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Language Teacher Education

1) Language teacher education programs are typically housed in departments of applied linguistics, education, or languages and literature which provide knowledge and opportunities to develop skills and dispositions for teachers. 2) Previously, applied linguistics formed the core but educational theory has had more influence in recent decades, focusing on practical experiences, classroom research, and teacher beliefs. 3) The last decade has involved searching for a theory of language teaching and language teacher education at both small and large scales.

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Syahrina Azween
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43 views1 page

Language Teacher Education

1) Language teacher education programs are typically housed in departments of applied linguistics, education, or languages and literature which provide knowledge and opportunities to develop skills and dispositions for teachers. 2) Previously, applied linguistics formed the core but educational theory has had more influence in recent decades, focusing on practical experiences, classroom research, and teacher beliefs. 3) The last decade has involved searching for a theory of language teaching and language teacher education at both small and large scales.

Uploaded by

Syahrina Azween
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LANGUAGE TEACHER EDUCATION

JoAnn (Jodi) Crandall a1


a1 University of Maryland, Baltimore County

Abstract
Language teacher education programs are likely to be housed in departments of
applied

linguistics,

education,

or

languages

and

literature:

These

three

disciplines provide the knowledge base and opportunities for developing skills
and dispositions for both prospective and experienced teachers. Until recently,
applied

linguistics

(psycholinguistics,

sociolinguistics,

discourse

analysis,

language description, and language teaching and testing methodology) formed


the core of language teacher education, not unexpected, since language
teaching has historically been the primary focus of applied linguistics (BardoviHarlig and Hartford 1997, Crandall 1995; 1996). However, during the last
decade, general educational theory and practice have exerted a much more
powerful influence on the direction of the education of both preservice and
inservice language teacher education, resulting in a greater focus on: 1) practical
experiences such as observations, practice teaching, and opportunities for
curriculum

and

materials

development

(Crandall

1994,

Johnson

1996b,

Pennington 1990, Richards 1990, Richards and Crookes 1988); 2) classroomcentered or teacher research (Allwright and Bailey 1991, Chaudron 1988, Edge
and Richards 1993, Nunan 1989, van Lier 1988); and 3) teacher beliefs and
teacher cognition in language teacher education (Freeman 1996; 1998, Freeman
and Johnson 1998a, Richards and Nunan 1990). In fact, the last decade can be
viewed as a search for a theory of language teaching and, by extension, of
language teacher education at both the micro and macro levels (Freeman and
Johnson 1998b, Johnson 1996a, Larsen-Freeman 1990, Richards 1990). Language
teacher education is a microcosm of teacher education, and many of the trends
in current language teacher education derive from theory and practice in general
teacher education. These trends include at least four major shifts.

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