Introduction: Language in language teacher education - A discourse perspective / Hugh Trappes-Lomax.

PART I Concepts of language in language teacher education Is language a verb? - conceptual change in linguistics and language teaching / John E. Joseph The social component of language teacher education / Alan Davies Language teaching: defining the subject / H. G. Widdowson Reflexive language in language teacher education / Peter Grundy Training in instructional conversation / Scott Thornbury

PART 2. Working with language in language teacher education Doing language awareness: issues for language study in language teacher education / Tony Wright Language awareness in the preparation of teachers of English for specific purposes / Gibson Ferguson Examining classroom discourse frames: An approach to raising language teachers' awareness of and planning for language use / Martha C. Pennington What was that you said? - trainee generated language awareness / Clare O'Donoghue and Tom Hales Developing language awareness and error detection: What can we expect of novice trainees? / Heather Murray Maintaining language skills in pre-service training for foreign language teachers / Ann Barnes The use of lesson transcripts for developing teachers' classroom language / Richard Cullen Towards a framework for language improvement within short in-service teacher development programmes / Susan Lavender

"This volume explores the defining element in the work of language teacher educators: language itself. The book is in two parts. The first part holds up to scrutiny concepts of language that underlie much practice in language teacher education yet too frequently remain under-examined. These include language as social institution, language as verbal practice, language as reflexive practice, language as school subject and language as medium of language learning. The chapters in the second part are written by language teacher educators working in a range of institutional contexts and on a variety of types of program including both long and short courses, both pre-service and in-service courses, and teacher education practice focusing variously on metalinguistic awareness for teachers, language improvement, and classroom communication. The unifying factor is that collectively they illuminate how language teacher educators research their practice and reflect on underlying principles." (Book Cover)