This volume addresses the complex issues surrounding language teacher education, especially in EFL, and the development of professionalism in this field. By applying such concepts as Shulman's "pedagogical content knowledge", the development of teachers' knowledge base is investigated in a variety of settings, thus underpinning the contextual nature of teacher learning. The vital role of critical reflection at all stages of teacher development is shown to be an integral part of language teachers' knowledge constructions in areas such as pedagogical grammar, assessment and testing. The contributions shed light also on the perception and development of teacher expertise. This volume sets out to bridge the gap between theory and practice, and in so doing shows that these constructs are far from monolithic. Rather, both theory and practice are created and developed dynamically in close interrelation. Part 1: Conceptualising the Issue of Theory and Practice, contains the following chapters: (1) Closing the Gap, Changing the Subject (Henry G. Widdowson); (2) The Dialectics of Theory and Practice in Teacher Knowledge Development (Amy B.M. Tsui); and (3) Moments of Practice: Teachers' Knowledge and Interaction in the Language Classroom (Joachim Appel). Part 2: Developing Language Teachers' Knowledge Base, continues with these chapters: (4) Creating Language-Assessment Literacy: A Model for Teacher Education (Armin Berger); (5) Grammar Teaching: Theory, Practice, and English Teacher Education (Penny Ur); (6) Cognitive + Communicative Grammar in Teacher Education (David Newby); and (7) Towards a Stronger Intervention: The Role of Literature in Teacher Education (Susanne Reichl). Part 3: Assisting Language Teachers' Knowledge Construction presents: (8) Supporting the Transfer of Innovation into Foreign-Language Classrooms: Applied Projects in In-Service Teacher Education (Sandra Hutterli and Michael C. Prusse); (9) Developing Student Teachers' 'Pedagogical Content Knowledge' in English for Specific Purposes: The 'Vienna ESP Approach' (Julia Huttner and Ute Smit); and (10) The EPOSTL (European Portfolio for Student Teachers of Languages): A Tool to Promote Reflection and Learning in Pre-Service Teacher Education (Barbara Mehlmauer-Larcher). Part 4: Addressing Established Paradigms, provides: (11) NESTs Versus Non-NESTs: Rethinking English-Language Teacher Identities (Irena Vodopija Krstanovic); and (12) Multilingualism Pedagogy: Building Bridges between Languages (Eva Vetter). [The introduction was written by Julia Huttner, Barbara Mehlmauer-Larcher, Susanne Reichl and Barbara Schiftner.]