ELTED

  • Home
    • Aims and Scope
    • Editorial Board
    • For contributors
  • Latest Volume
  • Advance Publications
  • Previous volumes
    • Volume 26
    • Volume 25
    • Volume 24
    • Volume 23
    • Volume 22
    • Volume 21
    • Volume 20
    • Volume 19
    • Volume 18
    • Volume 17
    • Volume 16
    • Volume 15
    • Volume 14
    • Volume 13
    • Volume 12
    • Volume 11
    • Volume 10
    • Volume 9
    • Volume 8
    • Volume 7
    • Volume 6
    • Volume 5
    • Volume 4
    • Volume 3
    • Volume 2
    • Volume 1
  • Contact
  • Home
    • Aims and Scope
    • Editorial Board
    • For contributors
  • Latest Volume
  • Advance Publications
  • Previous volumes
    • Volume 26
    • Volume 25
    • Volume 24
    • Volume 23
    • Volume 22
    • Volume 21
    • Volume 20
    • Volume 19
    • Volume 18
    • Volume 17
    • Volume 16
    • Volume 15
    • Volume 14
    • Volume 13
    • Volume 12
    • Volume 11
    • Volume 10
    • Volume 9
    • Volume 8
    • Volume 7
    • Volume 6
    • Volume 5
    • Volume 4
    • Volume 3
    • Volume 2
    • Volume 1
  • Contact

Volume 19 - 2016

Editor: Gerard Sharpling
Editorial Board: Dario Banegas, Peter Brown, Jo Gakonga, Steve Mann, Troy McConachy, Annamaria Pinter, Gerard Sharpling (Chief Editor), Richard Smith (Chair) and Ema Ushioda

Contents | Contributors

Articles
  • Reflexive themes in context: a case study in Japan - Hugh Scott Smith & Alexey Kukharuk
  • Task-based learning in language teacher education - Bill Littlewood 
  • Why practice makes perfect sense: the past, the present and potential future of the PPP paradigm in language teacher education - Jason Anderson  
  • Special educational needs in English language teaching: towards a framework for continuing professional development - Robert J. Lowe
  • A survey of teacher-generated reading comprehension questions: the case of a district-wide training course in Beijing - Jingli Jiang & Gerard Sharpling 
  • Using awareness raising activities on initial teacher training courses to tackle ‘native speakerism’ - Marek Kiczkowiak, Daniel Baines & Karin Krummenacher 

 Book review
  • English Language Teacher Education in Chile: A Cultural Historical Activity Theory Perspective - Luis Carabantes Leal
Powered by Create your own unique website with customizable templates.