Chapters in this book

1. Frontmatter i
2. Contents v
3. Acknowledgements vii
4. Contributors ix
5. Introduction xiii
6. Part 1: Conceptualising the Issue of Theory and Practice
7. 1. Closing the Gap, Changing the Subject 3
8. 2. The Dialectics of Theory and Practice in Teacher Knowledge Development 16
9. 3. Moments of Practice: Teachers’ Knowledge and Interaction in the Language Classroom 38
10. Part 2: Developing Language Teachers’ Knowledge Base
11. 4. Creating Language-Assessment Literacy: A Model for Teacher Education 57
12. 5. Grammar Teaching: Theory, Practice and English Teacher Education 83
13. 6. Cognitive + Communicative Grammar in Teacher Education 101
14. 7. Towards a Stronger Intervention: The Role of Literature in Teacher Education 124
15. Part 3: Assisting Language Teachers’ Knowledge Construction
16. 8. Supporting the Transfer of Innovation into Foreign-Language Classrooms: Applied Projects in In-Service Teacher Education 145
17. 9. Developing Student Teachers’ ‘Pedagogical Content Knowledge’ in English for Specific Purposes: The ‘Vienna ESP Approach’ 164
18. 10. The EPOSTL (European Portfolio for Student Teachers of Languages): A Tool to Promote Reflection and Learning in Pre-Service Teacher Education 186
19. Part 4: Addressing Established Paradigms
20. 11. NESTs Versus Non-NESTs: Rethinking English-Language Teacher Identitie 207
21. 12. Multilingualism Pedagogy: Building Bridges between Languages 228
22. Subject Index 247
23. Name Index 251