ABSTRACT
In designing and implementing a language teacher education programme for non-native speakers, either initial training (ITT) or in-service (INSET), one naturally becomes aware of the complex network of issues that such a venture generates. These issues range from the nature of the curricular perspective being mediated, through questions of 'appropriate methodology', to issues derived from an examination of specific classroom activities. The key elements in language teacher education and training programme design: the relationship between the study of languages and the study of teaching methods. This relationship, between content and method, appears to be central to a discussion of the design and implementation of any teacher education programme. The special issues raised by working with non-native speakers in English Language Teaching (ELT) give the debate a further dimension. This chapter concerns the question of appropriate content knowledge for language teachers and how this knowledge is acquired on courses.
