Content Knowledge in English Language Teacher Education A

Content Knowledge in English Language Teacher Education: A summary Darío Luis Banegas Editor

Aims • Offer a synopsis of content knowledge (CK) in English language teacher education (ELTE) programmes. • Encourage reflection. • Promote collaborative links among authors and readers.

Pre-service ELTE programme knowledge base Content knowledge Pedagogical content knowledge General pedagogical knowledge

A focus on content knowledge (CK) CK refers to “the knowledge of the specific subject and related to the content teachers are required to teach. CK is shaped by academic disciplines underlying the subject” (König et al. , 2016, p. 321). In the case of ELTE, academics and curriculum developers (e. g. , Richards & Farrell, 2011; Roberts, 1998; Widdowson, 2002; Woodgate-Jones, 2008) agree that CK includes knowledge of the English language as a system of subsystems and proficiency in using English. The latter is of paramount importance since English may be both the object of study and the medium of instruction in ELTE programmes (Bale, 2016). König et al. (2016) add that “language teachers are also required to develop a high level of language awareness, language learning awareness, and of intercultural competencies” (p. 322). (Banegas, 2020)

CK includes… Understanding English as a system (ES) Developing English language proficiency (ELP)

What can each include? English as a system • Linguistics and its branches linked to language teaching. English language proficiency • Written and oral skills development. • Language awareness. • Grammar and lexis improvement. • Intercultural awareness.

In ELTE, CK can influence… Professional identity Teaching confidence Teaching efficacy

What aspects of CK in ELTE are portrayed in this volume?

Each chapter is based on the authors’ personal experiences with teaching CK through different BA/MA modules. The chapters in this edited volume lie at the intersection between exploring English as a semiotic system and improving English language proficiency among studentteachers in ELTE. While Chapters 1 -9 concentrate on English as a system, the remaining chapters give more importance to English language proficiency. However, it should be noted that English language proficiency and language awareness run across the volume. (Banegas, 2020)

CK History of English (Chapter 1) Systemic Functional Grammar (Chapters 2 & 3) Pedagogical Grammar (Chapter 4)

CK Multilingualism & World Englishes (Chapters 5 & 6) Pragmatics and Discourse Analysis (Chapters 7 & 8) Phonetics & Phonology (Chapter 9)

English language development and portfolio assessment CK (Chapters 10 & 11) English language proficiency and critical thinking (Chapter 12) Scaffolding language proficiency through intercultural awareness and curriculum analysis (Chapters 13 & 14)

The way ahead • How content knowledge can be supported. • How content knowledge can be researched. • How development of content knowledge can be envisaged.

Supporting content knowledge Priority 1 Further integration between CK and PCK Priority 2 CK anchored in SFG and genre pedagogy Priority 3 Authenticity of input, tasks, and topics

Researching content knowledge Priority 1 Teacher research: teacher educators as researchers of their own practices Priority 2 Ecological approaches in teacher research Priority 3 A focus on the intersection of ES and ELP gains in student-teachers’ identity

Envisaging content knowledge Priority 1 Realistic ELP expectations Priority 2 CK modules informed by language teaching pedagogies such as CLIL Priority 3 CK linked to intercultural citizenship

Reflections • What are your curriculum priorities in ELTE? • What links could you generate between CK and the practicum? • How does practice, experience, and research inform CK in your programme?

Contacting the chapter contributors 1 Applied English Philology in CLIL with TESOL Studentteachers Makoto Ikeda makoto-i@sophia. ac. jp 8 Discourse Analysis for Undergraduate Language Teachers 2 A Functional Model of Language for Language Teacher Leticia Araceli Salas Serrano and Blanca Adriana Téllez Méndez Education aracelisalas@yahoo. com Phil Chappell Philip. chappell@mq. edu. au 3 Reflections on English Grammar Instruction in EFL/ESL 9 Breaking the Ice with Phonetics and Phonology Educational Settings Bettiana A. Blázquez, Gonzalo E. Espinosa, and Leopoldo O. Labastía Liliana Anglada lilanglada@gmail. com bettianablazquez@hotmail. com 4 Teaching Pedagogical Grammar in English Language Teacher 10 Developing Language, Academic and Professional Skills in a Education Teacher Education Course Bahiyyih Hardacre and Marguerite Ann Snow Cristina Banfi cbanfi@gmail. com bhardacre@calstatela. edu 11 Developing Writing and Reflective Skills of First Year 5 Multiple Languages in a TESOL Course Student-Teachers in Chile T. Leo Schmitt schmittl@newschool. edu Pamela Saavedra Jeldres and Mónica Campos Espinosa 6 Knowledge Shock for MA TESOL Students in a World psaavedra@uct. cl Englishes Module 12 Empowering Student-Teachers to Become Highly Capable Yi Zhang and Rining Wei Yi. Zhang 01@xjtlu. edu. cn English Language Educators 7 Teaching Pragmatics in an EFL Environment Malba Barahona and Ricardo Benítez Malba. barahonad@gmail. com Gerardo Esteban Heras 13 English Language Proficiency of Non-Native Studentesteban. heras@ucuenca. edu. ec Teachers in Turkey Müzeyyen Nazlı Güngör mnazlidemirbas@gmail. com 14 Literacy in the IELTE Curriculum through a Cultural Component María A. Soto and Ricardo Ramírez prof. ing. masoto@gmail. com

Thank you