Content Knowledge in English Language Teacher Education provides original professional experiences and research accounts of teaching language in the specific context of English language teacher education programmes in diverse international settings, with contributions from Argentina, Australia, Chile, China, Ecuador, Japan, Mexico, the USA and Turkey. The volume focuses on how teacher educators plan and deliver modules which help future teachers understand English as a system and develop English language proficiency. The contributors describe and analyse their professional practices in designing, delivering and evaluating modules or courses on understanding the English language as a system, i.e. content knowledge, exploring the teaching of elements such as phonetics, phonology, grammar, pragmatics, philology, and discourse analysis. In addition, they draw on their vast professional experience to explore how to successfully develop competence and language skills in English so that teachers can become models and proficient users of the language for their students. The contributions range from more historical and functionally linguistic focused chapters to more sociocultural explorations of teaching English to future teachers including interculturality, multilingualism, World Englishes, critical thinking skills, academic writing, and literacy through literature. The accounts shed light on the diverse practices of educators from many different countries, contexts, and cultural and linguistic backgrounds, drawing links between policy and practice, to locate much of English language teacher education and curriculum development outside the so-called 'inner circle' of native English-language speaking contexts, practitioners, and researchers.

List of Figures and TablesNotes on ContributorsList of Abbreviations and AcronymsIntroduction, Darío Luis Banegas1. Applied English Philology in CLIL with TESOL Student-teachers, Makoto Ikeda2. A Functional Model of Language for Language Teacher Education, Phil Chappell3. Reflections on English Grammar Instruction in EFL/ESL Educational Settings, Liliana Anglada4. Teaching Pedagogical Grammar in English Language Teacher Education, Bahiyyih Hardacre and Marguerite Ann Snow5. Multiple Languages in a TESOL Course, T. Leo Schmitt6. Knowledge Shock for MA TESOL Students in a World Englishes Module, Yi Zhang and Rining Wei7. Teaching Pragmatics in an EFL Environment, Gerardo Esteban Heras8. Discourse Analysis for Undergraduate Language Teachers, Leticia Araceli Salas Serrano and Blanca Adriana Téllez Méndez9. Breaking the Ice with Phonetics and Phonology, Bettiana A. Blázquez, Gonzalo E. Espinosa, and Leopoldo O. Labastía10. Developing Language, Academic and Professional Skills in a Teacher Education Course, Cristina Banfi11. Developing Writing and Reflective Skills of First Year Student-Teachers in Chile, Pamela Saavedra Jeldres and Mónica Campos Espinosa12. Empowering Student-Teachers to Become Highly Capable English Language Educators, Malba Barahona and Ricardo Benítez13. English Language Proficiency of Non-Native Student-Teachers in Turkey, Müzeyyen Nazli Güngör14. Literacy in the IELTE Curriculum through a Cultural Component, María Alejandra Soto and Ricardo Martín RamírezConclusion, Darío Luis BanegasReferencesIndex