Crandall (2000) Language Teacher Education
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34 Annual Review of Applied Linguistics (2000) 20, 34–55. Printed in the USA. Copyright © 2000 Cambridge University Press 0267-1905/00 $9.50 LANGUAGE TEACHER EDUCATION JoAnn (Jodi) Cr andall INTRODUCTION 1 Language teacher education programs are likely to be housed in departments of applied linguistics, education, or languages and literature: These three disciplines provide the knowledge base and opportunities for developing skills and dispositions f or both prosp ective and experienced teachers . Until recently, applied linguistics (psycholinguistics, sociolinguistics, discourse analysis, language description, and language teaching and testing methodology) formed the core of language teacher education, not unexpected, since language teaching has historically been the primary focus of applied linguistics (Bardovi-Harlig and Hartford 1997, Crandall 1995; 1996 ). However, during the last decade, g eneral educational theory and practice have exerted a much more powerful influence on the direction of the education of both preservice and inservice language t eacher education, resulting in a greater focus on: 1) practical experiences such as observations, practice teaching, and opportunities for curriculum and materials development (Crandall 1994, Johnson 1996b, Pennington 1990, Richards 1990, Richards and Crookes 1988); 2) classroom-centered or teacher research (Allwright and Bailey 1991, Chaudron 1988, Edge and Richards 1993, Nunan 1989, van Lier 1988); and 3) teacher beliefs and teacher cognition in language teacher education (Freeman 1996; 1998, Freeman and Johnson 1998 a, Richards and Nunan 19 90). In fact, the last decade can be viewed as a search for a theory of language teaching and, by extension, of language teacher education at both t he micro and macro levels (Freeman and Johnson 1998b, Johnson 1996 a, Larsen-Freeman 19 90, Richards 19 90). Language teacher education is a microcosm of teacher education, and many of the trends in current language teacher education derive from theory and practice in general teacher education. These trends in clude at least f our major sh ifts. First, there is a shift from transmission, product-oriented theories to constructivist, process-oriented theories of learning, teaching, and teacher learning. Traditional, transmission-oriented teaching involves top-down approaches which
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