Skip to main content
placeholder image

"Teachers are not empty vessels": A reception study of Freeman and Johnson's (1998) reconceptualization of the knowledge base of second language teacher education

Journal Article


Download full-text (Open Access)

Abstract


  • This study traces the reception history of Freeman and Johnson’s (1998) widely

    cited article dedicated to theory and practices of second language teacher education

    (SLTE). It illuminates the degree to which that article has impacted SLTE

    theory, research, and potentially instructional practices. The reception study

    analysis is based on a data set of 413 journal articles, books, book chapters, master’s

    theses, and doctoral dissertations that cited Freeman and Johnson (F&J)

    between 1999 and 2014. Using an innovative analytical approach combining both

    Hyland’s (1999, 2004) citation categories and Coffin’s (2009) stance framework,

    we investigate the citation analytics of F&J within this data set, including how

    it has been cited over time and the stance that citing authors have taken toward

    F&J’s proposals. Although F&J’s reconceptualization of the theory and practices

    of SLTE sparked initial controversy, our findings indicate that F&J’s article has

    not only been accumulating increased attention over time, but their vision for

    the future of SLTE also has gained greater acceptance and has edged closer to the

    center of SLTE. The article concludes with a discussion of implications for further

    reception studies in TESOL/applied linguistics.

UOW Authors


  •   Lee, Joseph J. (external author)
  •   Murphy, John (external author)
  •   Baker, Amanda

Publication Date


  • 2015

Citation


  • Lee, J. J., Murphy, J. & Baker, A. (2015). "Teachers are not empty vessels": A reception study of Freeman and Johnson's (1998) reconceptualization of the knowledge base of second language teacher education. Tesl Canada Journal, 33 (1), 1-21.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3296&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2295

Number Of Pages


  • 20

Start Page


  • 1

End Page


  • 21

Volume


  • 33

Issue


  • 1

Abstract


  • This study traces the reception history of Freeman and Johnson’s (1998) widely

    cited article dedicated to theory and practices of second language teacher education

    (SLTE). It illuminates the degree to which that article has impacted SLTE

    theory, research, and potentially instructional practices. The reception study

    analysis is based on a data set of 413 journal articles, books, book chapters, master’s

    theses, and doctoral dissertations that cited Freeman and Johnson (F&J)

    between 1999 and 2014. Using an innovative analytical approach combining both

    Hyland’s (1999, 2004) citation categories and Coffin’s (2009) stance framework,

    we investigate the citation analytics of F&J within this data set, including how

    it has been cited over time and the stance that citing authors have taken toward

    F&J’s proposals. Although F&J’s reconceptualization of the theory and practices

    of SLTE sparked initial controversy, our findings indicate that F&J’s article has

    not only been accumulating increased attention over time, but their vision for

    the future of SLTE also has gained greater acceptance and has edged closer to the

    center of SLTE. The article concludes with a discussion of implications for further

    reception studies in TESOL/applied linguistics.

UOW Authors


  •   Lee, Joseph J. (external author)
  •   Murphy, John (external author)
  •   Baker, Amanda

Publication Date


  • 2015

Citation


  • Lee, J. J., Murphy, J. & Baker, A. (2015). "Teachers are not empty vessels": A reception study of Freeman and Johnson's (1998) reconceptualization of the knowledge base of second language teacher education. Tesl Canada Journal, 33 (1), 1-21.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3296&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2295

Number Of Pages


  • 20

Start Page


  • 1

End Page


  • 21

Volume


  • 33

Issue


  • 1