LEADER 05672nam 2200613 450 001 9910789291703321 005 20230803201916.0 010 $a94-012-1048-9 024 7 $a10.1163/9789401210485 035 $a(CKB)3710000000090322 035 $a(EBL)1686926 035 $a(SSID)ssj0001157497 035 $a(PQKBManifestationID)11692985 035 $a(PQKBTitleCode)TC0001157497 035 $a(PQKBWorkID)11208703 035 $a(PQKB)10240694 035 $a(MiAaPQ)EBC1686926 035 $a(OCoLC)870637008$z(OCoLC)870508834$z(OCoLC)908682859 035 $a(nllekb)BRILL9789401210485 035 $a(Au-PeEL)EBL1686926 035 $a(CaPaEBR)ebr10840230 035 $a(CaONFJC)MIL576745 035 $a(OCoLC)870892702 035 $a(EXLCZ)993710000000090322 100 $a20140310h20142014 uy 0 101 0 $aeng 135 $aurun| uuuua 181 $ctxt 182 $cc 183 $acr 200 00$aEnglish as a foreign language teacher education $ecurrent perspectives and challenges /$fedited by Juan de Dios Marti?nez Agudo 210 1$aNew York, New York :$cRodopi,$d2014. 210 4$d©2014 215 $a1 online resource (361 p.) 225 0$aUtrecht studies in language and communication ;$v27 300 $aDescription based upon print version of record. 311 $a90-420-3800-4 320 $aIncludes bibliographical references. 327 $tPreliminary Material -- $tForeword -- $tPreface -- $tIncorporating second language acquisition research into teacher education /$rJuana Mª Liceras -- $tIntegrating the European portfolio in a competency-based teacher education approach /$rDaniel Madrid Fernández -- $tAction research in English as a foreign language teacher training in Spain: Trainees? perception of their development of competencies for effective teaching and a comparison with language teacher competency development in the UK /$rMª del Pilar Montijano Cabrera and Kari Stunnel -- $tLanguage teacher education models: New issues and challenges /$rMarie-Christine Deyrich and Kari Stunnel -- $tPracticum experience in teacher education: Is experience the best teacher? /$rMuriel Grosbois -- $tTeaching pronunciation in the post-EFL era: Lessons from ELF and implications for teacher education /$rNicos C. Sifakis -- $tThe importance of developing multicultural awareness in ELT teacher education /$rSophia Papaefthymiou-Lytra -- $tTeacher emotion, emotional labor and teacher identity /$rPaul A. Schutz and Mikyoung Lee -- $tNNS imagining a future self as teachers in bilingual education /$rMaría E. Torres-Guzmán and Patricia Martínez Álvarez -- $tBeliefs in learning to teach: EFL student teachers? beliefs about corrective feedback /$rJuan de Dios Martínez Agudo -- $tNative or non-native? The nativeness factor from the EFL student teachers? perspective /$rJuan de Dios Martínez Agudo and Ian Robinson -- $tTeaching and learning how to plan lessons for EFL classrooms: Implementation of classroom techniques and activities /$rMª Sagrario Salaberri Ramiro , Nazmi Abdul-Salam Al-Masri and Mª del Mar Sánchez Pérez -- $tTextbook use training in EFL teacher education /$rMª del Pilar Montijano Cabrera -- $tHuman drive and humanistic technologies in ELT training /$rGabriele Azzaro -- $tCLIL pedagogy in Europe: CLIL teacher education in Germany /$rChristina Isabel Brüning and Maja-Svea Purrmann -- $tChallenges facing pre-service ESP teacher education: Legal and medical English /$rEduarda Melo Cabrita , Isabel Ferro Mealha and Rita Queiroz de Barros -- $tNotes on contributors /$rJuan de Dios Martínez Agudo. 330 $aThe field of Second Language Teacher Education (SLTE) is mainly concerned with the professional preparation of L2 teachers. In order to improve teaching in the multilingual and multicultural classroom of the 21st century, both pre- and in-service L2 teachers as well as L2 teacher educators must be prepared to meet the new challenges of education under the current circumstances, expanding their roles and responsibilities so as to face the new complex realities of language instruction. This volume explores a number of key dimensions of EFL teacher education. The sixteen chapters discuss a wide variety of issues related to second language pedagogy and SLTE. Topics discussed include the importance of SLA research; competency-based teacher education approach; classroom-based action research; SLTE models; the value and role of practicum experience abroad; the models of pronunciation teaching; multicultural awareness and competence; the influence of teachers? cognitions, emotions and attitudes on their emerging and changing professional identities; the potential of classroom materials and technology; and CLIL and ESP teacher education. English as a foreign language teacher education: Current perspectives and challenges will be of interest to teachers-in-training, teachers, teacher educators and to those educational researchers interested in how L2 teaching is actually learned in professional preparation programmes. 410 0$aUtrecht Studies in Language and Communication$v27. 606 $aEnglish language$xStudy and teaching$xForeign speakers 606 $aLanguages, Modern$xStudy and teaching 615 0$aEnglish language$xStudy and teaching$xForeign speakers. 615 0$aLanguages, Modern$xStudy and teaching. 676 $a428.0071 701 $aMarti?nez Agudo$b Juan de Dios$01496429 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910789291703321 996 $aEnglish as a foreign language teacher education$93721083 997 $aUNINA