Conference papers from the Fourth International Conference on Language Teacher Education, organized by the University of Minnesota's Center for Advanced Research on Language Acquisition (CARLA), held in Minneapolis, Minnesota, from June2-4, 2005.

Includes bibliographic references and index.

"Designed for practitioners and researchers involved in the preparation and ongoing professional development of language teachers, this conference will address the education of teachers of all languages, at all instructional and institutional levels, and in all the many national and international contexts in which this takes place including: English as a Second or Foreign Language (ESL/EFL) instruction; foreign/modern/world language teaching; bilingual education; immersion education; indigenous and minority language education; and the teaching of less commonly taught languages.
The conference aims to bring together teacher educators from these many contexts to discuss and share research, theory, and best practices and to initiate and sustain meaningful professional dialogue across languages, levels, and settings. The conference will focus on four broad themes:
1. The Knowledge Base of Language Teacher Education;
2. Social, Cultural, and Political Contexts of Language Teacher Education;
3. Collaborations in Language Teacher Education;
4. Processes of Language Teacher Education.
Selected papers from this conference were published through the CARLA Working Papers Series."

CONTENTS:

Introduction / Bill Johnston and Kristen Walls, Indiana University

I. The Knowledge Base of Language Teacher Education
[01] Creating Narrative Inquiry Spaces in Teacher Education / D. Jean Clandinin, Pam Steeves, and Simmee Chung, University of Alberta
[02] Reflections on ESL Learners: Disrupting Preconceptions / Michèle de Courcy, University of Melbourne
[03] Teaching Grammar in the Foreign Language Classroom: Teacher Beliefs, Teacher Practices, and Current Research / Connie Zucker, Wayne State University
[04] Relieving the Atlas Complex of Japanese Language Instructors through Implementation of CBI / Atsuko Hayashi, California State University, Long Beach, and Akemi Morioka, University of California, Irvine
[05] Output-Related Teaching Strategies Emphasized by Late Immersion Students / Michèle de Courcy, University of Melbourne and Karita-Mard-Miettinen, University of Vaasa, Finland

II. Social, Cultural, and Political Contexts of Language Teacher Education
[06] Teaching Identity: The Discursive Construction of a Community of Practice / Matthew Clarke, Hong Kong University
[07] The Common European Framework of Reference (CEF) and its influence on Language-Teacher Education / Anu Virkkunen-Fullenwider, University of Helsinki, Finland

III. Collaborators in Language Teacher Education
[08] Engaging with Tertiary Content Teachers about Students' Language Needs / Alison Kirkness, Auckland University of Technology, New Zealand
[09] Internationalization Begins at Home: Domestic Collaboration for International Second Language Teacher Education / John L. Plews, St. Mary's University
[10] Learning to Listen, Listening to Learn: Collaborating to Develop a "Context-Sensitive" ESL Teacher Education Program / Jill Swavely, James Perren, and Shartriya Collier, Temple University

IV. Processes of Language Teacher Education
[11] Reconfiguring the TESOL Methods Sequence / Kimberley Brown and Kimberly R. LeVelle, Portland State University
[12] Was it Really Worth It? Chines EFL Teacher's Perceptions of the Effects of an Off-Shore Development Course on their Teaching / Clare Conway and Heather Richards, Auckland University of Technology, New Zealand
[13] Educating Second Language Writing Teachers: Issues and Suggestions / Hacer Hande Uysal, Gazi University, Turkey
[14] Designing Knowledge About Language (KAL) Curriculum in Language-Teacher Education / Rebecca Burns-Hoffman, University of South Florida, Sarasota/Manatee

Contributors