Table of Contents

Preface 1. Reflective Language Teaching 2. Self-Reflection 3. Teacher Beliefs and Practices 4. Teacher Narrative 5. Teacher Metaphors and Maxims 6. Classroom Communication 7. Reflecting On Teaching Young Learners 8. Action Research 9. Teaching Journals 10. Teacher Development Groups 11. Classroom Observations 12. Collegial Friendships 13. Concept Mapping 14. Online Reflection 15. Professional Development Through Reflective Practice 16. The Importance of Reflective Practice For Effective Teaching References Index

Promotional Information

New edition of the leading textbook on reflecting language teaching in TESOL.

About the Author

Thomas S. C. Farrell is Professor in the Department of Applied Linguistics, Brock University, Canada.

Reviews

This second edition of Reflective Language Teaching covers more topics than the earlier edition ... Each chapter in the book follows a similar outline which gives the book a coherent and well-organized framework ... One of the strongest aspects of the book are the case studies provided ... [and these] are further strengthened by the fact that they are based on the author’s own experiences, which lends them a sense of authenticity.
*Teachers College Record*

Reflective Language Teaching is an excellent book for second language teachers and teacher educators and any other readers who are interested in teacher reflection and improving language teaching practice. Indeed, it should be required reading for all in-service professional development programmes for second language teachers. (Of the first edition)
*System*

Reflective Language Teaching is a very user-friendly, "state-of-the-art" text for any teacher considering embarking on self-initiated professional development, either alone or in collaboration with peers. In updating and organizing current thinking, the author has produced an excellent primer for less-experienced teachers. If teachers with experience in reflection are looking for reinvigoration, they, too, may find it here, and as such it is an excellent addition to the field. (Of the first edition)
*JALT Journal*

The worldwide ELT industry needs this book. (Of the first edition)
*Stephen Moore, Senior Lecturer, Linguistics Department, Macquarie University, Australia*

This book could easily be used as a graduate or undergraduate level coursebook for language teachers of any language and whether it be as a second language (e.g., ESL) or as a foreign language (e.g., EFL) as Reflective Practice is becoming a part of more and more teacher education curriculums. But it is even a great resource for any language teacher already in the field facing the myriad of situations that require the teacher to reflect deeply on before acting. (Of the first edition)
*David E. Shaffer, Chosun University, South Korea*

I have been a fan of Professor Farrell’s work for many years. In particular, I have used his books on teacher reflection to enhance my courses and workshops for in-service teachers of many subjects. In this second edition, it is exciting to see Farrell’s new insights and applications.
*George Jacobs, Lecturer, James Cook University, Singapore*