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The contributors to this book consider a range of meanings and their relevance for a number of aspects of teaching.

High school teachers --- High school teaching --- Creative thinking --- Secondary school teachers --- Senior high school teachers --- Teachers --- Creative thinking (Education) --- Creative ability --- Thought and thinking --- Training of --- Study and teaching (Secondary) --- Teacher development. --- Teacher development series --- Didactics --- Secondary education

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Most of what we know about writing in a second or foreign language (L2) is based on conclusions drawn from research on L2 writing in English. However, a significant quantity of L2 writing and writing instruction takes place in languages other than English and so there is a need for studies that look beyond English. The chapters in this book focus on languages other than English and investigate curricular issues, multiple languages in contact/conflict in L2 writing instruction and student attitudes toward pedagogical practices. The collection as a whole makes a valuable contribution to the study of L2 writing, and it will also prove an essential resource for instructors of second and foreign language writing.

Exposition (Rhetoric) --- Language and languages --- Rhetoric --- Second language acquisition --- Beyond English. --- L2 Writing. --- Non-English languages. --- Roman Alphabet. --- less-commonly taught languages. --- non-Roman alphabet. --- second language writing teacher development. --- second language writing. --- REFERENCE / Writing Skills. --- Second language learning --- Language acquisition --- Foreign language study --- Language and education --- Language schools --- English language --- Expository writing --- Study and teaching. --- Exposition --- Language and languages Study and teaching --- Study and teaching --- Second language acquisition Study and teaching

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This volume addresses the complex issues surrounding language teacher education, especially in EFL, and the development of professionalism in this field. By applying such concepts as Shulman's "pedagogical content knowledge", the development of teachers' knowledge base is investigated in a variety of settings, thus underpinning the contextual nature of teacher learning. The vital role of critical reflection at all stages of teacher development is shown to be an integral part of language teachers' knowledge constructions in areas such as pedagogical grammar, assessment and testing. The contributions shed light also on the perception and development of teacher expertise. This volume sets out to bridge the gap between theory and practice, and in so doing shows that these constructs are far from monolithic. Rather, both theory and practice are created and developed dynamically in close interrelation.

English language -- Study and teaching -- Foreign speakers. --- English teachers -- Training of. --- English language --- English teachers --- Languages & Literatures --- English --- English Language --- Philology & Linguistics --- EFL (Language study) --- English as a foreign language --- English as a second language --- English to speakers of other languages --- ESL (Language study) --- ESOL (Language study) --- Teaching English as a second language --- TEFL (Language study) --- TESL (Language study) --- Study and teaching --- Foreign speakers --- Training of --- Teacher training --- Foreign students --- Germanic languages --- EFL. --- Shulman. --- knowledge construction. --- language teacher education. --- pedagogical content knowledge. --- teacher development. --- theory and practice.