The DOI matches its Crossref record; 27 of the 27 references it cites were found in a registry or an index.
Second Language Teacher Education Today
Abstract
Second Language Teacher Education (SLTE) is affected by two factors; a rethinking of its knowledge base and instructional practices as a response to changes in our understanding of the nature of SLTE, as well as external pressures resulting from the expanded need for competent language teachers worldwide. The impact of these two factors is seen in the growing professionalism of the field with the need for acceptance of standards, a rethinking of the knowledge base of the field, a move towards a sociocultural view of teacher learning, a focus on teacher cognition as the underpinning of teacher practice, acknowledgement of the role of teacher identity in teaching and teacher learning, implementation of collaborative approaches to SLTE, the need for greater accountability, as well as critical perspectives on teacher education. These factors are examined and their implications discussed for theory and practice in SLTE.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
Sociocultural Theory and Second Language Learning
Lantolf, J. P. (2013) · Cited by 3,849
Identity and language learning : gender, ethnicity and educational change
Norton, B. (2000) · Cited by 2,022
On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research
FIRTH, A., & WAGNER, J. (1997) · The Modern Language Journal · doi:10.1111/j.1540-4781.1997.tb05480.x · Cited by 1,706
Language, Identity, and the Ownership of English
Norton, B. (1997) · TESOL Quarterly · doi:10.2307/3587831 · Cited by 1,483
Training Foreign Language Teachers: A Reflective Approach
Macian, J., & Wallace, M. J. (1992) · Modern Language Journal · doi:10.2307/330177 · Cited by 902
The Sociocultural Turn and Its Challenges for Second Language Teacher Education
Johnson, K. E. (2006) · TESOL Quarterly · doi:10.2307/40264518 · Cited by 812
The Struggle to Teach English as an International Language
Holliday, A. (2005) · Cited by 704
The Struggle to Teach English as an International Language
Rubdy, R. (2007) · ELT Journal · doi:10.1093/elt/ccl049 · Cited by 623
Teaching selves: identity, pedagogy, and teacher education
(2001) · Choice Reviews Online · doi:10.5860/choice.39-1701 · Cited by 604
Cited by
Tracing the reflective practices of student teachers in online modes
Farr, F., & Riordan, E. (2015) · ReCALL · doi:10.1017/s0958344014000299 · Cited by 48
Safdari, M., & Fathi, J. (2020) · Cogent Education · doi:10.1080/2331186x.2020.1818924 · Cited by 33
“As a plausible justification for the investigation of the use of DA for L2 speaking, it might be argued that speaking is usually considered as one of the most important skills by L2 learners who may consider L2 speaking to be equal to success in acquiring the language (Richards, 2008).”
Background
Metadata
- Authors
- Richards, J. C.
- Venue
- RELC Journal
- Publisher
- SAGE Publications
- Published
- 2008-08
- Volume
- 39
- Issue
- 2
- Pages
- 158-177
- ISSN
- 0033-6882 (ISSN-L)
- 1745-526X
- OpenAlex
- W2060344272
- Cited by
- 395
- References
- 27
- FWCI
- 80.02
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Second Language Teacher Education Today. https://app.cochat.ai/papers/10.1177/0033688208092182
- The paper
- Richards, J. C. (2008). Second Language Teacher Education Today. RELC Journal. https://doi.org/10.1177/0033688208092182
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
