Page 31 - ELG2406 June Issue 490

REVIEWS

From Teacher to Trainer
By Matthew T. Ellman and Peter Lucantoni
Cambridge, 2022
ISBN: 978-1-108-82707-2

ince they often make bold claims as to
how they have moved forward in this
aspect of the ELT profession, it’s always
Sinteresting to review titles on language
teacher education and training.
In their introduction to the title under
review here, the authors state ‘...there is a
lack of practical help available to experienced
teachers who hope to take on more of a training
role’ (page 1). I can’t help but think this is
only partly true; flicking through the reference
section reveals several well-known titles that
have certainly helped me (and no doubt many
others) with our training in recent decades.
A unique feature of this title, however,
is access via QR code to ‘Trainer Voices’,
which are short video clips of highly regarded
trainers, such as Scott Thornbury, explaining
how he started life as a trainer. It’s also
possible to hear the thoughts of others on
the differences between pre- and in-service
teacher training, along with planning and
adapting sessions to the institutional context.
Ending each chapter in the ‘Find out More’
slot are references to key texts. One I would
recommend is Craig Thaine’s ‘Teacher
Training Essentials’. His ready-made training
sessions have proved a life-saver for me – and
again, probably many others – on several
occasions down the years!
A further noteworthy feature of this title
is the many references to research evidence
supporting their claims. No-one these days
would disagree with the authors’ statement on
page 3: ‘There is a growing body of research
literature on teacher training and how
teachers learn, and we feel that it is important
new trainers are introduced to it.’ Studies by
ELT wise-owls such as Rod Ellis on second
language acquisition, Zoltan Dörnyei on
motivation, and Thomas Farrell on models of
teacher education are just a few of these.
What this title does not do is provide the
content of a teacher training course. Instead,
it deals with the process of becoming a trainer Chapter Six covers the purpose of The final two chapters focus on bringing
and what this involves. Chapters One and observation, what to do before and during everything together when planning
Two introduce the theoretical background observation, along with the challenges related programmes of training. Also covered is the
and its related concepts, including how to to each. Inevitably, somewhere along the line professional development of the trainer,
design sessions based on the three Ps model – teachers need to be assessed, which is the which includes getting participants’ feedback
practical, personal and professional – and subject of the following chapter, covering the on training, keeping a journal, and possible
then (hopefully) successfully delivering them. reasons and process for assessing, including career destinations, such as managing a team
While the previous chapters looked in how to assess the professional, practical and of trainers or working as a training consultant.
detail at dealing with groups of teachers, personal features of a trainee. In chapter This title is a valuable addition to the field of
chapters Five to Eight cover mentoring and Eight the authors state: ‘But of all the skills teacher education and training, and comes
observing individual teachers and providing involved in training teachers, we would highly recommended.
feedback on their teaching. As these activities argue that delivering feedback is the most
are often fraught with hazard and may easily challenging’ (page 151), so it came as no
end in tears (usually the observee’s) when surprise to see this was one of the longer
carried out by the untrained trainer, I was chapters in this title. Clearly experienced in Wayne Trotman is
impressed with the depth of coverage the this area, the authors outline what is meant a teacher educator
authors provide. Of particular interest is the by feedback, how to prepare for and set up a at Izmir Katip Çelebi
table, on page 96, with Heron’s six categories feedback meeting and how to provide spoken University, Izmir,
of intervention on outlining a menu of and written feedback on teaching. Personally, Turkey.
options for trainers who find themselves in I found this the most insightful chapter in
a mentoring situation. this book.
editorial@elgazette.com 31