 KnowledgeAboutLanguage 125
NatBartels
Chapter 13 SLAandTeacherEducation 135
RodEllis
Chapter 14 AcquiringKnowledgeofDiscourseConventionsinTeacher
Education 144
JohnS.Hedgcock
Section4 Identity,Cognition,andExperienceinTeacher
Learning 153
Chapter 15 PersonalPracticalKnowledgeinL2TeacherEducation 155
PaulaGolombek
Chapter 16 LanguageTeacherCognition 163
SimonBorg
Chapter 17 TeacherIdentity 172
JenniferMiller
Chapter 18 TheNoviceTeacherExperience 182
ThomasS.C.Farrell
Chapter 19 TeachingExpertise:Approaches,Perspectives,
andCharacterizations 190
AmyB.M.Tsui
Section5 ContextsforSecondLanguageTeacherEducation 199
Chapter 20 TeachingandLearningintheCourseRoom 201
GurmitSinghandJackC.Richards
Chapter 21 School-BasedExperience 209
MichaelK.LegutkeandMaritaSchocker-v.Ditfurth
Chapter 22 LanguageTeacherEducationbyDistance 218
DavidR.HallandJohnS.Knox
Chapter 23 TechnologyandSecondLanguageTeacherEducation 230
HayoReinders
Section6 SecondLanguageTeacherEducationThrough
Collaboration 239
Chapter 24 CollaborativeTeacherDevelopment 241
BillJohnston
Chapter 25 ThePracticum 250
JerryG.Gebhard
Chapter 26 Mentoring 259
AngiMalderez
Chapter 27 LanguageTeacherSupervision 269
KathleenM.Bailey
Contents v
Section7 SecondLanguageTeacherDevelopmentThrough
ResearchandPractice 279
Chapter 28 SecondLanguageClassroomResearch 281
SandraLeeMcKay
Chapter 29 ActionResearchinSecondLanguageTeacherEducation 289
AnneBurns
Chapter 30 ReflectivePractice 298
JillBurton
AuthorIndex 309
SubjectIndex 317
Acknowledgments 325
PREFACE
The impetus for this book arose from a course we taught jointly in 2006 as part of a
professionaldoctorateprograminappliedlinguisticsfromMacquarieUniversityinSydney,
Australia, to a group of Mexican doctoral students meeting at the designated teaching
location in the Beneme´rita Universidad Auto´noma de Puebla, Mexico. In organizing the
course content around a selection of key readings on second language teacher education
(SLTE), we realized that there were few volumes available that presented a collection
offering a broad and contemporary overview of current debates in this field. It became
apparentthatavolumeofthepresentkindwouldprovideavaluableintroductionforthose
who are both specialist readers and new practitioners interested in developments in the
field of SLTE. It would build on an early collection of work in this area (Richards and
Nunan 1990) in that it would provide a state-of-the-art survey of current issues, debates,
andapproachesincontemporarySLTE.WearegratefultoourMexicanstudentsforwarmly
supportingthisideawhenwefirstbroacheditwiththem,fortheirenthusiasmindiscussing
their own concerns and interests in SLTE, and for their anticipation of the publication of
thiscollection.
The field of SLTE has now become well established within applied linguistics and
TESOL.ManyundergraduatedegreesnowofferoneormorecoursesinSLTE,andthere
arealsomastersandotherpostgraduatecourseswithSLTEasaprimaryfocus.
Weanticipatethatthereadershipforthevolumewillbethosewithabroadinterestin
SLTE issues – preservice and in-service teachers, including those completing undergrad-
uateandpostgraduateprograms,teachertrainersandeducators,professionaldevelopment
coordinatorsandadministrators,andresearchersandacademicsinterestedinknowingmore
aboutcurrentapproaches,theories,andpractices.
Inputtingtogetherthevolume,weenvisageditasacompaniontotheCambridgeGuide
toTESOL(NunanandCarter2001),whichsimilarlyoffersasurveyofcurrentdebates.The
CambridgeGuidetoSecondLanguageTeacherEducationcomprises30originalchapters
bykeywritersworkingandresearchinginthefieldofSLTE.Thechaptersaregroupedinto
seven thematic sections. As we deliberated on the structure, we also found that this field
is complex with overlapping trends, issues, and perspectives, such that readers will find
echoesofotherchaptersinmanyofthecontributions.Nevertheless,thecompilationofthe
contributionsintothevarioussectionsoffersreadersawayoffocusingfromdiscussionof
thebroaderscopeandtrendsinSLTEtothemorespecificareasthatconstitutethedifferent
dimensionsoftheory,research,andpractice.Eachsectionisprefacedbyanoverviewthat
summarizesthekeyissuesraisedbythechapterauthors.Inordertoprovideasynthesisof
themescurrentlyoccupyingtheSLTEfield,ourintroductorychapterdrawsoutthetrends
notedacrossthewholevolumeandpointstothespecificchaptercontributionsthattakethe
initialdiscussionpointsfurther.
We hope that this volume will be seen as a valuable contribution to the applied
linguisticsandEnglishlanguageteachingfield,synthesizingcurrentpractices,theoretical
vii
viii Preface
insights, and future directions for research endeavors in the developing field of second
languageteachereducationandprofessionalismingeneral.
AnneBurns
MacquarieUniversity,Sydney
JackC.Richards
RegionalLanguageCentre,Singapore
February2009
