MAAL6035 Language Teacher Development
COURSE TEACHER:
Dr. Lindsay Miller
Email: linds@hku.hk
OVERVIEW
This course explores how teachers of English as a second/foreign language learn, teach and research in their pursuit of professional development.
AIMS
This course engages participants in exploring how teachers of English as a second/foreign language pursue professional development. Topics include the expertise of EAP teachers, the transition from general to academic English teachers, teachers’ beliefs and practices, reflective practitioners, teacher learning and teacher research.
COURSE LEARNING OUTCOMES
On completing the course, participants will be able to:
- read critically research literature on English language teacher development,
- articulate their understanding of issues related to English language teacher development, and
- consider how to apply their knowledge to their own professional development.
ASSESSMENT
Participants are expected to identify a topic on their own and write a 2,500-word research paper on an aspect about English language teacher development.
CORE READINGS
- Griffiths, C., & Tajeddin, Z. (Eds.) (2020). Lessons from Good Language Teachers. Cambridge: Cambridge University Press.
- Hyland, K., & Shaw, P. (Eds.) (2016). The Routledge Handbook of English for Academic Purposes. London: Routledge.
- Woodward, T., Graves, K., & Freeman, D. (2018). Teacher Development Over Time: Practical Activities for Language Teachers. London: Routledge.
EXTENDED READINGS
- Ashton, K. (2022). Language teacher agency in emergency online teaching. System, 105, 102713.
- Benati, A. (2020). Key Questions in Language Teaching: An Introduction. Cambridge: Cambridge University Press.
- Benson, P. (2010). Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching. Language Teaching Research, 14(3), 259-275.
- Campion, G.C. (2016). “The learning never ends”: Exploring teachers’ views on the transition from General English to EAP. Journal of English for Academic Purposes, 23, 59-70.
- Chan, C. (2019). Long-term workplace communication needs of business professionals: Stories from Hong Kong senior executives and their implications for ESP and higher education. English for Specific Purposes, 56, 68-83.
- Farrell, T. (2022). Reflective Practice for Language Teachers. Singapore: RELC Portfolio Series.
- Li, L. (2020). Language Teacher Cognition. London: Macmillan
- Lo, Y.Y. (2020). Professional Development of Content and Language Integrated Learning (CLIL) Teachers. Singapore: Springer.
- Nesi, H., & Alsop, S. (2021). Stories and scenarios: lecturers’ use of fantastic hypothetical events. Journal of English for Academic Purposes, 104, 101022.
- Paltridge, B., & Starfield, S. (Eds.) (2013). The Handbook of English for Specific Purposes. Boston, MA: Wiley-Blackwell.
- Pun, J. K. (2019). Salient language features in explanation texts that students encounter in secondary school chemistry textbooks. Journal of English for Academic Purposes, 42, 100781.
- Richards, J. (2017). 50 Tips for Teacher Development. Cambridge: Cambridge University Press.
- Borg. S. (2013). Teacher Research in Language Teaching. Cambridge: Cambridge University Press.
- Yazan, B., & Lindahl, K. (Eds.) (2020). Language Teacher Identity in TESOL: Teacher Education and Practice as Identity Work. London: Routledge.
- Worden, D. (2018). Mediation and development of a novice L2 writing teacher’s pedagogical content knowledge of genre. Journal of English for Academic Purposes, 34, 12-27.
SCHEDULE
| Session 1 | Expertise of Effective Language Teachers |
| Session 2 | Transition from General to Academic English Teachers |
| Session 3 | Teachers’ Beliefs and Practices |
| Session 4 | Reflective Practitioners |
| Session 5 | Teacher Learning and Teacher Research |
| Session 6 | Teacher Agency |