Donald Freeman examines how core ideas and practices in educating second language teachers relate to and differ from teacher education in other content areas. He weaves together research in general and second language teacher education with accounts of experience and practice to examine how background knowledge is defined in language teaching.
The series attracts single or co-authored volumes from authors researching at the cutting edge of this dynamic field of interdisciplinary enquiry. The titles range from books that make such developments accessible to the non-specialist reader to those which explore in depth their relevance for the way language is to be conceived as a subject, and how courses and classroom activities are to be designed. As such, these books not only extend the field of applied linguistics itself andlend an additional significance to its enquiries, but also provide an indispensable professional foundation for language pedagogy and its practice. The scope of the series includes:second language acquisitionbilingualism and multi/plurilingualismlanguage pedagogy and teacher educationtesting and assessmentlanguage planning andpolicylanguage internationalizationtechnology-mediatedcommunicationdiscourse-, conversation-, and contrastive-analysispragmaticsstylisticslexicographytranslation
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