Titlebook: International Perspectives on English Language Teacher Education; Innovations from the Thomas S. C. Farrell Book 2015 The Editor(s) (if app

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International Perspectives on English Language Teachinghttp://image.papertrans.cn/i/image/471880.jpg

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https://doi.org/10.1057/9781137440068Reflective Practice; Language Teacher Education; TESOL; English; English language; ESL; language; second la

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Second Language Teacher Education: A Reality Check, review (for a recent excellent review see Wright, 2010) one would normally read because I maintain that second language teacher education is in a . (i.e., a negative state) and so this chapter is more of a reality check for second language educators that we need to be doing something different. Par

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Encouraging Critical Reflection in a Teacher Education Course: A Canadian Case Study,y will learn. These beliefs have been accumulated from a variety of sources including their past experiences as students in the school system and may act as filters to what they have been exposed to in the teacher education programme (Lortie, 1975). Hence, differences are likely to exist between wha

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Teaching Everything to No One and Nothing to Everyone: Addressing the Content in Content Based Instmployed at a middle school in New York City. As Mathematics and TESOL Teachers Educators we had developed a project to help both mainstream math and science teachers and ESL teachers develop academic language for their English language learner students (ELLs). We entered the classroom for an observa

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Dissonance and Balance: The Four Strands Framework and Pre-Service Teacher Education,st for those involved in the delivery of such courses. It is, after all, very reasonable that stakeholders — such as teachers, administrators, and sponsors — should want to know whether the course is achieving its goal. In language teacher education an ongoing concern is that novice teachers teach a