Abstract
The landscape of second language teacher education (SLTE) has undergone significant changes over the past three decades as theoretical debates continue to fuel the field's understanding of L2 teaching, L2 teachers, and L2 teacher learning (for example Freeman and Johnson 1998). These debates are further compounded by the global spread of English, in which issues of ownership of English and the professional legitimacy of non-native English-speaking (NNES) teachers have been brought to the fore (Widdowson 1994; Braine 1999). The theoretical shifts, coupled with the changing socio-political terrain in which English language teaching is embedded, have made relevant to the field of SLTE the fundamental questions of where we are and where we are going. Burns and Richards’ 2009 edited volume addresses just these questions. It brings together 30 contributions by leading scholars with a view to providing a state-of-the-art survey of research, practice, debates, trends, and developments in the field.
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