Reflective Language Teaching: From Research to Practice

The need for ongoing teacher development has been a recurring theme in the field of TESOL in recent years. Not everything a language teacher needs to know can be provided at the pre-service level, and the knowledge base of teaching is constantly changing. Based on cutting-edge research illustrated through case studies, 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. This book will be invaluable to postgraduate students of TESOL and applied linguistics, and in-service language teachers.

Table of Contents:
Reflective Language Teaching; Self-Reflection; Teachers' Beliefs and Practices; Teachers' Narratives; Teachers' Language Proficiency (Thomas S.C. Farrell and Jack C. Richards); Teachers' Metaphors and Maxims; Classroom Communication; Action Research; Teaching Journals; Teacher Development Groups; Classroom Observations; Critical Friendships; Concept Mapping; Professional Development Through Reflective Language Teaching.

About the Author :
Thomas S. C. Farrell is Professor in the Department of Applied Linguistics, Brock University, Canada.

Review :
Reflective Language Teaching is a very user-friendly, "state-of-the-art" text for any teacher considering embarking on self-initiated professional development, either alone or in collaboration with peers. In updating and organizing current thinking, the author has produced an excellent primer for less-experienced teachers. If teachers with experience in reflection are looking for reinvigoration, they, too, may find it here, and as such it is an excellent addition to the field. All in all, this book is recommendable for language teachers, who want to start reflecting on their teaching, or who want to confirm whether their way of reflection is adequate. I, as a language teacher, would like all language teachers in the classroom to read this book, recognize or re-recognize the importance of reflection, and start or continue to improve their teaching. Reflective Language Teaching is an excellent book for second language teachers and teacher educators and any other readers who are interested in teacher reflection and improving language teaching practice. Indeed, it should be required reading for all in-service professional development programmes for second language teachers. Although the subtitle of the book is ‘From research to practice', the focus is firmly on practice, and the heart of the volume resides in the rich array of case studies and scenarios as well as the reflection points that punctuate each chapter. This is a book for practitioners: teachers and teacher educators—a ‘how to' volume. Reflective Language Teaching is a comprehensive guide for teachers and teacher educators interested in the role of reflection in second language education... Farrell translates research into practice into this easy to follow, step-by-step instructional book. The present [edition] to be yet another noteworthy and valuable tool for both language teachers and language teacher trainers. In particular, the book’s manual-like style and user-friendly presentation make this text a helpful resource for language teachers from different educational and cultural backgrounds, ranging from mother-tongue teachers and experts in applied linguistics, to non-native teachers, to TESOL students and trainers, and graduate students in applied linguistics ... Farrell’s book serves as a convenient reference for teachers, allowing them to consult those topics they most need in connection with their work. Thomas Farrell has made a significant contribution to the literature on reflective teaching in this volume by using a case-study approach to make research findings more accessible and meaningful for the readers. Reflective Language Teaching takes us from examination of the nature of reflection to practical ways in which it might be realised in teaching practices, and thus offers a 'hands-on' manual of professional reflection that will be invaluable for teacher training and for individual teachers. This book thus provides a user-friendly manual for teachers interested in examining their day-to-day practices with a view to introducing positive changes. The case-study approach is extremely welcome, exemplifying the methods proposed by the author, who draws from his experiences over his teacher training career. Thomas Farrell clearly practices what he preaches. This is not just a book about reflection but is a reflective work in itself. The book provides a useful guide for teachers and teacher educators to identify areas for reflection and a range of appropriate tools to engage in a reflective process. It also connects issues of reflective practice to research on reflection. Farrell takes readers on a grand tour of the why and how of reflection by second language teachers. Read this enthusiastic book for your own personal and professional development and to become a better colleague for your fellow teachers. But, most of all, read it so that you can inspire your students by becoming a model of a person with a life-long thirst for learning who takes well thought-out steps to slake that thirst.