Acknowledgements Julia Huttner, Barbara Mehlmauer-Larcher, Susanne Reichl and Barbara Schiftner: Introduction Part 1 Conceptualising the Issue of Theory and Practice Henry G. Widdowson: Closing the Gap, Changing the Subject Amy B. M. Tsui: The Dialectics of Theory and Practice in Teacher Knowledge Development Joachim Appel: Moments of Practice: Teachers' Knowledge and Interaction in the Language Classroom Part 2 Developing Language Teachers' Knowledge Base Armin Berger: Creating Language Assessment Literacy: A Model for Teacher Education Penny Ur: Grammar Teaching: Theory, Practice and English Teacher Education David Newby: Cognitive + Communicative Grammar in Teacher Education Susanne Reichl: Towards a Stronger Intervention: The Role of Literature in Teacher Education Part 3 Assisting Language Teachers' Knowledge Construction Sandra Hutterli and Michael C. Prusse: Supporting the Transfer of Innovation into Foreign Language Classrooms: Applied Projects in In-service Teacher Education Julia Huttner and Ute Smit: Developing Student Teachers' 'Pedagogical Content Knowledge' in English for Specific Purposes: The 'Vienna ESP Approach' Barbara Mehlmauer-Larcher: The EPOSTL (European Portfolio for Student Teachers of Languages): A Tool to Promote Reflection and Learning in Pre-service Teacher Education Part 4 Addressing Established Paradigms Irena Vodopija-Krstanovic: NESTs vs. Non-NESTs: Rethinking English Language Teacher Identities Eva Vetter: Multilingualism Pedagogy: Building Bridges between Languages
Julia Huttner is a Lecturer at the University of Southampton, where she teaches applied linguistics and teacher education courses. Her current research project investigates oral language use and proficiency.Barbara Mehlmauer-Larcher currently coordinates the ELT methodology programme at the Centre for English Language Teaching (Department of English) of the University of Vienna. Her research interests focus on ESP methodology and pre-service language teacher education.Susanne Reichl is associate professor at the Centre for English Language Teaching (Department of English) of the University of Vienna. Her research interests include the teaching of literature and culture in secondary and higher education, and literature for children and young adults.Barbara Schiftner currently works as a research assistant for the Centre for English Language Teaching (Department of English) of the University of Vienna. Her recent research activities are concerned with coherence and cohesion in learner writing.
This book's coverage of both academic and applied aspects of how teacher learning can be facilitated in a variety of settings is very topical, comprehensive, well-integrated and insightful. It is also structured imaginatively and is engaging in tone. Definitely a 'must' for would-be and practising teacher educators and others interested in the subject! Alan Waters, Lancaster University, UKThis book is a timely and important addition to the language teacher education literature. Its focus on understanding and enhancing relationships between theory and practice in teacher learning is central to contemporary concerns in the field and the variety of perspectives it brings to the analysis of these relationships makes it very relevant to an international readership of language teacher educators.Simon Borg, University of Leeds, UKThis valuable collection of papers is concerned with both the theory and practice of English language education, exploring in detail how the two can and should relate. Part of its value lies in its recognition that teacher education approaches must be highly context-sensitive, and for this reason the book will make essential background reading to professionals world-wide. Highly stimulating.Keith Johnson, Lancaster University, UK