Applied Linguistics and Language Teacher Education by Nat Bartels

340 EXPERIENCE, KAL AND CLASSROOM PRACTICEAndrews, S. (2001). The language awareness of the L2 teacher: Its impact upon pedagogical practice.Language Awareness, 10(2&3), 75-90.Borg, S. (1994). Language awareness as methodology: implications for teaching and teacher education.Language Awareness, 4(1), 1-11.Borg, S. (2001). Self-perception and practice in teaching grammar. ELT Journal, 55(1), 21-29.Borg, S. (2003). Knowing and doing: Teaching grammar in in-service training. In D. Liu & P. Master (Eds.),Grammar Teaching in Teacher Education. Alexandria, VA: TESOL.Grotjahn, R. (1987). On the methodological basis of introspective methods. In C. Faerch & G. Kasper (Eds.),Introspection in Second Language Research. Clevedon: Multilingual Matters.Holt Reynolds, D. (1992). Personal history-based beliefs as relevant prior knowledge in course workAmerican Educational Research Journal, 29(2), 325-349.Johnston, B., & Goettsch, K. (2000). In search of the knowledge base of language teaching: Explanations byexperienced teachers. The Canadian Modern Language Review, 56(3), 437-468.Peck, A. (1988). Language Teachers at Work: A Description of Methods. London: Prentice Hall International.Tillema, H. H. (1994). Training and professional expertise: Bridging the gap between new information and preexistingbeliefs of teachers. Teaching and Teacher Education, 10(6), 601-615.Verloop, N., Van Driel, J., & Meijer, P. C. (2001). Teacher knowledge and the knowledge base of teaching.International Journal of Educational Research, 35(5), 441-461.Wright, T., & Bolitho, R. (1993). Language awareness - a missing link in language teacher education?. ELTJournal. 47(4), 292-304.