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Abstract
Language teacher education is widely identified as one of the most important areas that needs addressing in order to improve early language instruction, yet research into teacher education for early language teachers remains relatively sparse. This volume responds to this gap by compiling studies with diverse methodological tenets from a wide range of geographical and educational contexts around the world. The volume aims to enhance understanding of early language teacher education as well as to address the need to prepare early language teachers and assist them in their professional development. The chapters focus on the complexity of teacher learning, innovations in mentoring and teacher supervision, strategies in programme development and perceptions, and knowledge and assessment in early language learning teacher education. The volume offers comprehensive coverage of the field by addressing various aspects of teacher education in different languages. The contributions highlight examples of research into current practice in the professional enhancement of early language learning teachers, but with an emphasis on the implications for practitioners.
Early language learning and the policies associated with it have been introduced around the world, but there is still little known about teacher education in global contexts. This book addresses this need and brings together a group of major scholars who have done a brilliant job in each chapter. Highly recommended resource!
Subhan Zein (PhD, Australian National University) teaches at the University of Queensland, Australia. He is the lead editor of English Language Teacher Preparation in Asia: Policy, Research and Practice (Routledge) and editor of Teacher Education for English as a Lingua Franca: Perspectives from Indonesia (Routledge).
Sue Garton is Reader in English Language (TESOL) at the School of Languages and Social Sciences, Aston University, UK. She is Series Editor of the Palgrave series International Perspectives on English Language Teaching and has recently edited The Routledge Handbook of Teaching English to Young Learners (both with Fiona Copland).
This volume is a very welcome addition to research in a much-neglected area: early language teacher education. As well as taking a truly international perspective, it includes chapters on bilingual education, TESOL, Modern Foreign Languages – areas of early language teacher education which are rarely found together, despite the synergies between them. Presenting thoughtful and innovative discussions of a range of key topics in the field, it is set to become essential reading for anyone involved in early language teacher education.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| DOI https://doi.org/10.21832/ZEIN2654 | iv | ||
| Contents | v | ||
| Contributors | vii | ||
| 1 Introduction to Early Language Learning and Teacher Education: International Research and Practice | 1 | ||
| 2 How Teachers of Young Learners of English are Educated in East and Southeast Asia: Research-based Lessons | 17 | ||
| Part 1 The Complexity of Teacher Learning | 39 | ||
| 3 Unpacking the Complexity of Learning to Teach English to Young Learners: A Narrative Inquiry | 41 | ||
| 4 Imagining One’s Self as a Child and Speech Modification: Implications for Teacher Education | 59 | ||
| 5 Learning to Teach: Pre- service English Language Teachers’ Experience of Learning Study in Hong Kong | 78 | ||
| 6 New Orthographies in the Primary Languages Classroom: A Challenge for Teacher Education | 98 | ||
| Part 2 Innovations in Mentoring and Supervision | 117 | ||
| 7 Prospective TEYL Teachers and Teacher Education: A Study of Teacher Supervision | 119 | ||
| 8 Mentoring Young Learner English Teachers Working on Collaborative Action Research: Implications for Professional Development Programs | 140 | ||
| 9 Collaboration, Construction, Reflection: 21st Century EYL Teacher Professional Development | 157 | ||
| Part 3 Strategies in Programme Development | 175 | ||
| 10 Teaching Italian Language in a Bilingual Kindergarten in Turkey: A Framework for Teacher Training | 177 | ||
| 11 Developing and Evaluating a Syllabus for Pre-service Teacher Education for Japanese Primary English Teachers: Introducing Cross-Curricular Projects | 197 | ||
| Part 4 Perceptions, Knowledge and Assessment | 215 | ||
| 12 Perceptions and Knowledge of Bilingualism and Bilingual Children among Early Childhood Educators in Australia: Implications for Teacher Education | 217 | ||
| 13 What Educators of Young Dual Language Immersion Students Learn from a Bilingual Approach to Assessment | 242 | ||
| Conclusion | 263 | ||
| 14 Early Language Learning Teacher Education: Present and Future | 265 | ||
| Index | 277 |