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

✍ Scribed by Thomas S. C. Farrell

• Publisher: Bloomsbury Academic
• Year: 2018
• Tongue: English
• Leaves: 297
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

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