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LEADERSHIP UPDATES
LETTER FROM THE CHAIR

James Whiting, Plymouth State University, Plymouth, New Hampshire, USA

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LETTER FROM THE EDITORS

Bridget Schvarcz, Afeka Academic College of Engineering, Tel-Aviv, Israel
Khanh-Duc Kuttig, University of Siegen,Siegen, Germany

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ARTICLES
LANGUAGE KNOWLEDGE: WHAT EVERY TEACHER SHOULD KNOW - AND WHY THEY DON'T

David Nunan, University of Hong Kong, Hong Kong

In the 1960s and 70s, in numerous Anglophone countries the systematic study of English language went out of fashion. Grammar and phonics in particular were seen as boring, irrelevant and uncreative. Partly as a consequence, many TESOL teachers enter the profession with an inadequate knowledge of language. In this piece, I argue that what’s needed is a detailed, contextualized introduction to the fundamentals of English language underpinned by a functional model of grammar. Read More
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A LITTLE KNOWLEDGE

Scott Thornbury, Freelance, Barcelona, Spain

It’s said that a little knowledge can be a dangerous thing. This is borne out in language teaching, where the knowledge base (language) is often poorly articulated in resources and unreliably represented in teachers’ intuitions. Quick and easy corpus searches offer a way forward. Read More

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LANGUAGE KNOWLEDGE AND LANGUAGE TEACHING: COHERENCE IN A TEACHER EDUCATION PROGRAM

Frances Sokel, English Department, Sha'anan Academic Religious College of Education, Haifa, Israel

The call for teacher education to ensure coherent learning experiences continues to be prominent in the literature. This article illustrates how coherence between courses focusing on language knowledge, and the practice of teaching, is executed through content and modeling in an English teacher education program at Shaanan College in Israel. Read More
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A TEACHER CANDIDATE'S VIEW OF TEACHER KNOWLEDGE

Steven Feldmann, University of Siegen, Siegen, Germany

My fear is that teachers will increasingly become a sort of dumpster for useless knowledge that they will never need in their life as teachers. Of course, the questions that come with this statement are obvious: What is useless knowledge and what is useful knowledge that will bring the teacher forward? Read More

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VOICES
TEIS VOICES

Khanh-Duc Kuttig, University of Siegen, Siegen, Germany

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ABOUT THIS COMMUNITY
MEET OUR CHAIR-ELECT

Heather Linville, University of Wisconsin-La Crosse, La Crosse, Wisconsin, USA

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