Teacher education

Abstract

04–386 Benson, Carol (Stockholm U., Sweden; Email: Carol.benson@biling.su.se). Do we expect too much of bilingual teachers? Bilingual teaching in developing countries. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 204–221.04–387 Butler, Y. G. (U. of Pennsylvania USA). What level of English proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 245–278.04–388 Erben, Tony. Emerging research and practices in immersion teacher education. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 320–338.04–389 Gray, Carol (U. of Birmingham, UK). Exploring the language teacher's mind – helping student teachers see beneath the surface. Language Learning Journal (Oxford, UK), 29 (2004), 23–31.04–390 Hornberger, Nancy H. (Pennsylvania U., USA; Email: nancyh@gse.upenn.edu). The continua of biliteracy and the bilingual educator: educational linguistics in practice. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 155–171.04–391 Pomphrey, Cathy (London Metropolitan U., UK). Professional development through collaborative curriculum planning in English and modern languages. Language Learning Journal (Oxford, UK), 29 (2004), 12–17.04–392 Sharkey, Judy (U. of New Hampshire, USA). ESOL teachers' knowledge of context as critical mediator in curriculum development. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 279–299.04–393 Varghese, Manka (Washington U., Seattle, USA; Email: mankav@u.washington.edu). Professional development for bilingual teachers in the United States: a site for articulating and contesting professional roles. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 222–237.04–394 Wade, Suzanne E. (U. of Utah, USA; Email: Wade@ed.utah.edu) and Fauske, Janice R. Dialogue online: prospective teachers' discourse strategies in computer-mediated discussions. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 134–160.