Includes bibliographical references and indexes.

PART 1: CONCEPTUALISING THE ISSUE OF THEORY AND PRACTICE

1. Closing the Gap, Changing the Subject / Henry G. Widdowson

2. The Dialects of Theory and Practice in Teacher Knowledge Development / Amy B.M. Tsui

3. Moments of Practice: Teachers' Knowledge and Interaction in the Language Classroom / Joachim Appel

PART 2: DEVELOPING LANGUAGE TEACHERS' KNOWLEDGE BASE

4. Creating Language-Assessment Literacy: A Model for Teacher Education / Armin Berger

5. Grammar Teaching: Theory, Practice and English Teacher Education / Penny Ur

6. Cognitive + Communicative Grammar in Teacher Education / David Newby

7. Towards a Stronger Intervention: The Role of Literature in Teacher Education / Susanne Reichl

PART 3: ASSISTING LANGUAGE TEACHERS' KNOWLEDGE CONSTRUCTION

8. Supporting the Transfer of Innovation into Foreign-Language Classrooms: Applied Projects in In-Service Teacher Education / Sandra Hutterli and Michael C. Prusse

9. Developing Student Teachers' Pedagogical Content Knowledge in English for Specific Purposes: The Vienna ESP Approach / Julia Hüttner and Ute Smit

10. The EPOSTL (European Portfolio for Student Teachers of Languages): A Tool to Promote Reflection and Learning in Pre-Service Teacher Education / Barbara Mehlmauer-Larcher

PART 4: ADDRESSING ESTABLISHED PARADIGMS

11. NESTs Versus Non-NESTs: Rethinking English-Language Teacher Identities / Irena Vodopija-Krstanovic

12. Multilingualism Pedagogy: Building Bridges between Languages / Eva Vetter

Subject index

Name Index

"This volume addresses the complex issues surrounding language teacher education, especially in EFL, and the development of professionalism in this field. By applying such concepts as Shulman's "pedagogical content knowledge", the development of teachers' knowledge base is investigated in a variety of settings, thus underpinning the contextual nature of teacher learning. The vital role of critical reflection at all stages of teacher development is shown to be an integral part of language teachers' knowledge constructions in areas such as pedagogical grammar, assessment and testing. The contributions shed light also on the perception and development of teacher expertise. This volume sets out to bridge the gap between theory and practice, and in so doing shows that these constructs are far from monolithic. Rather, both theory and practice are created and developed dynamically in close interrelation." ( Book Cover)