Book Review: Language Teacher Cognition: A Sociocultural Perspective

Abstract

Abstract: Language teacher cognition research is a growing field. In recent years several features of language teacher cognitions have been noted: they can be complex, ranging over a number of different subjects; they can be dynamic, changing over time and under different influences; and they can be systems, forming unified and cohesive personal or practical theories. However, as yet there is no single theoretical framework for studying language teacher cognitions. In this article I propose that complex systems theory might offer such a framework. I offer an exploratory investigation of the applicability of complex systems theory by focusing on the re-analysis of a previously published case study of the practical theory of an English language teacher teaching EFL in Armenia. I do this by discussing and presenting evidence of heterogeneity, dynamics, non-linearity, openness, and adaptation, which characterize complex systems, and are displayed by the EFL teacher''s cognitions. I conclude by suggesting that complex systems theory is compatible with other lines of research, is able to be developed in field-specific ways, offers several lines of research as well as different methodological approaches, and has practical implications for language teacher development. [Copyright &y& Elsevier] Copyright of System is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) TS - RIS