Takashima, H., & Ellis, R. (1999). Output enhancement and the acquisition of the past tense. In R. Ellis (Ed.), Learning a second language through interaction (pp. 173 – 188). Amsterdam, the Netherlands: John Benjamins. Tomasello, M. (2008). Origins of human communication . Cambridge, MA: MIT Press. VanPatten, B. (1990). Attending to form and content in the input: An experiment in consciousness. Studies in Second Language Acquisition , 12 , 287 – 301. doi:10.1017/S0272263100009177 Yang, Y., & Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL learners’ acquisition of regular and irregular past tense forms. Studies in Second Language Acquisition , 32 , 235 – 263. doi:10.1017/ S0272263109990519 Yoshida, R. (2008). Teachers’ choice and learners’ preference of corrective-feed- back types. Language Awareness , 17 , 78 – 93. doi:10.2167/la429.0 Pedagogical Reasoning in EFL/ESL Teaching: Revisiting the Importance of Teaching Lesson Planning in Second Language Teacher Education MAY PANG The Hong Kong Institute of Education Hong Kong doi: 10.1002/tesq.283 & Lesson planning has always been an essential competence for teacher candidates to master in their education for teaching around the globe. This is reflected in the thirteen teacher preparation stan- dards required for English as a second language (ESL) P–12 teacher education program accreditation in the United States (Teaching Eng- lish to Speakers of Other Languages [TESOL]/National Council for Accreditation of Teacher Education [NCATE]; TESOL, 2010). The component of instructional planning forms one of the five essential professional domains of teacher candidate assessments, namely lan- guage , culture , instruction , assessment , and professionalism (Newman & Hanauer, 2005; Thibeault, Kuhlman, & Day, 2010). And among the six minimum assessments of teachers’ knowledge, skills, and dispositions as evidence of benchmark for quality teaching, two involve assessments of planning and implementing instruction. The first requires teacher candidates to demonstrate an ability to plan for supportive classroom English learning, and the second an ability to implement their lesson plans in the English for speakers of other languages (ESOL) TESOL QUARTERLY 246
classroom, based on student interests and levels of proficiency in Eng- lish, including using resources effectively. Outcomes of planning (i.e., unit lesson plans) therefore logically become commonly used tools for assessing teacher candidates’ professional readiness for practice. It is believed that, among other tools of teacher candidate assessment, les- son planning can best reflect a teacher’s competence in integrating theory and practice. Findings of research into the knowledge growth of teachers have shed light on the importance of engagement in lesson planning in teacher development. The novice teachers reported in Wilson, Shulman, and Richert’s study (1987) show that their subject matter knowledge is enriched and enhanced by other types of knowledge in the process of preparation for teaching. The case study of the practice of experienced teachers of English as a foreign language (EFL) in
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