Preface 1. Reflective Language Teaching 2. Self-Reflection 3. Teacher Beliefs and Practices 4. Teacher Narrative 5. Teacher Metaphors and Maxims 6. Classroom Communication 7. Reflecting On Teaching Young Learners 8. Action Research 9. Teaching Journals 10. Teacher Development Groups 11. Classroom Observations 12. Collegial Friendships 13. Concept Mapping 14. Online Reflection 15. Professional Development Through Reflective Practice 16. The Importance of Reflective Practice For Effective Teaching References Index
New edition of the leading textbook on reflecting language teaching in TESOL.
Thomas S. C. Farrell is Professor in the Department of Applied Linguistics, Brock University, Canada.
This second edition of Reflective Language Teaching covers more
topics than the earlier edition ... Each chapter in the book
follows a similar outline which gives the book a coherent and
well-organized framework ... One of the strongest aspects of the
book are the case studies provided ... [and these] are further
strengthened by the fact that they are based on the author’s own
experiences, which lends them a sense of authenticity.
*Teachers College Record*
Reflective Language Teaching is an excellent book for second
language teachers and teacher educators and any other readers who
are interested in teacher reflection and improving language
teaching practice. Indeed, it should be required reading for all
in-service professional development programmes for second language
teachers. (Of the first edition)
*System*
Reflective Language Teaching is a very user-friendly,
"state-of-the-art" text for any teacher considering embarking on
self-initiated professional development, either alone or in
collaboration with peers. In updating and organizing current
thinking, the author has produced an excellent primer for
less-experienced teachers. If teachers with experience in
reflection are looking for reinvigoration, they, too, may find it
here, and as such it is an excellent addition to the field. (Of the
first edition)
*JALT Journal*
The worldwide ELT industry needs this book. (Of the first
edition)
*Stephen Moore, Senior Lecturer, Linguistics Department, Macquarie
University, Australia*
This book could easily be used as a graduate or undergraduate level
coursebook for language teachers of any language and whether it be
as a second language (e.g., ESL) or as a foreign language (e.g.,
EFL) as Reflective Practice is becoming a part of more and more
teacher education curriculums. But it is even a great resource for
any language teacher already in the field facing the myriad of
situations that require the teacher to reflect deeply on before
acting. (Of the first edition)
*David E. Shaffer, Chosun University, South Korea*
I have been a fan of Professor Farrell’s work for many years. In
particular, I have used his books on teacher reflection to enhance
my courses and workshops for in-service teachers of many subjects.
In this second edition, it is exciting to see Farrell’s new
insights and applications.
*George Jacobs, Lecturer, James Cook University, Singapore*
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