Scaffolding EFL Teachers’ Black Box: Towards a Theoretical Framework of EFL Teachers’ Reading Knowledge

Salah Troudi and Emna Maazoun Zayani
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Salah Troudi: University of Exeter, Tunisia
Emna Maazoun Zayani: University of Sfax, Tunisia

International Journal of Research and Innovation in Social Science, 2020, vol. 4, issue 7, 07-15

Abstract: This paper presents an instructional framework for EFL teachers’ knowledge about reading instruction. Grounded in theories of EFL instruction, mainstream, critical literacies and EFL theories of teachers’ knowledge base, the proposed framework provides several dimensions that illustrate the core knowledge base system of an EFL teacher while teaching reading. This framework is meant to boost the understanding of the components of the knowledge that they should acquire. This paper focuses on the idea that EFL teachers are “lifelong learners by nature†(Troudi, 2009: 64). Therefore, it is meant to inform EFL teachers’ pre-service training, in-service practice, and post-service – reflection.

Date: 2020
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