Language in language teacher education

edited by Hugh Trappes-Lomax and Gibson Ferguson

This volume explores the defining element in the work of language teacher educators: language itself. The book is in two parts. The first part holds up to scrutiny concepts of language that underlie much practice in language teacher education yet too frequently remain under-examined. These include language as social institution, language as verbal practice, language as reflexive practice, language as school subject and language as medium of language learning. The chapters in the second part are written by language teacher educators working in a range of institutional contexts and on a variety of types of program including both long and short courses, both pre-service and in-service courses, and teacher education practice focusing variously on metalinguistic awareness for teachers, language improvement, and classroom communication. The unifying factor is that collectively they illuminate how language teacher educators research their practice and reflect on underlying principles.

「Nielsen BookData」より

This volume explores the defining element in the work of language teacher educators: language itself. The book is in two parts. The first part holds up to scrutiny concepts of language that underlie much practice in language teacher education yet too frequently remain under-examined. These include language as social institution, language as verbal practice, language as reflexive practice, language as school subject and language as medium of language learning. The chapters in the second part are written by language teacher educators working in a range of institutional contexts and on a variety of types of program including both long and short courses, both pre-service and in-service courses, and teacher education practice focusing variously on metalinguistic awareness for teachers, language improvement, and classroom communication. The unifying factor is that collectively they illuminate how language teacher educators research their practice and reflect on underlying principles.

「Nielsen BookData」より

This volume explores the defining element in the work of language teacher educators: language itself. The book is in two parts. The first part holds up to scrutiny concepts of language that underlie much practice in language teacher education yet too frequently remain under-examined. These include language as social institution, language as verbal practice, language as reflexive practice, language as school subject and language as medium of language learning. The chapters in the second part are written by language teacher educators working in a range of institutional contexts and on a variety of types of program including both long and short courses, both pre-service and in-service courses, and teacher education practice focusing variously on metalinguistic awareness for teachers, language improvement, and classroom communication. The unifying factor is that collectively they illuminate how language teacher educators research their practice and reflect on underlying principles.

「Nielsen BookData」より

This volume explores the defining element in the work of language teacher educators: language itself. The book is in two parts. The first part holds up to scrutiny concepts of language that underlie much practice in language teacher education yet too frequently remain under-examined. These include language as social institution, language as verbal practice, language as reflexive practice, language as school subject and language as medium of language learning. The chapters in the second part are written by language teacher educators working in a range of institutional contexts and on a variety of types of program including both long and short courses, both pre-service and in-service courses, and teacher education practice focusing variously on metalinguistic awareness for teachers, language improvement, and classroom communication. The unifying factor is that collectively they illuminate how language teacher educators research their practice and reflect on underlying principles.

「Nielsen BookData」より

[目次]

  • 1. Introduction: Language in language teacher education: a discourse perspective (by Trappes-Lomax, Hugh), p1-21
  • 2. Part 1. Concepts of language in language teacher education, p23-27
  • 3. Is language a verb? - conceptual change in linguistics and language teaching (by Joseph, John E.), p29-47
  • 4. The social component of language teacher education (by Davies, Alan), p49-65
  • 5. Language teaching: defining the subject (by Widdowson, Henry G.), p67-81
  • 6. Reflexive language in language teacher education (by Grundy, Peter), p83-94
  • 7. Training in instructional conversation (by Thornbury, Scott), p95-106
  • 8. Part 2. Working with language in language teacher education, p107-111
  • 9. Doing language awareness: Issues for language study in language teacher education (by Wright, Tony), p113-130
  • 10. Language awareness in the preparation of teachers of English for specific purposes (by Ferguson, Gibson), p131-148
  • 11. Examining classroom discourse frames: An approach to raising language teachers' awareness of and planning for language use (by Pennington, Martha C.), p149-172
  • 12. What was that you said?: Trainee generated language awareness (by O'Donoghue, Clare), p173-186
  • 13. Developing language awareness and error detection: What can we expect of novice trainees? (by Murray, Heather), p187-198
  • 14. Maintaining language skills in pre-service training for foreign language teachers (by Barnes, Ann), p199-217
  • 15. The use of lesson transcripts for developing teachers' classroom language (by Cullen, Richard M.), p219-235
  • 16. Towards a framework for language improvement within short in-service teacher development programmes (by Lavender, Susan), p237-250
  • 17. Bionotes, p251-253
  • 18. Index, p255-257

「Nielsen BookData」より

[目次]

  • 1. Introduction: Language in language teacher education: a discourse perspective (by Trappes-Lomax, Hugh), p1-21
  • 2. Part 1. Concepts of language in language teacher education, p23-27
  • 3. Is language a verb? - conceptual change in linguistics and language teaching (by Joseph, John E.), p29-47
  • 4. The social component of language teacher education (by Davies, Alan), p49-65
  • 5. Language teaching: defining the subject (by Widdowson, Henry G.), p67-81
  • 6. Reflexive language in language teacher education (by Grundy, Peter), p83-94
  • 7. Training in instructional conversation (by Thornbury, Scott), p95-106
  • 8. Part 2. Working with language in language teacher education, p107-111
  • 9. Doing language awareness: Issues for language study in language teacher education (by Wright, Tony), p113-130
  • 10. Language awareness in the preparation of teachers of English for specific purposes (by Ferguson, Gibson), p131-148
  • 11. Examining classroom discourse frames: An approach to raising language teachers' awareness of and planning for language use (by Pennington, Martha C.), p149-172
  • 12. What was that you said?: Trainee generated language awareness (by O'Donoghue, Clare), p173-186
  • 13. Developing language awareness and error detection: What can we expect of novice trainees? (by Murray, Heather), p187-198
  • 14. Maintaining language skills in pre-service training for foreign language teachers (by Barnes, Ann), p199-217
  • 15. The use of lesson transcripts for developing teachers' classroom language (by Cullen, Richard M.), p219-235
  • 16. Towards a framework for language improvement within short in-service teacher development programmes (by Lavender, Susan), p237-250
  • 17. Bionotes, p251-253
  • 18. Index, p255-257

「Nielsen BookData」より

[目次]

  • 1. Introduction: Language in language teacher education: a discourse perspective (by Trappes-Lomax, Hugh), p1-21
  • 2. Part 1. Concepts of language in language teacher education, p23-27
  • 3. Is language a verb? - conceptual change in linguistics and language teaching (by Joseph, John E.), p29-47
  • 4. The social component of language teacher education (by Davies, Alan), p49-65
  • 5. Language teaching: defining the subject (by Widdowson, Henry G.), p67-81
  • 6. Reflexive language in language teacher education (by Grundy, Peter), p83-94
  • 7. Training in instructional conversation (by Thornbury, Scott), p95-106
  • 8. Part 2. Working with language in language teacher education, p107-111
  • 9. Doing language awareness: Issues for language study in language teacher education (by Wright, Tony), p113-130
  • 10. Language awareness in the preparation of teachers of English for specific purposes (by Ferguson, Gibson), p131-148
  • 11. Examining classroom discourse frames: An approach to raising language teachers' awareness of and planning for language use (by Pennington, Martha C.), p149-172
  • 12. What was that you said?: Trainee generated language awareness (by O'Donoghue, Clare), p173-186
  • 13. Developing language awareness and error detection: What can we expect of novice trainees? (by Murray, Heather), p187-198
  • 14. Maintaining language skills in pre-service training for foreign language teachers (by Barnes, Ann), p199-217
  • 15. The use of lesson transcripts for developing teachers' classroom language (by Cullen, Richard M.), p219-235
  • 16. Towards a framework for language improvement within short in-service teacher development programmes (by Lavender, Susan), p237-250
  • 17. Bionotes, p251-253
  • 18. Index, p255-257

「Nielsen BookData」より

[目次]

  • 1. Introduction: Language in language teacher education: a discourse perspective (by Trappes-Lomax, Hugh), p1-21
  • 2. Part 1. Concepts of language in language teacher education, p23-27
  • 3. Is language a verb? - conceptual change in linguistics and language teaching (by Joseph, John E.), p29-47
  • 4. The social component of language teacher education (by Davies, Alan), p49-65
  • 5. Language teaching: defining the subject (by Widdowson, Henry G.), p67-81
  • 6. Reflexive language in language teacher education (by Grundy, Peter), p83-94
  • 7. Training in instructional conversation (by Thornbury, Scott), p95-106
  • 8. Part 2. Working with language in language teacher education, p107-111
  • 9. Doing language awareness: Issues for language study in language teacher education (by Wright, Tony), p113-130
  • 10. Language awareness in the preparation of teachers of English for specific purposes (by Ferguson, Gibson), p131-148
  • 11. Examining classroom discourse frames: An approach to raising language teachers' awareness of and planning for language use (by Pennington, Martha C.), p149-172
  • 12. What was that you said?: Trainee generated language awareness (by O'Donoghue, Clare), p173-186
  • 13. Developing language awareness and error detection: What can we expect of novice trainees? (by Murray, Heather), p187-198
  • 14. Maintaining language skills in pre-service training for foreign language teachers (by Barnes, Ann), p199-217
  • 15. The use of lesson transcripts for developing teachers' classroom language (by Cullen, Richard M.), p219-235
  • 16. Towards a framework for language improvement within short in-service teacher development programmes (by Lavender, Susan), p237-250
  • 17. Bionotes, p251-253
  • 18. Index, p255-257

「Nielsen BookData」より

この本の情報

書名 Language in language teacher education
著作者等 Trappes-Lomax, H. R
Trappes-Lomax Hugh
Ferguson Gibson
シリーズ名 Language learning and language teaching
出版元 John Benjamins Publishing
刊行年月 c2002
ページ数 vi, 257 p.
大きさ 23 cm
ISBN 1588112594
1588112608
9027216983
9027216975
NCID BA60156806
※クリックでCiNii Booksを表示
言語 英語
出版国 オランダ
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