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Reflective Language Teaching

Practical Applications for TESOL Teachers

Thomas S. C. Farrell (Brock University, Canada)

$120.00

Hardback

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Bloomsbury Academic
06 September 2018
ELT: teaching theory & methods; Teaching of students with English as a second language (TESOL)
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.
By:   Thomas S. C. Farrell (Brock University Canada)
Imprint:   Bloomsbury Academic
Country of Publication:   United Kingdom
Edition:   2nd edition
Dimensions:   Height: 234mm,  Width: 156mm, 
Weight:   585g
ISBN:   9781350021358
ISBN 10:   1350021350
Pages:   296
Publication Date:   06 September 2018
Audience:   College/higher education ,  Primary
Format:   Hardback
Publisher's Status:   Active
Preface 1. Reflective Language Teaching 2. Self-Reflection 3. Teacher Beliefs and Practices 4. Teacher Narrative 5. Teacher Metaphors and Maxims 6. Classroom Communication 7. Reflecting On Teaching Young Learners 8. Action Research 9. Teaching Journals 10. Teacher Development Groups 11. Classroom Observations 12. Collegial Friendships 13. Concept Mapping 14. Online Reflection 15. Professional Development Through Reflective Practice 16. The Importance of Reflective Practice For Effective Teaching References Index

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

Reviews for Reflective Language Teaching: Practical Applications for TESOL Teachers

This second edition of Reflective Language Teaching covers more topics than the earlier edition ... Each chapter in the book follows a similar outline which gives the book a coherent and well-organized framework ... One of the strongest aspects of the book are the case studies provided ... [and these] are further strengthened by the fact that they are based on the author's own experiences, which lends them a sense of authenticity. * Teachers College Record * Reflective Language Teaching is an excellent book for second language teachers and teacher educators and any other readers who are interested in teacher reflection and improving language teaching practice. Indeed, it should be required reading for all in-service professional development programmes for second language teachers. (Of the first edition) * System * Reflective Language Teaching is a very user-friendly, state-of-the-art text for any teacher considering embarking on self-initiated professional development, either alone or in collaboration with peers. In updating and organizing current thinking, the author has produced an excellent primer for less-experienced teachers. If teachers with experience in reflection are looking for reinvigoration, they, too, may find it here, and as such it is an excellent addition to the field. (Of the first edition) * JALT Journal * The worldwide ELT industry needs this book. (Of the first edition) * Stephen Moore, Senior Lecturer, Linguistics Department, Macquarie University, Australia * This book could easily be used as a graduate or undergraduate level coursebook for language teachers of any language and whether it be as a second language (e.g., ESL) or as a foreign language (e.g., EFL) as Reflective Practice is becoming a part of more and more teacher education curriculums. But it is even a great resource for any language teacher already in the field facing the myriad of situations that require the teacher to reflect deeply on before acting. (Of the first edition) * David E. Shaffer, Chosun University, South Korea * I have been a fan of Professor Farrell's work for many years. In particular, I have used his books on teacher reflection to enhance my courses and workshops for in-service teachers of many subjects. In this second edition, it is exciting to see Farrell's new insights and applications. * George Jacobs, Lecturer, James Cook University, Singapore *


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