El. knyga: Reflective Practice for Early Career Language Teachers

'A leading advocate of reflective practice for language teachers, Prof. Farrell once again provides us with a wonderful resource for novice and experienced teachers as well as teacher educators. Using the reflections of seven ESL teachers, most in the early stages of their careers and two experienced teachers, he operationalises his framework of reflecting on practice for each of these teachers, in order to unpack what reflection means and at the same time provide examples and reflective questions which will support early career ESL teachers in their own development. An incredibly rich resource that is theoretical, practical and accessible.' Elaine Riordan, Associate Professor in TESOL/Applied Linguistics, University of Limerick 'Thomas S.C. Farrell takes us on a roller coaster through the engaging stories about seven early career ESL teachers' lived experiences and puts forward a much-needed framework for anyone responsible for supporting, educating, and retaining early career teachers in schools. A research-informed book with many great lessons!' Minh Hue Nguyen, Monash University, Australia 'This exciting book, authored by a leading international theorizer and researcher of language teacher reflection, provides insights into the challenges faced by early career teachers and their reflective storytelling. It is an ideal resource for teacher educators and supervisors to gain a deep understanding of these challenges to help teachers survive the hardship and reality shock of the early years of their teaching careers.' Zia Tajeddin, Tarbiat Modares University 'This book is a valuable guide to learning and experiencing how to reflect systematically and holistically on one's teaching practices. Farrell's framework for early career language teacher development are key for preventing teacher attrition and improving retention, thus can be applied to various contexts. It is a must-read for teachers in all career phases: in-service teachers, teacher educators, program administrators, policymakers, as well as pre-service teachers and early career teachers.' Atsuko Watanabe, Bunkyo University, Japan