Second Language Acquisition, Teacher Education and Language Pedagogy

Autor/in	Ellis, Rod
Titel	Second Language Acquisition, Teacher Education and Language Pedagogy
Quelle	In: Language Teaching, 43 (2010) 2, S.182-201 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
DOI	10.1017/S0261444809990139
Schlagwörter	Second Language Learning; Teacher Collaboration; Researchers; Teacher Educators; Teacher Education Programs; Second Language Instruction; Theory Practice Relationship; Teacher Researchers; Language Teachers; Guidelines; Language Research; Teaching Methods + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Lehrerkooperation; Researcher; Forscher; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fremdsprachenunterricht; Theorie-Praxis-Beziehung; Lehrerforschung; Language teacher; Sprachunterricht; Richtlinien; Sprachforschung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Various positions regarding the Second Language Acquisition (SLA)-Language Pedagogy (LP) nexus have been advanced. Taking these as a starting point, this article will examine the nature of the SLA/LP relationship both more generally and more concretely. First, it will place the debates evident in the different positions regarding the relationship in a broader educational and professional context by examining the nature of the theory/practice nexus--because the issues at stake do not just concern SLA. Second, it will examine critically a number of options for bridging the divide (e.g. through presenting the pedagogical implications of research, engaging teachers in researching their own classroom or promoting research-teacher collaboration). Third, it will probe the relationship in terms of a framework that links (i) SLA researchers, (ii) classroom researchers, (iii) teacher educators and (iv) language teachers. This framework will serve as a basis for formulating a set of eleven principles that can guide attempts to use SLA theory and research in teacher education programmes. [This article represents a revised version of a plenary paper presented on March 22, 2009, at the American Association for Applied Linguistics Conference in Denver, CO.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10