Reflective Language Teaching From Research to

Not everything a language teacher needs to know can be provided at the pre-service level, and the knowledge base of teaching is constantly changing. Based on cutting-edge research illustrated through case studies, this book outlines strategies for profess

Thomas S. C. Farrell is Professor in the Department of Applied Linguistics, Brock University, Canada

Preface	p. vi
Reflective language teaching	p. 1
Self-reflection	p. 14
Teachers' beliefs and practices	p. 29
Teachers' narrative	p. 43
Teachers' language proficiency (Thomas S. C. Farrell and Jack C. Richards)	p. 55
Teachers' metaphors and maxims	p. 67
Classroom communication	p. 78
Action research	p. 94
Teaching journals	p. 107
Teacher development groups	p. 120
Classroom observations	p. 133
Critical friendships	p. 148
Concept mapping	p. 164
Professional development through reflective language teaching	p. 174
References	p. 189
Index	p. 199
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Reflective Language Teaching From Research to Practice

Summary

Author Biography

Table of Contents

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