Nurturing critically engaged and reflective English language teachers is vital if the educational systems they work in are to change dynamically in response to learners' evolving needs. Given that criticality involves constant reflexive questioning of both public discourse and one's own beliefs and assumptions, teacher educators have a…

Thomas Farrell is widely known for his views and publications on the topic of Reflective Practice, which is key to the professional development of teachers in 21st century classrooms. He is Professor of Applied Linguistics at Brock University, Canada. Farrell has been a language teacher and teacher educator since 1978 and has worked in Korea,…

The aim of this paper is to share my perceptions and reflections on the experience of introducing elements of autonomy in a constrained educational setting in Argentina. I recorded these perceptions in teaching diaries written weekly after each class for the academic year 2005 (over 35 weeks). These teaching diaries are part of a larger,…

Lorenza Lara, Secondary Literacy Coordinator for the Denver (CO) Public Schools, specializes in secondary English Learner (EL) education. According to Lorenza, EL research has shown that educators often confuse youths' regular development in a second language with literacy difficulties. This research also has demonstrated the individuality of…

In the literature dealing with L2 teacher training and education numerous references are made to the concept of reflective teaching and teachers and teacher educators are encouraged to engage in reflective practices. The present paper, however, argues that in our attempt to empower teachers to become more efficient practitioners, we have lost…

Considers an interactive non-linear time approach, providing a personal reflection of one individual's learning time, reflective time, reconstructed meanings and personal reorganizations. Moves from experience as an English teacher to a reflective experience, to a current state of ongoing reorganization of the signs, indices, and symbols of what…

Reviews some current approaches to reflective teaching and then suggests a method of providing opportunities for English-as-a-Second/Foreign-Language (ESL/EFL) teachers to reflect on their work. Five components of a teacher development model that can provide opportunities for practicing ESL/EFL teachers are discussed. (Author/VWL)

The link between theory and practice in teacher education is discussed and an integrative model that allows for principled learning, meaningful application, and guided reflection that helps to bridge the theory-practice gap is presented. (Author/VWL)

Proposes a framework for teacher reflection based on a longitudinal study of the development of six experienced second-language teachers who attempted to implement reflection and reflective action into their teaching practice. The resulting framework included several phases in the development of reflective teaching: engaging with reflection,…

Illustrates the use of reflective analysis by English-as-a-Foreign-Language teachers in training. Describes an assessment instrument devised to develop participants' self awareness during their training. (Author/VWL)

Addressing the graduate foreign language curriculum, focuses on the integration of language study and literature to help students become self-reflective scholars and teachers. (Author/VWL)

Discusses an activity developed to encourage beginning graduate students studying English as a Second or Other Language (ESOL) and second language acquisition in a teacher training program in Paraguay to reflect on what happened in their tutoring groups and to apply this knowledge to the classroom context. Another activity focuses on whole-class…

Explores the extent to which a reflective approach to English-as-a-Foreign/Language teacher training is suitable for teaching undergraduate students a course in methodology at the University of Alcala in Spain. (Author/VWL)

Explores the use of an institutionally-sponsored program of reflective teaching (RT) activities at a university-based intensive English program in the United States. The activities are analyzed in terms of their function not only as a means of teacher development, but as a socialization mechanism for the teachers into the role and practice of…

Discusses the tendency within Spanish universities to separate linguistic theory from methodology in language teaching. Suggests linguistic theoretical input should not be taught independently of pedagogical considerations. Focuses on overcoming some of the problems based on the existing gap between theoretical input and pedagogical teacher…