ABSTRACT
In this chapter, we begin with a discussion of the traditional debate about whether teaching is best understood as an art or as a science. We suggest that this dichotomy is misleading and, further, that the concept of reflective practice offers a solution to this apparent dilemma. We then discuss the knowledge basis that is necessary for individuals to become effective world language educators, and then turn to an analysis of the real-world tasks of the world language teacher. Next, we focus on the meaning and implications of reflective practice in general, and then of critical reflective practice in particular, as these are manifested in the world language classroom. Finally, the special situation of world language teacher who is a native language speaker of the target language is briefly explored in light of the earlier discussion of critical reflective practice.
