Theoretical and Practical Changes in L2 Teacher Education: A Critical Review

A considerable number of recent studies have suggested that paradigmatic historical changes and challenges in different aspects of L2 teacher education have resulted in the acknowledgement of its complex constituents and thereby the inclusion of more diachronic, holistic, multifaceted, eclectic, integrative and sometimes seemingly contentious approaches and conceptualizations. This critical review addresses the most recent changes and challenges in epistemological, theoretical, metho dological and practical aspects of L2 teacher education. It shows how researchers have taken different perspectives in categorizing and interpreting these perceptible transformations and challenges in L2 teacher education. Moreover, it addresses how several recent studies on L2 teacher education have pinpointed changes and challenges and how they have been translated into domains and competencies in second/foreign teacher education program requirements. A synthesis of these selected papers also delineates certain key themes that can help educators and researchers to better understand the future direction of second/foreign language education.