This is a collection of essays dealing with ESL/EFL/FL teacher education by experienced ESL/EFL/FL teacher educators and student teachers of different cultural backgrounds, and from different countries. The essays cover topics that focus both on the teacher as learner and the learner as teacher. This book recognizes that the language classroom has a particular culture of its own while being part of a broader school culture. As a result, the multi-foci nature of the chapters serve to present the varied and diverse language education needs, programs, and approaches. Contents: The National Foreign Languages: Can we Get from Here to There?, Sophie Jeffries; FLES Teacher Preparation: Competencies, Content and Complexities, Gladys C. Lipton; Journaling: A Path to Reflective Teacher Development, Aleiline J. Moeller; Alternative Assessment in Foreign Second Language: What do we in Foreign Language Know?, Charles R. Hancock; Where are the African American Foreign Language Teachers?, Mark English; Foreign Language Teacher Education in a Professional Development School, Alan Garfinkel and Carol Sosa; Portfolio Design and the Decision Making Process and in Teacher Education, JoAnn Hammadou; Peer Evaluation in In-Service Teacher Education, Jeannette Morris; Professional Development for Japanese Teachers, Yoshiko Saito; Successful Listening Comprehension Strategies: Implications for Foreign Language Teaching and Teacher Training, Rhonda Chipman-Johnson; Emergent L2 Writing in the French Immersion Classroom: Implications for Teacher Education of Where are the Holes in Whole Language?, Stephen Carey and Rishma Dunlop; Multimedia and Foreign Language Teacher: A Humananistic Perspective, Josef Hellebrandt; Culture: How do Teachers Teach it?, Zena Moore.

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