This page intentionally left blank The Cambridge Guide to Second Language Teacher Education Edited by Anne Burns Jack C. Richards cambridgeuniversitypress Cambridge,NewYork,Melbourne,Madrid,CapeTown,Singapore,Sa˜oPaulo,Delhi CambridgeUniversityPress 32AvenueoftheAmericas,NewYork,NY10013-2473,USA www.cambridge.org Informationonthistitle:www.cambridge.org/9780521760126 ©CambridgeUniversityPress2009 Thispublicationisincopyright.Subjecttostatutoryexception andtotheprovisionsofrelevantcollectivelicensingagreements, noreproductionofanypartmaytakeplacewithoutthewritten permissionofCambridgeUniversityPress. Firstpublished2009 PrintedintheUnitedStatesofAmerica AcatalogrecordforthispublicationisavailablefromtheBritishLibrary ISBN 978-0-521-76012-6hardback ISBN 978-0-521-75684-6paperback CambridgeUniversityPresshasnoresponsibilityforthepersistenceor accuracyofURLsforexternalorthird-partyInternetWebsitesreferredtoin thispublicationanddoesnotguaranteethatanycontentonsuchWebsitesis, orwillremain,accurateorappropriate.Informationregardingprices,travel timetables,andotherfactualinformationgiveninthisworkarecorrectat thetimeoffirstprinting,butCambridgeUniversityPressdoesnotguarantee theaccuracyofsuchinformationthereafter. CONTENTS Preface vii Introduction 1 AnneBurnsandJackC.Richards Section1 TheLandscapeofSecondLanguage TeacherEducation 9 Chapter 1 TheScopeofSecondLanguageTeacherEducation 11 DonaldFreeman Chapter 2 TrendsinSecondLanguageTeacherEducation 20 KarenE.Johnson Chapter 3 CriticalLanguageTeacherEducation 30 MargaretHawkinsandBonnyNorton Chapter 4 SocialandCulturalPerspectives 40 CharlotteFransonandAdrianHolliday Section2 ProfessionalismandtheLanguage TeachingProfession 47 Chapter 5 SecondLanguageTeacherProfessionalism 49 ConstantLeung Chapter 6 CertificationandProfessionalQualifications 59 SusanBarduhnandJennyJohnson Chapter 7 StandardsandSecondLanguageTeacherEducation 66 AnneKatzandMargueriteAnnSnow Chapter 8 AssessmentinSecondLanguageTeacherEducation 77 DonaldFreeman,MelindaMcBeeOrzulak,and GwynneMorrisey Chapter 9 TeacherPreparationandNonnativeEnglish-Speaking Educators 91 L´ıaD.Kamhi-Stein Chapter 10 “TrainerDevelopment”:ProfessionalDevelopmentfor LanguageTeacherEducators 102 TonyWright Section3 PedagogicalKnowledgeinSecondLanguage TeacherEducation 113 Chapter 11 TheCurriculumofSecondLanguageTeacherEducation 115 KathleenGraves iii iv Contents Chapter 12 KnowledgeAboutLanguage 125 NatBartels Chapter 13 SLAandTeacherEducation 135 RodEllis Chapter 14 AcquiringKnowledgeofDiscourseConventionsinTeacher Education 144 JohnS.Hedgcock Section4 Identity,Cognition,andExperienceinTeacher Learning 153 Chapter 15 PersonalPracticalKnowledgeinL2TeacherEducation 155 PaulaGolombek Chapter 16 LanguageTeacherCognition 163 SimonBorg Chapter 17 TeacherIdentity 172 JenniferMiller Chapter 18 TheNoviceTeacherExperience 182 ThomasS.C.Farrell Chapter 19 TeachingExpertise:Approaches,Perspectives, andCharacterizations 190 AmyB.M.Tsui Section5 ContextsforSecondLanguageTeacherEducation 199 Chapter 20 TeachingandLearningintheCourseRoom 201 GurmitSinghandJackC.Richards Chapter 21 School-BasedExperience 209 MichaelK.LegutkeandMaritaSchocker-v.Ditfurth Chapter 22 LanguageTeacherEducationbyDistance 218 DavidR.HallandJohnS.Knox Chapter 23 TechnologyandSecondLanguageTeacherEducation 230 HayoReinders Section6 SecondLanguageTeacherEducationThrough Collaboration 239 Chapter 24 CollaborativeTeacherDevelopment 241 BillJohnston Chapter 25 ThePracticum 250 JerryG.Gebhard Chapter 26 Mentoring 259 AngiMalderez Chapter 27 LanguageTeacherSupervision 269 KathleenM.Bailey Contents v Section7 SecondLanguageTeacherDevelopmentThrough ResearchandPractice 279 Chapter 28 SecondLanguageClassroomResearch 281 SandraLeeMcKay Chapter 29 ActionResearchinSecondLanguageTeacherEducation 289 AnneBurns Chapter 30 ReflectivePractice 298 JillBurton AuthorIndex 309 SubjectIndex 317 Acknowledgments 325 PREFACE The impetus for this book arose from a course we taught jointly in 2006 as part of a professionaldoctorateprograminappliedlinguisticsfromMacquarieUniversityinSydney, Australia, to a group of Mexican doctoral students meeting at the designated teaching location in the Beneme´rita Universidad Auto´noma de Puebla, Mexico. In organizing the course content around a selection of key readings on second language teacher education (SLTE), we realized that there were few volumes available that presented a collection offering a broad and contemporary overview of current debates in this field. It became apparentthatavolumeofthepresentkindwouldprovideavaluableintroductionforthose who are both specialist readers and new practitioners interested in developments in the field of SLTE. It would build on an early collection of work in this area (Richards and Nunan 1990) in that it would provide a state-of-the-art survey of current issues, debates, andapproachesincontemporarySLTE.WearegratefultoourMexicanstudentsforwarmly supportingthisideawhenwefirstbroacheditwiththem,fortheirenthusiasmindiscussing their own concerns and interests in SLTE, and for their anticipation of the publication of thiscollection. The field of SLTE has now become well established within applied linguistics and TESOL.ManyundergraduatedegreesnowofferoneormorecoursesinSLTE,andthere arealsomastersandotherpostgraduatecourseswithSLTEasaprimaryfocus. Weanticipatethatthereadershipforthevolumewillbethosewithabroadinterestin SLTE issues – preservice and in-service teachers, including those completing undergrad- uateandpostgraduateprograms,teachertrainersandeducators,professionaldevelopment coordinatorsandadministrators,andresearchersandacademicsinterestedinknowingmore aboutcurrentapproaches,theories,andpractices. Inputtingtogetherthevolume,weenvisageditasacompaniontotheCambridgeGuide toTESOL(NunanandCarter2001),whichsimilarlyoffersasurveyofcurrentdebates.The CambridgeGuidetoSecondLanguageTeacherEducationcomprises30originalchapters bykeywritersworkingandresearchinginthefieldofSLTE.Thechaptersaregroupedinto seven thematic sections. As we deliberated on the structure, we also found that this field is complex with overlapping trends, issues, and perspectives, such that readers will find echoesofotherchaptersinmanyofthecontributions.Nevertheless,thecompilationofthe contributionsintothevarioussectionsoffersreadersawayoffocusingfromdiscussionof thebroaderscopeandtrendsinSLTEtothemorespecificareasthatconstitutethedifferent dimensionsoftheory,research,andpractice.Eachsectionisprefacedbyanoverviewthat summarizesthekeyissuesraisedbythechapterauthors.Inordertoprovideasynthesisof themescurrentlyoccupyingtheSLTEfield,ourintroductorychapterdrawsoutthetrends notedacrossthewholevolumeandpointstothespecificchaptercontributionsthattakethe initialdiscussionpointsfurther. We hope that this volume will be seen as a valuable contribution to the applied linguisticsandEnglishlanguageteachingfield,synthesizingcurrentpractices,theoretical vii viii Preface insights, and future directions for research endeavors in the developing field of second languageteachereducationandprofessionalismingeneral. AnneBurns MacquarieUniversity,Sydney JackC.Richards RegionalLanguageCentre,Singapore February2009