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Direct linkNejadghanbar, Hassan – TESOL Journal, 2021
This study explored the effects of teachers' individual reflection (IR) and group reflection (GR) on critical incidents (CIs). A group of preservice teachers (N = 7) were presented with real instances of CIs to consider during 12 teacher training sessions. In each session, the trainees read the first part of a CI, describing what happened, when it…
Descriptors: Critical Incidents Method, Faculty Development, Foreign Countries, Beginning Teachers
Chan, Elisabeth L.; Coney, Lavette – TESOL Journal, 2020
Teachers of English to Speakers of Other Languages (TESOL) professionals are immersed in multilingual and multicultural spaces. Thus, many consider TESOL educators innately culturally competent, yet others argue this is not the case (e.g., Lin et al., 2004). Moving the TESOL field from liberal to critical forms of multiculturalism (Kubota &…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
Mason, Andrea; Payant, Caroline – TESOL Journal, 2019
Communicative language teaching (CLT) in an English as a foreign language (EFL) context is a dynamic process involving teachers' perspectives and practices. Although CLT is a widely accepted approach to second language instruction, scholars in the field continue to have a narrow understanding of how teachers conceptualize and implement this…
Descriptors: Experienced Teachers, Communicative Competence (Languages), Language Teachers, English (Second Language)
