Reflective Language Teaching: 2nd edition Practical Applications for TESOL Teachers

Description

Reflective Language Teaching: Practical Applications for TESOL Teachers is an extensively revised and updated second edition of the popular and accessible text Reflective Language Teaching: From Research to Practice originally published in 2008. This fully up-to-date second edition includes: an expanded preface updated case studies and new cases throughout that deal with new developments in language teaching and reflective practice fully updated citations three brand new chapters, on online reflective practice and teaching young learners, and a new final chapter on developing a ‘culture of reflection’ As in the first edition, this book outlines strategies for professional development through reflective practice in the language classroom. Accessible and comprehensive, the book presupposes no prior knowledge of linguistics or language teaching, and each chapter includes reflective discussion questions to help the reader apply the strategies and procedures discussed. Title Page Copyright Page Contents Preface Chapter 1 Reflective Language Teaching Introduction Reflective teaching Reflective language teaching Reflection Conclusion Chapter scenario Reflection Chapter 2 Self-Reflection Introduction Self-reflection Case study: Self-reflection with the “Tree Of Life” Case study reflection Practical applications for TESOL teachers Reflection Conclusion Chapter scenario Reflection Chapter 3 Teacher Beliefs and Practices Introduction Teacher beliefs and practices Case study: Beliefs and classroom practices of novice second language reading (L2) teacher Case study reflection Practical applications for TESOL teachers Reflection Conclusion Chapter scenario Reflection Chapter 4 Teacher Narrative Introduction Teacher narrative inquiry Case study I: ESL teacher’s critical incident Case study I reflection Case study II: “Should I give the rule of get on with the lesson?” Case study II reflection Case study III: How do I know when it is appropriate for students to use their home language during ESL class? Case study III reflection Case study IV: “Who I am Is How I Teach” Case study IV reflection Practical applications for TESOL teachers Case study V: Mismatched textbooks and assessment Case study V reflection Reflection Conclusion Chapter scenario Reflection Chapter 5 Teacher Metaphors and Maxims Introduction Teacher metaphors and maxims Case study I: “The Teacher Is A Facilitator” Case study reflection Case study II: “Teach the same way as I have been taught” Case study reflection Practical applications for TESOL teachers Reflection Conclusion Chapter scenario Reflection Chapter 6 Classroom Communication Introduction Classroom communication Case study I: Teacher questions Case study I reflection Case study II: Exploratory talk or final draft talk? Turns 1–9 Case study II reflection Practical applications for TESOL teachers Reflection Conclusion Chapter scenario Reflection Chapter 7 Reflecting on teaching young learners Introduction Teaching Young Learners Case study: Reflecting on teachers’ attitudes toward young learner teaching Case study reflection Practical applications for TESOL teachers Episode 1 Reflection Conclusion Chapter scenario Reflection Chapter 8 Action Research Introduction Action research Case study: “Tag Questions are Complex, aren’t they?” Case study reflection Practical applications for TESOL teachers Reflection Conclusion Chapter scenario Reflection Chapter 9 Teaching Journals Introduction Teaching journals Case study I: Three EFL teachers write about their teaching Case study I reflection Case study II: “I See My Biggest Challenge As Achieving Balance In My Life” Case study II reflection Practical applications for TESOL teachers Reflection Conclusion Chapter scenario Reflection Chapter 10 Teacher Development Groups Introduction Teacher development groups Case study I: Experienced language teachers in group reflections Case study I reflection Case study II: “I’ve Plateaued . . . Gone A Little Stale.” Case study II reflection Case study III: Novice language teachers in group reflections Case study III reflection Practical applications for TESOL teachers Reflection Conclusion Chapter scenario Reflection Chapter 11 Classroom Observations Introduction Classroom observations Case study I: “What Kind of Writing Teacher Am I?” Case study I reflection Case study II: Wait-time Case study II reflection Practical applications for TESOL teachers Reflection Conclusion Chapter scenario Reflection Chapter 12 Collegial Friendships Introduction Collegial friendships Case study I: Non-native speaker teacher and native speaker critical friend Case study I reflection Case study II: Native speaker teacher and native speaker critical friend Case study II reflection Case study III: Group critical friends Case study III reflection Practical applications for TESOL teachers Reflection Conclusion Chapter scenario Reflection Chapter 13 Concept Mapping Introduction Concept mapping Case study I: “What Did They Really Learn?” Case study I reflection Case study II: Mapping conceptual change Case study II reflection Practical applications for TESOL teachers Reflection Conclusion Chapter scenario Reflection Chapter 14 Online Reflection Introduction Online reflection Case study I: Blogging with preservice teachers Case study I reflection Practical applications for TESOL teachers Case study II: “Prob with reflective practice is that it often ends up in the teacher’s head, not shared”: Reflecting on TESOL Twitter Bites! Case study II reflection Case study III: The lives of teachers—An interview with Thomas Farrell from Darren Elliott on Vimeo: http://www.livesofteachers.com/?s=thomas+farrell&submit=Search Case study III reflection Conclusion Chapter scenario Reflection Chapter 15 Professional Development Through Reflective Practice Introduction Professional development Case study: Tailoring reflection to individual needs Case study reflection Practical applications for TESOL teachers Holistic reflective practice Reflection Reflection Conclusion Chapter scenario Reflection Chapter 16 The Importance of Reflective Practice for Effective Teaching Introduction Language teachers Effective teaching Teacher language proficiency Reflective practice: A critical competency Conclusion References Index