Julia Hüttner is a Lecturer at the University of Southampton, where she teaches applied linguistics and teacher education courses. Her current research project investigates oral language use and proficiency.Barbara Mehlmauer-Larcher currently coordinates the ELT methodology programme at the Centre for English Language Teaching (Department of English) of the University of Vienna. Her research interests focus on ESP methodology and pre-service language teacher education.Susanne Reichl is associate professor at the Centre for English Language Teaching (Department of English) of the University of Vienna. Her research interests include the teaching of literature and culture in secondary and higher education, and literature for children and young adults.Barbara Schiftner currently works as a research assistant for the Centre for English Language Teaching (Department of English) of the University of Vienna. Her recent research activities are concerned with coherence and cohesion in learner writing.

• AcknowledgementsJulia Hüttner, Barbara Mehlmauer-Larcher, Susanne Reichl and Barbara Schiftner: IntroductionPart 1 Conceptualising the Issue of Theory and PracticeHenry G. Widdowson: Closing the Gap, Changing the SubjectAmy B. M. Tsui: The Dialectics of Theory and Practice in Teacher Knowledge DevelopmentJoachim Appel: Moments of Practice: Teachers’ Knowledge and Interaction in the Language ClassroomPart 2 Developing Language Teachers’ Knowledge BaseArmin Berger: Creating Language Assessment Literacy: A Model for Teacher EducationPenny Ur: Grammar Teaching: Theory, Practice and English Teacher EducationDavid Newby: Cognitive + Communicative Grammar in Teacher EducationSusanne Reichl: Towards a Stronger Intervention: The Role of Literature in Teacher EducationPart 3 Assisting Language Teachers’ Knowledge ConstructionSandra Hutterli and Michael C. Prusse: Supporting the Transfer of Innovation into Foreign Language Classrooms: Applied Projects in In-service Teacher EducationJulia Hüttner and Ute Smit: Developing Student Teachers’ ‘Pedagogical Content Knowledge’ in English for Specific Purposes: The ‘Vienna ESP Approach’Barbara Mehlmauer-Larcher: The EPOSTL (European Portfolio for Student Teachers of Languages): A Tool to Promote Reflection and Learning in Pre-service Teacher EducationPart 4 Addressing Established ParadigmsIrena Vodopija-Krstanovic: NESTs vs. Non-NESTs: Rethinking English Language Teacher IdentitiesEva Vetter: Multilingualism Pedagogy: Building Bridges between Languages

This book's coverage of both academic and applied aspects of how teacher learning can be facilitated in a variety of settings is very topical, comprehensive, well-integrated and insightful. It is also structured imaginatively and is engaging in tone. Definitely a 'must' for would-be and practising teacher educators and others interested in the subject!

Julia Hüttner is a Lecturer at the University of Southampton, where she teaches applied linguistics and teacher education courses. Her current research project investigates oral language use and proficiency.Barbara Mehlmauer-Larcher currently coordinates the ELT methodology programme at the Centre for English Language Teaching (Department of English) of the University of Vienna. Her research interests focus on ESP methodology and pre-service language teacher education.Susanne Reichl is associate professor at the Centre for English Language Teaching (Department of English) of the University of Vienna. Her research interests include the teaching of literature and culture in secondary and higher education, and literature for children and young adults.Barbara Schiftner currently works as a research assistant for the Centre for English Language Teaching (Department of English) of the University of Vienna. Her recent research activities are concerned with coherence and cohesion in learner writing.

• AcknowledgementsJulia Hüttner, Barbara Mehlmauer-Larcher, Susanne Reichl and Barbara Schiftner: IntroductionPart 1 Conceptualising the Issue of Theory and PracticeHenry G. Widdowson: Closing the Gap, Changing the SubjectAmy B. M. Tsui: The Dialectics of Theory and Practice in Teacher Knowledge DevelopmentJoachim Appel: Moments of Practice: Teachers’ Knowledge and Interaction in the Language ClassroomPart 2 Developing Language Teachers’ Knowledge BaseArmin Berger: Creating Language Assessment Literacy: A Model for Teacher EducationPenny Ur: Grammar Teaching: Theory, Practice and English Teacher EducationDavid Newby: Cognitive + Communicative Grammar in Teacher EducationSusanne Reichl: Towards a Stronger Intervention: The Role of Literature in Teacher EducationPart 3 Assisting Language Teachers’ Knowledge ConstructionSandra Hutterli and Michael C. Prusse: Supporting the Transfer of Innovation into Foreign Language Classrooms: Applied Projects in In-service Teacher EducationJulia Hüttner and Ute Smit: Developing Student Teachers’ ‘Pedagogical Content Knowledge’ in English for Specific Purposes: The ‘Vienna ESP Approach’Barbara Mehlmauer-Larcher: The EPOSTL (European Portfolio for Student Teachers of Languages): A Tool to Promote Reflection and Learning in Pre-service Teacher EducationPart 4 Addressing Established ParadigmsIrena Vodopija-Krstanovic: NESTs vs. Non-NESTs: Rethinking English Language Teacher IdentitiesEva Vetter: Multilingualism Pedagogy: Building Bridges between Languages

This book's coverage of both academic and applied aspects of how teacher learning can be facilitated in a variety of settings is very topical, comprehensive, well-integrated and insightful. It is also structured imaginatively and is engaging in tone. Definitely a 'must' for would-be and practising teacher educators and others interested in the subject!

Julia Hüttner is a Lecturer at the University of Southampton, where she teaches applied linguistics and teacher education courses. Her current research project investigates oral language use and proficiency.Barbara Mehlmauer-Larcher currently coordinates the ELT methodology programme at the Centre for English Language Teaching (Department of English) of the University of Vienna. Her research interests focus on ESP methodology and pre-service language teacher education.Susanne Reichl is associate professor at the Centre for English Language Teaching (Department of English) of the University of Vienna. Her research interests include the teaching of literature and culture in secondary and higher education, and literature for children and young adults.Barbara Schiftner currently works as a research assistant for the Centre for English Language Teaching (Department of English) of the University of Vienna. Her recent research activities are concerned with coherence and cohesion in learner writing.

• AcknowledgementsJulia Hüttner, Barbara Mehlmauer-Larcher, Susanne Reichl and Barbara Schiftner: IntroductionPart 1 Conceptualising the Issue of Theory and PracticeHenry G. Widdowson: Closing the Gap, Changing the SubjectAmy B. M. Tsui: The Dialectics of Theory and Practice in Teacher Knowledge DevelopmentJoachim Appel: Moments of Practice: Teachers’ Knowledge and Interaction in the Language ClassroomPart 2 Developing Language Teachers’ Knowledge BaseArmin Berger: Creating Language Assessment Literacy: A Model for Teacher EducationPenny Ur: Grammar Teaching: Theory, Practice and English Teacher EducationDavid Newby: Cognitive + Communicative Grammar in Teacher EducationSusanne Reichl: Towards a Stronger Intervention: The Role of Literature in Teacher EducationPart 3 Assisting Language Teachers’ Knowledge ConstructionSandra Hutterli and Michael C. Prusse: Supporting the Transfer of Innovation into Foreign Language Classrooms: Applied Projects in In-service Teacher EducationJulia Hüttner and Ute Smit: Developing Student Teachers’ ‘Pedagogical Content Knowledge’ in English for Specific Purposes: The ‘Vienna ESP Approach’Barbara Mehlmauer-Larcher: The EPOSTL (European Portfolio for Student Teachers of Languages): A Tool to Promote Reflection and Learning in Pre-service Teacher EducationPart 4 Addressing Established ParadigmsIrena Vodopija-Krstanovic: NESTs vs. Non-NESTs: Rethinking English Language Teacher IdentitiesEva Vetter: Multilingualism Pedagogy: Building Bridges between Languages

This book's coverage of both academic and applied aspects of how teacher learning can be facilitated in a variety of settings is very topical, comprehensive, well-integrated and insightful. It is also structured imaginatively and is engaging in tone. Definitely a 'must' for would-be and practising teacher educators and others interested in the subject!