The book is well written and proceeds in a step-by-step fashion that is particularly useful for newly graduated school teachers about to step into their own classroom for the first time.
Farrell, a former teacher of English as a second language (ESL), is now a widely read author and a respected teacher educator and professor of applied linguistics. He grounds this study in his experience in the classroom as well as on research in his areas of professional expertise. Because his first career was in ESL, many examples are drawn from that field, but the issues and solutions he presents will resonate with teachers of other languages as well. Novice, mid-career, and longtime language teachers may find in this book ways to make their teaching more rewarding. By helping us to reflect on what we think we do, what we do, and what we think about what we do, this book can inspire and guide us to find within ourselves the tools to improve our teaching.
The Modern Language Journal, 2014
I found the book very well organized and really easy to dip into. Not something a teacher needs to read at one go. Each chapter is structured into short parts with writing tasks that a teacher could do in their teaching journal. Reflective writing while learning about reflective writing – a kind of loop feedback and an approach that would make the book suitable for a professional development course. Particularly strong are the “Preamble” sections beginning each chapter. I really enjoyed how the author kept things personal and related his own experiences as they applied to the topic at hand. I gobbled these up and in fact throughout the book, you’ll find a lot of personal backdrop and discussion based on experiences all English language teachers can relate to.
Teacher Talk blog, March 2013
Makes an important contribution to research regarding language teachers’ reflective practice, all the while avoiding the typically rigid prose found in many academic books. I would highly recommend Farrell’s Reflective Writing for Language Teachers, for it offers a refreshing perspective about how writing can be used for reflective purposes. ..He also infuses his book with interesting and humorous narratives.
The Canadian Journal of Applied Linguistics, 2013
Those looking for a detailed consideration of how to harness the unique nature of the writing process to develop systematic habits for reflecting on their teaching will be highly engaged and actively involved throughout. The book is highly sympathetic to the teacher’s perspective and advocates for a bottom-up approach that engages teachers to define their own identities, practices, gaps, challenges, and professional development needs. This book practices its own message of self-reflection and challenges readers to become personally invested in their own practice.
TESL CANADA JOURNAL/REVUE TESL DU CANADA