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Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


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Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Book Information

   

Title: Mentor Development in the Education of Modern Language Teachers
Series Title: Modern Languages in Practice
Description:

Key Features  A collection of personal theories specific to language teaching mentoring developed to improve the quality of education offered to student teachers  Written by a higher education tutor, who has personal and professional interest in understanding and improving school-based mentoring for student teachers

Description
This book investigates a number of case studies of language mentoring in action with a view to prompting readers to reflect upon their own practice as teacher educators. Recent research on mentoring, teacher effectiveness, language teaching and language teacher education is combined to provide a background to the case studies, helping to illuminate general principles and issues.

CONTENTS: Introduction
Part I: The Context
1. A Local and National Context with International Implications; 2. What Makes a Good Language Teacher?
3. Learning to be a Language Teacher; 4. The Intuitive Theoretical Mentor
Part II: Developing Pedagogical Content Knowledge in Mentoring
5. Keeping Pace with Development Through the Weekly Meetings; 6. Providing Feedback; 7. Towards Departmental Consistency of Good Practice in Observing Student Teachers; 8. Focusing on the Learner; 9. Good Teachers Can Wear Turquoise Socks or When Good Mentoring is Simply not Enough
Part III: Mentors in Action
10. Reassuring the Student Teacher that Everyone Experiences Difficulties; 11. Being There; 12. Reflective Practice and Collaboration; 13. Probing Theories in Practice; 14. A Tutor in Action
Part IV: Towards a Better Future?

Author information
Carol Gray joined the University of Birmingham in 1993 after 12 years of teaching languages in comprehensive, independent and special schools. Her development from classroom practitioner to lecturer in education thus parallels the growth of partnership and of mentoring. Alongside her PGCE work she teaches on Masters level modules in MFL Curriculum Development and in Mentoring.

Publication Year: 2001
Publisher: Multilingual Matters
Review: Read the review
BibTex: View BibTex record
Linguistic Field(s): Not Applicable
Issue: All announcements sent out by The LINGUIST List are emailed to our subscribers and archived with the Library of Congress.
Click here to see the original emailed issue.

Versions:
Format: Hardback
ISBN: 1853595527
ISBN-13: N/A
Pages: 234
Prices: £49.95 / US$74.95 / CAN$99.95

 
 
Format: Paperback
ISBN: 1853595519
ISBN-13: N/A
Pages: 234
Prices: £19.95 / US$29.95 / CAN$39.95