The TESOL/ELT landscape is inescapably under the synergy between theory and practice in both pre-service and in-service teacher education, without forgetting the critical transition undergone by novice teachers. To address teacher education, every year the market offers publications which attempt to condense language learning methodologies and approaches (for recent examples see Farrell 2014; Richards 2015; Crandall and Christison 2016). Their aim is to help future teachers and practising teachers understand the field so that they can make informed decisions in their daily professional practices.

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Practice in TESOL’s author, Fiona Farr, opens the introductory chapter by specifying her target audience: ‘This is a book for beginning and novice teachers and is suitable for use as part of your teacher education programme or as a self-study resource’ (p. 1). Farr organizes her book in ten chapters....

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