English Teaching: Practice and Critique
Learning to work with language and diversity: An English student teacher's first person account
Suzanne Burley (London Metropolitan University, UK)
This article will explore, through a pen portrait,
one student teacher's development during the "Postgraduate Certificate
in Education" year 2002-2003, focussing on his reflections upon and
responses to a specific Language Teacher Education Programme. The
process of developing a set of understandings, which informs his
language teacher identity, will be examined in three main areas as well
as the affects of personal language diversity on the development of his
language pedagogical identity.