Lessons from Good Language Teachers

doi:10.1017/9781108774390

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Cited by 6
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Todorova, Rumyana and Ivanova, Irina 2020. Lessons from Good Language Teachers. p. 133.

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Hassani, Azadeh and Saeedi, Zari 2023. Exploring Criteria for Evaluating In-Service English Language Teachers’ Performance. Profile: Issues in Teachers' Professional Development, Vol. 25, Issue. 2, p. 165.

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Kostadinova, Viktorija Wiemann, Marco Dreschler, Gea Gregersen, Sune Gyuris, Beáta Zhong, Ai Anderwald, Lieselotte Hansen, Beke Leuckert, Sven Kraš, Tihana Ting, Shawnea Sum Pok Parise, Ida Cogo, Alessia and Reber, Elisabeth 2023. IEnglish Language. The Year's Work in English Studies, Vol. 101, Issue. 1, p. 1.

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Griffiths, Carol 2023. What about the teacher?. Language Teaching, Vol. 56, Issue. 2, p. 210.

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Anderson, Jason 2024. Language teacher expertise research: A theoretical case and research agenda. Language Teaching, p. 1.

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Zhang, Chi Bowen, Neil E.J.A. and Thomas, Nathan 2025. Oral corrective feedback and learner uptake: an analysis of Chinese high-school teachers’ practices in a national teaching competition. Classroom Discourse, p. 1.

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Edited by Carol Griffiths, University of Leeds, Zia Tajeddin, Tarbiat Modares University, Iran

Publisher:: Cambridge University Press
Online publication date:: April 2020
Print publication year:: 2020
Online ISBN:: 9781108774390
DOI:: https://doi.org/10.1017/9781108774390

Subjects:: Applied Linguistics, Education, Education, History, Theory, Language and Linguistics

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What makes a good language teacher? This up-to-date, practical book addresses that question from a 'human' perspective, recognising that teachers are not just machines, but have feelings, needs and identities of their own. As the twenty-two topics of the chapters in this volume clearly indicate, language teachers are complex individuals, who are expected to have a range of personal qualities, to be able to satisfy the needs of their students and to have the knowledge and skills to provide instruction in a range of language areas. Not only that, but all of these requirements are constantly changing. The authors present new insights from the real teaching environment that will be an invaluable help to language teachers at all stages of professional development.

‘I highly recommend this volume because it is written from the perspective of real language teachers sharing their experiences. The scope of coverage is very impressive, with contributions from a range of teaching contexts across the globe, and from teachers who identify as being native and non-native speakers of English. All chapters are research and evidence-based, and explicit in the methodologies employed, making the volume attractive to both student and practising teachers wanting to engage in their own research projects.'

Fiona Farr - University of Limerick

‘… the present book can be of great added value for teachers with different perspectives and experiences. Teachers who are at the beginning of their careers will find short introductions to the most important subject areas, experienced teachers are encouraged to carry out smaller scientific investigations in their own lessons or in their own teaching.’

Laura Ehrler Source: Informationen Deutsch als Fremdsprache

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