Second Language Teacher Education
Edited by Diane J. Tedick
Published August 24th 2004 by Routledge – 376 pages
Published August 24th 2004 by Routledge – 376 pages
The education of second language teachers takes place across diverse contexts, levels, settings, and geographic regions. By bringing together research, theory, and best practices from a variety of contexts (ESL/EFL, foreign language, bilingual and immersion education), this book contributes to building meaningful professional dialogue among second-language teacher educators. Featuring an international roster of authors, the volume is comprised of 18 chapters organized in four thematic sections: the knowledge base of second language teacher education; second language teacher education contexts; collaborations in second language teacher education; and second language teacher education in practice.
Second Language Teacher Education: International Perspectives is an essential professional resource for practicing and prospective second language teacher educators around the world.
"…this book covers various knowledge bases required of different contexts around the world and discusses the language teacher research methodologies….for preservice and inservice teachers as well as teacher educators, this text may broaden their horizons and help them reflect upon the issues and topics being of interest in the current teaching profession."
—The Reading Matrix
"The text provides an interesting array of articles on language teacher education….The scope of the collection is large, and Tedick ambitiously tackles a number of different second language settings and contexts, in multi-educational, international and elementary, secondary and post-secondary areas….a collection of essays like Diane J. Tedick's "Second Language Teacher Education: International Perspectives" provides a stimulating and valuable reference tool to facilitate better language teacher education research internationally."
"…Tedick's edited volume is an outstanding contribution to the growing literature that deals with L2 teacher education broadly conceived. This volume is both a good indicator of where the field is at present and, even more important, where we need to go in the future. This is a book that really should be on every L2 educator's bookshelf."
—Studies in Second Language Acquisition
"This volume has impressed me for several reasons. The first is its international perspective, combined with the inclusion of scholars from a number of second language teaching and scholarly communities. It is stimulating to read about innovative approaches to second language education and to second language teacher education in other contexts….The volume also impresses me because it includes contributions from well-established, internationally known scholars, acknowledged as leaders in their respective fields, and from young, up and coming scholars, who represent the future of these fields. To me, this variety sends the message that valuable contributions to the dialogue about second language teacher education come from a variety of sources, and that the dialogue is alive and well and will continue. Finally, the volume impresses me because of the contributions of practicing teachers. The inclusion of teacher authors sends a message that practitioners' voices matter….I am confident that this volume will stimulate further conversations and collaborations among those of us whose passion is the teaching and learning of second languages."
Arizona State University, From the Foreword
"This book asks the major question: what comprises the knowledge base for language teacher education? It also asks teacher educators to take a critical look at their practice and asks how one really learns to be a language teacher. Tedick's volume…contributes significantly to the field of second language teacher education."
—Lorrie S. Verplaetse
Southern Connecticut State University
Contents: S.J. Hudelson, Foreword. Preface. Part I: The Knowledge Base of Second Language Teacher Education. D.J. Tedick, Introduction. E. Tarone, D. Allwright, Second Language Teacher Learning and Student Second Language Learning: Shaping the Knowledge Base. D. Freeman, K.E. Johnson, Response to Tarone and Allwright. A. Scarino, Introspection and Retrospection as Windows on Teacher Knowledge, Values, and Ethical Dispositions. B. Johnston, F. Pawan, R. Mahan-Taylor, The Professional Development of Working ESL/EFL Teachers: A Pilot Study. D. Freeman, K.E. Johnson, Toward Linking Teacher Knowledge and Student Learning. Part II: Contexts of Second Language Teacher Education. D.J. Tedick, Introduction. E. Shohamy, The Power of Tests Over Teachers: The Power of Teachers Over Tests. S. Hiramatsu, Contexts and Policy Reform: A Case Study of EFL Teaching in High School in Japan. H. Byrnes, Toward a Comprehensive Conceptualization of Teaching Assistant Education: Contents, Commitments, Structures. L. Poynor, A Conscious and Deliberate Intervention: The Influence of Language Teacher Education. Part III: Collaborations in Second Language Teacher Education. D.J. Tedick, Introduction. J. Edge, Build It and They Will Come: Realising Values in ESOL Teacher Education. L.C.Smith, The Impact of Action Research on Teacher Collaboration and Professional Growth. S. Cormany, C. Maynor, J. Kalnin, Developing Self, Developing Curriculum, and Developing Theory: Researchers in Residence at Patrick Henry Professional Practice School. N.E. Dubetz, Improving ESL Instruction in a Bilingual Program Through Collaborative, Inquiry-Based Professional Development. Part IV: Second Language Teacher Education in Practice. D.J. Tedick, Introduction. M.A. Snow, Key Themes in TESOL MA Teacher Education. N. Cloud, The Dialogic Process of Capturing and Building Teacher Practical Knowledge in Dual Language Programs. T. Erben, Teacher Education Through Immersion and Immersion Teacher Education: An Australian Case. M. Bigelow, D.J. Tedick, Combining Foreign and Second Language Teacher Education: Rewards and Challenges. C.L. Walker, S. Ranney, T.W. Fortune, Preparing Preservice Teachers for English Language Learners: A Content-Based Approach.