Michael Grenfell - Training Teachers in Practice (Modern Languages in Practice, 9)
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Training Teachers in Practice (Modern Languages in Practice, 9)
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Focusing on the training of modern language teachers, this book includes five cases of teachers training showing their experiences, thoughts and opinions. Other chapters discuss policy issues and practical organizational matters. Models of teacher education are contrasted, and theory and practice are explored.
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Training Teachers in Practice Modern Languages in Practice ; 9
author
:
Grenfell, Michael.
publisher
:
Multilingual Matters
isbn10 | asin
:
1853594008
print isbn13
:
9781853594007
ebook isbn13
:
9780585147062
language
:
English
subject
Language teachers--Training of.
publication date
:
1998
lcc
:
P53.85.G74 1998eb
ddc
:
418/.007
subject
:
Language teachers--Training of.
Page i
Training Teachers in Practice
Michael Grenfell
Modern Languages in Practice 9 Series Editor: Michael Grenfell
MULTILINGUAL MATTERS LTD Clevedon Philadelphia Toronto Sydney Johannesburg
Page ii
Library of Congress Cataloging in Publication Data
Grenfell, Michael Training Teachers in Practice/Michael Grenfell Modern Languages in Practice: 9 1. Language teachersTraining of. I. Title. II. Series. P53.85.074 1998 418'.007-dc21 97-33502
British Library Cataloguing in Publication Data
A CIP catalogue record for this book is available from the British Library.
ISBN 1-85359-400-8 (hbk) ISBN 1-85359-399-0 (pbk)
Multilingual Matters Ltd
UK: Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon BS21 7HH. USA: 1900 Frost Road, Suite 101, Bristol, PA 19007, USA. Canada: OISE, 712 Gordon Baker Road, Toronto, Ontario, Canada M2H 3R7. Australia: P.O. Box 586, Artamon, NSW, Australia. South Africa: PO Box 1080, Northcliffe 2115, Johannesburg, South Africa.
Copyright 1998 Michael Grenfell
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
Typeset by Archetype IT Ltd ( http://archetype-it.com ).
Printed and bound in Great Britain by WBC Book Manufacturers Ltd.
Page iii
CONTENTS
Acknowledgements
iv
1. Introduction
1
Part I Theory
2. Training Teachers: In Theory - In Practice
7
3. Teacher Education: Conflicting Metaphors
25
Part II Practice
4. Case Stories
51
Beginnings
52
First Steps
56
School Experience
68
Outcomes
106
Conclusions
111
Epilogue
114
Part III Policy and Process
5. Place, Time, People
119
6. Developing Professional Competence
152
7. Managing Disruption
168
Bibliography
181
Index
186
Page iv
ACKNOWLEDGEMENTS
I would like to acknowledge the editorial insight, advice and guidance given to me by Simon Green and Christopher Brumfit, for which I am very grateful.
This book is dedicated to Cheryl Hardy for her support and help throughout its production.
Page 1
Chapter 1 Introduction
Tempora mutantur, et nos mutamur in illis.
Times change and we change with them. Over the past century we have experienced enormous changes in the way we think and act in education. In modern languages teaching and learning, classical humanistic perspectives have given way to behavioural-based audio-visual methods, which have in turn ceded to more communicative approaches. The status of grammar and translation in language teaching has changed radically. Indeed, what we understand grammar to be has undergone tremendous redefinitions. Accuracy has given way to fluency, and back again. Cultural authenticity has been given a status hitherto unknown. The very way we conceive language to be has changed out of all recognition from earlier attempts to capture its meaning. Language teaching methodology itself has drastically altered. No longer is it seen to be sufficient for teachers to impart the mechanics of language to pupils. Rather he or she is expected to engage personally with them; to get conversations going and to facilitate the learners along the way in their progress towards communicative competence.
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