This book explores teachers´ understanding of the personal and professional experiences that have informed their language teaching. The intent of the paperback edition is to bring into our professional conversations teachers´ ?ways of knowing? ? that is, teachers´ understanding of the experiences that have informed their language teaching. By making teachers´ ways of knowing public, open to review, and accessible to others in this profession, this text hopes to validate, in ways afforded to other forms of scholarly work, teachers´ own understanding of the activity of language teaching.
