English as an Additional Language: A Close-to-Practice View of Teacher Professional Knowledge and Professionalism

Autor/in	Leung, Constant
Titel	English as an Additional Language: A Close-to-Practice View of Teacher Professional Knowledge and Professionalism
Quelle	In: Language and Education, 36 (2022) 2, S.170-187 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2021.1980003
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Language Teachers; Pedagogical Content Knowledge; Educational Change; Applied Linguistics; Teaching Methods; Professionalism; Standards; Multilingualism; Teacher Education Programs; Advanced Courses; Program Descriptions; United Kingdom + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Language teacher; Sprachunterricht; Pädagogische Kompetenz; Bildungsreform; Linguistics; Linguistik; Angewandte Linguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Professionalität; Standard; Mehrsprachigkeit; Multilingualismus; Fortgeschrittenenunterricht; Großbritannien
Abstract	English as an Additional Language (EAL) as a professional discipline is a significant component of public education, and a main educational response to the growing ethno-linguistic diversities in many English-speaking countries. In this article I will focus on the ways in which professional language teacher knowledge has changed over time, paying particular attention to the disciplinary content bases, and the likely influences of current research in language education and applied linguistics on our understanding of EAL pedagogy. The overall purpose is to provide a view on the likely 'assemblage' of professional knowledge and skills informing EAL practice in light of the continuously evolving professional sensibilities and disciplinary concerns, and its implications for the principal components underlying the development of teacher professionalism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01