The E stands for professional Education, and includes all things pedagogical. It includes Foundations of Education, Human Growth and Development, Bilingual Education, and Developmental Reading and Writing. It specifically refers to methodology courses on approaches, methods, and techniques of language teaching and learning. Ideally, such courses are broken down into two components: a) theory and practice, and (b) materials preparation and techniques. Here also are included the indispensable Education practicum, supervised practice teaching, and such important activities as demonstrations, observation, and peer teaching in live classroom situations.
Frequently, one component of the course includes an experience in learning another language, usually an uncommonly taught language, as a "shock language." This is normally the case where there is no time for a separate course, in which the language laboratory, or more recently, language-learning technology, including the use of computer-aided instruction, is covered. Also, if there has been no special, individual course available, the equally indispensable field of foreign-language assessment, or Language Testing is introduced. Here, my Georgetown colleagues David P. Harris, and the late Robert Lado have been the earliest pioneers. More and more attention is now being given, in such methodology courses, to special techniques of developmental reading and writing as they relate to second-language acquisition.
The list of courses and the resulting competencies which they imply, of course, were never intended to be exhaustive or limiting, but only broadly suggestive of the content of a comprehensive foreign- or second-language teacher-education program. The competency objectives suggested are overlapping and are those which are normally included in courses and education whose primary objective was to help prospective and in-service teachers understand the nature of language and language systems, the process of language learning, and the interrelationship between language and culture. They also included courses, education, and experience whose primary objective was to provide theoretical and methodological foundations and practical experience leading to competence in teaching situations.
In short, the knowledge implied consists of an interdisciplinary, multidisciplinary, applied linguistics approach, based on the most recent research on first- and second-language acquisition, anthropological linguistics, psycholinguistics, sociolinguistics, and, most recently, discourse analysis and language-learning strategies. Thus, language teachers are not merely trained, they are educated in the broadest sense of the word.
请不要用机器翻译。
频繁，其中一个组成部分，当然也包括一种经历，在学习另一种语言，通常是一个非同寻常教语文，作为一种"休克语言" 。这是通常情况下是没有时间，为的是另外一条路，其中语言实验室，或更近，语言学习技术，其中包括利用电脑辅助教学，是有盖的。另外，如果一直存在，并没有特殊的，个别课程的情况下，同样是不可或缺的领域外文评估，或语言测试介绍。在这里，我的同事乔治大卫页哈里斯，和已故罗伯特lado一直是最早的开拓者。越来越多关注的是，现在正在考虑，在这种方法论课程，以特殊技术的发展性阅读和写作，因为这涉及到第二语言习得的。
名单上的课程，以及由此产生的能力，他们暗示，当然，从来没有打算详尽无遗或限制，但只能大致推测的内容全面外商或第二语言的教师教育课程。能力目标的建议重叠是那些通常包括在课程和教育，其主要目的是帮助准及现职教师了解语言的本质和语言系统，过程中的语言学习，及相互之间的语言和文化。他们还列入课程，教育和经验，其主要目的是提供理论和方法的基础和实践经验的领导，以胜任教学的情况。
总之，知识隐含组成的一个跨学科，多学科，应用语言学的方法，立足于最近期的研究对第一代和第二语言习得，人类学，语言学，心理语言学，社会语言学，而最近期，语篇分析与语言学习战略。因此，语文教师不只是训练，他们都受过教育，在广泛的意义上的字。
