English Language Teacher Education and Contrastive Rhetoric

LAURA MARINA COLOMBO

English Language Teacher Education and Development

Centre for Applied Linguistics, Warwick University

Lugar: Coventry; Año: 2012 vol. 15 p. 1 - 6

1365-3741

Since its beginning, contrastive rhetoric (CR) has been linked to the teaching of second or foreign languages with special focus on writing. This article reviews the arguments that have been  proposed in support of this field of studies as well as those which have taken issue with it since its beginnings. Departing from the pros and cons identified, it is claimed that English language teachers can gain insights from CR findings taking an investigative approach supported by a student-centered pedagogy and a conceptualization of writing as a socially situated activity.