The Routledge Handbook of English Language Teacher Education provides an accessible, authoritative, comprehensive and up-to-date resource of English language teacher education. With an overview of historical issues, theoretical frameworks and current debates, this handbook provides unique insights into a range of teacher education contexts, focusing on key issues relating to teacher and learner priorities, language and communication, current practices, reflective practice, and research.

The Routledge Handbook of English Language Teacher Education

List of Figures Foreword K.M.Bailey Acknowledgements Notes on the Contributors Introduction Six Promising Directions in Applied Linguistics D.Allwright What Do We Mean By 'Quality of Classroom Life'? S.N.Gieve & I.K. Miller What Happens Between People: Who We Are and What We Do A.Holliday Managing Classroom Life T.Wright Who Does What In The 'Management of Language Learning'? Planning and the Social Construction of the 'Motivation to Notice' D.Woods Darwin and the Large Class H.Coleman Recognizing Complexity in Adult Literacy Research and Practice M.L.Tseng & R.Ivanic Language Lessons: A Complex, Local Co-Production of all Participants E.E.Tarone Take 1, Take 2, Take 3: A Suggested Three-Stage Approach to Exploratory Practice J.F.Fanselow & R.Barnard Collegial Development in ELT: The Interface Between Global Processes and Local Understandings M.P.Breen Language Teacher Educators in Search of 'Locally Helpful Understandings' M.A.A.Celani Teaching and Learning in the Age of 'Reform': The Problem of the Verb D.Freeman Index

Understanding the language classroom

Form-focused instruction: A case study of Vietnamese teachers’ beliefs and practices

Practitioner research is a flourishing area with a significant body of theoretical and empirical research, but often researchers remain isolated, unaware of impactful work by colleagues in related fields. Exploratory Practice (EP) is one innovative form, uniting creative pedagogy and research methods, the potential contribution of which has hitherto been neglected. EP’s emphasis on puzzling and understanding is a means of demystifying occluded practices which places learners, teachers and researchers as co-investigators at the heart of the research-practice nexus. Its radical positioning of learners as co-researchers, alongside teachers, teacher educators and others, means crossing boundaries, (re-)negotiating identities, in language learning/teaching/researching, thus raising epistemological challenges for the field. The contribution of this state-of-the-art article is to provide a meta-analysis of these themes and challenges, critically analyzing the complexities involved as the paradigms of research, practice and practitioner research shift from notions of research-as-practice towards practice-as-research.

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From Research-as-Practice to Exploratory Practice-as-Research in Language Teaching and Beyond.

This ethnographic study attempts to find, reveal and understand the learning possibilities, from the social learning perspective, in the process of peer feedback activity in a College English class...

Understanding the learning process of peer feedback activity: An ethnographic study of Exploratory Practice

What follows started out as a somewhat hastily composed handout for a Masters course I was teaching in Hong Kong. I was seeking to help the students gain a sense of the history of Applied Linguistics (seen narrowly as the study of language teaching and learning), but it is now obvious that all I was able to do was tell my own personal story, of the development of my own thinking over more than forty years of serious involvement with language teaching and learning.

Six Promising Directions in Applied Linguistics

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Six Promising Directions in Applied Linguistics