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ELT Journal 2000 54(4):346-353; doi:10.1093/elt/54.4.346
© 2000 by Oxford University Press
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Case studies in L2 teacher education

Melinda Reichelt

Holds a PhD in English and is an assistant Professor of English at the University of Toledo, where she teaches courses in TESOL teacher education, ESL writing, and linguistics. Her research interests include ESL teacher education and second language writing. Email: mreiche{at}uoft02.utoledo.edu

Recently the literature on ESL teacher education has focused on the importance of providing prospective teachers with opportunities to develop abilities in the areas of reflection, decision-making, problem-solving, analysis, and assessment Some authors have suggested the use of case studies as one means of reaching these goals. This article reports on the use of student-generated case studies in an ESL teacher education course, including descriptions of the context, participants, classroom procedures, and case studies written, as well as students' responses to their use. Other L2 teacher educators are urged to experiment with case studies in their own classrooms, and to obtain students' response to them.


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