ReviewsThis text comes highly recommended and although the primary readership is described as those preparing to become language teachers or TESOL professionals, the book is not culture bound and has great applicability beyond the general ELT arena. Therefore, it is equally valuable to tutors, lecturers and practitioners involved in EOP, EAP, ESAP and academic literacies, since all these professionals need to embrace RP at some point in their careers. This also justifies the review of this publication in this Journal. The book ought to be a prescribed source for pre-service, novice and experienced teachers. Programme administrators, supervisors, and mentors will also find the contents useful as a refresher for evaluating their own practice.
Professional and Academic English Journal
Reflective practice in language education is multi-faceted and ever-changing. Hence, any attempt, such as this book, to provide an update in a timely and comprehensive manner is no mean feat. As a creditable introduction to reflective practice for language educators, Reflective Practice in ELT, together with the forthcoming titles in this series, is set to ‘enlighten and inform us all so that we can continue to provide the best learning opportunities for all our readers.’
Farrell’s extensive knowledge and experience in reflective practice and language teacher education is clear throughout the book. He elevates the discussion of RP in the field from a mere “methods obsession” (p. 12) to a holistic approach proposed in his framework for reflecting on practice. The quality of the discussions and accessibility of the language makes this book an ideal tool for professionals at various levels of teaching experience to become more familiar with the topic of reflective practice. Furthermore, it should be highly considered as a textbook for undergraduate and graduate TESOL programs, as well as for language teacher professional development programs. This book has potential for promoting a culture of RP among individuals and institutions. It can empower teachers to take control of their practice and provide students with a better learning experience.
TESL CANADA JOURNAL/REVUE TESL DU CANADA
Well worth the read for its overview of the tools of reflection and its acknowledgement of the affective and ethical dimensions of RP. This book is needed now for the reminder it provides that, despite recent seismic shifts in the logistics of our profession, we still reflect and teach with our whole selves.
English Australia Journal
The book introduces readers to the theoretical and methodological foundations of RP and its specific application to the field of TESOL/ELT. Although all descriptions, summaries, and positions are duly supported with references to the body of scholarship and research on the subject, the book is written in a personal style which assumes no prior knowledge, making it accessible and informative for experienced researchers, expert teacher trainers, and pre-and in-service language teachers alike. Unlike some introductions to topics in TESOL/ELT, this book actively resists the temptation of prescription.
Iperstoria: Journal of American and English Studies
Farrell is a passionate advocate for teachers. The key arguments for RP, as well as warnings against a poorly conceptualised RP, are clearly articulated and this is a thought-provoking volume, not just for ELT teachers but for all educators. As an introduction to the series, this short volume engagingly sets out key issues and questions for further exploration.
Proves to be very useful for reference at any level. Farrell’s reflective teaching outlook shows awareness of the dynamic and ever-changing process that our career entails. As teachers, we are lifelong learners, and reflection is undoubtedly an asset for transmitting enthusiasm and willingness to learn to the students in an era of rapid information access where critical thinking becomes a crucial element.
Innovation in Language Learning and Teaching