Content Knowledge in English Language Teacher Education
Bloomsbury Academic (Verlag)
978-1-350-19251-5 (ISBN)
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.
Darío Luis Banegas is Lecturer in TESOL at the University of Strathclyde, UK.
List of Figures and Tables
Notes on Contributors
List of Abbreviations and Acronyms
Introduction, Darío Luis Banegas
1. Applied English Philology in CLIL with TESOL Student-teachers, Makoto Ikeda
2. A Functional Model of Language for Language Teacher Education, Phil Chappell
3. Reflections on English Grammar Instruction in EFL/ESL Educational Settings, Liliana Anglada
4. Teaching Pedagogical Grammar in English Language Teacher Education, Bahiyyih Hardacre and Marguerite Ann Snow
5. Multiple Languages in a TESOL Course, T. Leo Schmitt
6. Knowledge Shock for MA TESOL Students in a World Englishes Module, Yi Zhang and Rining Wei
7. Teaching Pragmatics in an EFL Environment, Gerardo Esteban Heras
8. Discourse Analysis for Undergraduate Language Teachers, Leticia Araceli Salas Serrano and Blanca Adriana Téllez Méndez
9. Breaking the Ice with Phonetics and Phonology, Bettiana A. Blázquez, Gonzalo E. Espinosa, and Leopoldo O. Labastía
10. Developing Language, Academic and Professional Skills in a Teacher Education Course, Cristina Banfi
11. Developing Writing and Reflective Skills of First Year Student-Teachers in Chile, Pamela Saavedra Jeldres and Mónica Campos Espinosa
12. Empowering Student-Teachers to Become Highly Capable English Language Educators, Malba Barahona and Ricardo Benítez
13. English Language Proficiency of Non-Native Student-Teachers in Turkey, Müzeyyen Nazli Güngör
14. Literacy in the IELTE Curriculum through a Cultural Component, María Alejandra Soto and Ricardo Martín Ramírez
Conclusion, Darío Luis Banegas
References
Index
| Erscheinungsdatum | 27.08.2021 |
|---|---|
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 404 g |
| Themenwelt | Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| Sozialwissenschaften ► Pädagogik | |
| ISBN-10 | 1-350-19251-1 / 1350192511 |
| ISBN-13 | 978-1-350-19251-5 / 9781350192515 |
| Zustand | Neuware |
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