TESOL Teacher Education: A Reflective Approach by Thomas S.C. Farrell (English)

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A practical approach to preparing learner TESOL teachers for the realities of the classroom

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

A 200 hour teacher education program, often heavily focused on theory and where practice is left to short field experiences cannot provide you with everything that you will need when working in a real classroom. In this book Thomas Farrell addresses two problems within TESOL teacher education the perceived gap between theory and practice and the lack of contact with newly qualified teachers. Farrell outlines how to prepare for the realities of what you will face when beginning your career through reflective activities that include: case-based teaching, teaching metaphor analysis, critical incident analysis, and teacher identity analysis. Including data-based vignettes from diverse contexts of language teachers, you are able to gain practical insights from language teacher education courses. Whether a learner teacher or teacher educator, this book presents new insights into the reality of TESOL teacher education.

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A practical approach to preparing learner TESOL teachers for the realities of a real classroomA 200 hour teacher education program, often heavily focused on theory and where practice is left to short field experiences cannot provide you with everything that you will need when working in a real classroom. In this book Thomas Farrell addresses two problems within TESOL teacher education - the perceived gap between theory and practice and the lack of contact with newly qualified teachers. Farrell outlines how to prepare for the realities of what you will face when beginning your career through reflective activities that include: case-based teaching, teaching metaphor analysis, critical incident analysis, and teacher identity analysis. Including data-based vignettes from diverse contexts of language teachers, you are able to gain practical insights from language teacher education courses. Whether a learner teacher or teacher educator, this book presents new insights into the reality of TESOL teacher education.Key features: * includes tasks, discussion questions and data-based vignettes from diverse contexts of language teachers* takes a reflective approach to TESOL teacher education that starts in pre-service education but extends the educational experiences to 'novice-service TESOL teacher education'* encourages self-assessment in collaborative interactions with teacher educators, mentors, and supervisors Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada.

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A practical approach to preparing learner TESOL teachers for the realities of a real classroomA 200 hour teacher education program, often heavily focused on theory and where practice is left to short field experiences cannot provide you with everything that you will need when working in a real classroom. In this book Thomas Farrell addresses two problems within TESOL teacher education - the perceived gap between theory and practice and the lack of contact with newly qualified teachers. Farrell outlines how to prepare for the realities of what you will face when beginning your career through reflective activities that include: case-based teaching, teaching metaphor analysis, critical incident analysis, and teacher identity analysis. Including data-based vignettes from diverse contexts of language teachers, you are able to gain practical insights from language teacher education courses. Whether a learner teacher or teacher educator, this book presents new insights into the reality of TESOL teacher education.Key features:* includes tasks, discussion questions and data-based vignettes from diverse contexts of language teachers* takes a reflective approach to TESOL teacher education that starts in pre-service education but extends the educational experiences to 'novice-service TESOL teacher education'* encourages self-assessment in collaborative interactions with teacher educators, mentors, and supervisorsThomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada.

Author Biography

Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada.

Table of Contents

Introduction; 1: TESOL Teacher Education: Getting Oriented; 2: TESOL Teacher Education: A Novice-Service Approach; 3: TESOL Teacher Education: Reflection-As-Action; 4: TESOL Teacher Education: Collaborative Learning; 5: TESOL Teacher Education: Teaching Practice; 6: TESOL Teacher Education: Teaching Evaluation; 7: TESOL Teacher Education: The Early Career Years; 8: Conclusions; Appendix A: TESOL Teacher Research; References

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A practical approach to preparing TESOL teachers for the realities of the classroom

Description for Reader

A practical approach to preparing learner TESOL teachers for the realities of a real classroom Includes tasks, discussion questions and data-based vignettes from diverse contexts of language teachers Takes a reflective approach to TESOL teacher education that starts in pre-service education but extends the educational experiences to 'novice-service TESOL teacher education' Encourages self-assessment in collaborative interactions with teacher educators, mentors, and supervisors A 200 hour teacher education program, often heavily focused on theory and where practice is left to short field experiences cannot provide you with everything that you will need when working in a real classroom. In this book Thomas Farrell addresses two problems within TESOL teacher education - the perceived gap between theory and practice and the lack of contact with newly qualified teachers. Farrell outlines how to prepare for the realities of what you will face when beginning your career through reflective activities that include: case-based teaching, teaching metaphor analysis, critical incident analysis, and teacher identity analysis. Including data-based vignettes from diverse contexts of language teachers, you are able to gain practical insights from language teacher education courses. Whether a learner teacher or teacher educator, this book presents new insights into the reality of TESOL teacher education.

Feature

Includes tasks, discussion questions and data-based vignettes from diverse contexts of language teachers Takes a reflective approach to TESOL teacher education that starts in pre-service education but extends the educational experiences to 'novice-service TESOL teacher education' Encourages self-assessment in collaborative interactions with teacher educators, mentors, and supervisors

Description for Sales People

Includes tasks, discussion questions and data-based vignettes from diverse contexts of language teachers Takes a reflective approach to TESOL teacher education that starts in pre-service education but extends the educational experiences to 'novice-service TESOL teacher education' Encourages self-assessment in collaborative interactions with teacher educators, mentors, and supervisors

Description for Teachers/Educators

Potential use TESOL teacher education courses worldwide including initial certificate and diploma courses, 3rdand 4thyear undergraduate TESOL courses and MA courses in TESOL/Applied Linguistics. Examples include: University of Limerick, TE6011: SLA Theories and Classroom Applications (MA TESOL) This module consists of areas fundamental to language learning and teaching, giving students the basic knowledge and skills needed for language teaching. This module will help students in developing an understanding of the theoretical perspectives on, and processes of, second language acquisition. Primary reading: Fasold R and Connor-Linton J (2006) Language and Linguistics , Cambridge: Cambridge University Press Harmer J (2006) The Practice of English Language Teaching (4e) , London: Longman Carter R and Nunan D (eds) (2001) Teaching English to Speakers of Other Languages , New York: Cambridge University Press Lecturer: Elaine Vaughan, Fiona Farr University of Limerick, LP6004: Language Pedagogy 2: The Language Teacher as Reflective Practitioner This module is designed to encourage students to reflect on their classroom experience of teaching in the post-primary language classroom against the background of broader institutional, national and international contexts. It aims to encourage students to expand their capacity for lifelong professional self-development through critical reflection of evidence-based practice and current research-informed and public debates. Primary reading: Richards, J. C. and Farrell, T.S.C. (2005) Professional Development for Language Teachers , Cambridge: Cambridge University Press. Lecturer: Jean Conacher Warwick University: ET9B5: Foundations of TESOL Professional Practice (MA TESOL) Students will plan and design their own lesson in a collaborative environment with input from peers and tutors. The programme aims to provide an introduction to practical classroom techniques in the English language classroom; introduce students to a range of practical classroom management and teaching techniques. This will include, for example; general classroom management, lesson planning, methods, principles and approaches to teaching all four skills; offer students the opportunity to engage in a carefully structured action research project in which they will, briefly design and teach a short lesson to their peers; research areas for improvement; teach a second lesson incorporating insights from research; evaluate the change; by engaging with the above action research project, to introduce students to research techniques, methodology and presentation. Warwick University: ET9B3: Innovations in TESOL Methodology (MA TESOL) The module aims, in the first instance, to enhance students'' abilities to consider innovation in TESOL from a critical perspective in relation to their own teaching context (including questioning of the notion / value of innovation from historical and research perspectives). They will also be encouraged to plan small-scale data collection interventions as a basis for innovation. On these foundations, they will be introduced to a wide variety of recent innovations for critical appraisal during the second half of the course. They will also learn how to ''manage'' innovation, in the sense of understanding and controlling factors known to increase chances of an innovation being successful. Lecturer: Steve Mann University of Leeds, EDUC5925M: Teacher Education for TESOL (MA TESOL) The module has two main topic strands: goals of teacher education and processes of teacher education. Sub-topics under ''goals'' include: the good teacher, good teaching, the professional teacher, the reflective practitioner, ''the whole iceberg'', what teachers need to know''. Sub topics under ''processes'' include: training/development/education, skill-learning, ''interteaching'', implicit learning, mentoring. Other possible topics, covered in more or less depth, depending on the interests and needs of the group are: pre-service programme frameworks, session design issues, INSET issues, formal and informal teacher development, trainer development, the self-directed teacher. Reading list: _14122_EDUC5925M&bbListId=_6960608_1&bbLastListId=_5756942_1&sess=201920&s=m Lecturer: Judith Hanks, Harry Kuchah University of Southampton, LING3005: Language Teaching Theory and Practice This unit examines the theory and practice of language teaching and explores ''reflective practice'' as a set of skills that can be applied to your future working life. Reading list: Harmer, J?(2001).?The practice of English language teaching, Lightbown, P and Spada, N?(1993).?How languages are learned, Swann, M?(1995).?Practical English Usage, Carter, R. & D. Nunan?(2001).?The Cambridge guide to teaching English to speakers of other languages, Stern, H H?(1983).?Fundamental concepts of language teaching.? Lecturer: Alasdair Archibald Sheffield Hallam University, 77-701080: Developing as an English Language Teacher In this module, you will critically explore approaches to teacher learning and relate these to your own experiences and ongoing development as learner teachers. During the module, you will take part in classroom observations of experienced teachers and be guided to reflect on and critically evaluate significant aspects of your own learning and strategies for your future professional development. You will apply your developing knowledge, understanding and skills to writing and justifying language learning objectives, lesson planning and material evaluation in order to deepen your knowledge and understanding of these key aspects of English language teaching and learning. Core reading: Promoting teacher reflection in second-language education: a framework for TESOL professionals by Thomas S. C. Farrell (Routledge, 2015) Lecturer: Alice Oxholm

Details ISBN1474474438 Author Thomas S.C. Farrell Short Title TESOL Teacher Education Publisher Edinburgh University Press Language English Year 2021 ISBN-10 1474474438 ISBN-13 9781474474436 Format Paperback Subtitle A Reflective Approach Pages 208 Publication Date 2021-05-31 Imprint Edinburgh University Press UK Release Date 2021-05-31 Place of Publication Edinburgh Country of Publication United Kingdom NZ Release Date 2021-05-31 Edited by Monica Ronchi Birth 1980 Death 2013 Affiliation Ghent University Position Principal Lecturer Qualifications Sir DEWEY 428.0071 Audience General AU Release Date 2021-08-30 Series Edinburgh Textbooks in TESOL Alternative 9781474474429 Illustrations Illustrations We've got this

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