Abstract:

Drawing on theoretical basis of foreign language education studies, this paper analyzes the practice and reform of a pre-service foreign language teacher education course — Introduction to English Language Studies — offered for undergraduate education majors at the University of Macau. It explores the reciprocal relationship between foreign language education studies and foreign language teacher education, and systematically analyzes the course’s design, content, and learning feedback from pre-service English teachers. During two years of teaching practice and innovation, the course features a series of targeted pedagogical activities and strategies, in order to guide pre-service teachers to explore the origin, meaning, and development of the English language in depth, along with its application and influences in instructional and social contexts. The course also lays a solid foundation for pre-service teachers to systematically study language theories and teaching methodologies by cultivating their multilingual language awareness and critical thinking abilities. Meanwhile, it further catalyzes their in-depth reflection about their identities as both language learners and future teachers. Overall, the paper discusses key issues of curriculum reform of foreign language teacher education in depth and sheds new light on the current practice and research of teacher education.

Key words: foreign language education studies, teacher education, curriculum reform, foreign language teacher development