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Drawing on a sociocultural orientation to second-language teacher education and prominent knowledge-base frameworks, it analyzes how candidate backgrounds, language proficiency, personal experiences, and familiarity with learners and teaching contexts influence teacher candidates’ (TCs) knowledge base. 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Canada  \nFarahnaz Faez  \nThe University of Western Ontario  \nAbstract  \nIn this paper, I examine the contextual factors that impact the development of knowledge base of teachers of English as a second language (ESL) and French as a second language (FSL) for teaching in Kindergarten through Grade 12 programs in Ontario. Using a sociocultural orientation to second language teacher education and prominent knowledge base frameworks from the field, I discuss how a variety of local contextual factors impact the development of teacher candidates’ (TC) knowledge base in pre-service teacher education programs in Canada. Individual factors include: the linguistic and cultural backgrounds of candidates’ in ESL and FSL programs, the TCs’ language proficiency in the target language, their personal experiences and understanding of language development, and their familiarity with real life experiences of ESL and FSL students. Beyond their own experiences, integral to TCs knowledge base are the range of student populations they could serve and the variety of language teaching contexts they can encounter in the Ontario context. I discuss the implications of such nuances for policy and practice in language teacher education programs across Canada.  \nRésumé  \nDans cet article, nous remettrons en question les facteurs contextuelles qui influencent le développement de la base de connaissances dont les enseignants d’anglais comme langue seconde (ALS) et de français comme langue seconde (FLS) ont besoin pour enseigner l’ALS et le FLS de la maternelle jusqu'à la 12e année en Ontario. En adoptant une optique socioculturelle envers la formation des professeurs de langue seconde et en faisant appel aux principaux cadres théoriquescentrés sur la base de connaissances des enseignants, nous examinerons comment une variété de facteurs influencent le développement de la base de connaissances des futurs enseignants inscrits dans des programmes de formation initiale de professeurs au Canada dont : leurs origines linguistiques et culturelles; leur compétence linguistique dans la langue cible; leur vécu personnel ainsi que leur compréhension et du développement langagier, et du vécu des étudiants d’ALS et de FLS. A part les expériences personnelles des futurs enseignants, il est important de savoir s’il existe des liens ou un écart entre leur base de connaissances et la population estudiantine à qui ils feront face dans des contextes variés à travers l’Ontario. Nous discuterons des implications de ces nuances sur les politiques et les pratiques des programmes de formation d’enseignants de langue seconde à travers le pays.  \nThe Canadian Journal of Applied Linguistics: 14, 1 (2011): 29-49  \nPoints of Departure: Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada  \nIntroduction  \nAs teacher education expands in Canada to serve an increasingly diverse student population, while at the same time preserving national languages such as French, it is important to revisit traditional teacher education knowledge base paradigms. This paper examines the local contextual factors that influence the development of the required knowledge base of teachers of English as a second language (ESL) and French as a second language (FSL) teaching in Kindergarten through Grade 12 (K-12) programs in Canada. While there are many similarities between ESL and FSL teacher education, there are some fundamental contextual differences that warrant attention.  \nLanguage teacher education frameworks provide a template for pre-service programs to address. Existing frameworks often emphasize the core knowledge base required for teaching a language irrespective of significant factors such as the language under study, the teacher candidate (TC), and contexts in which teachers will be teaching. By examining knowledge base frameworks in language teacher education research from a s","cbCaijkUt2miarCB","https://ap.wps.com/l/cbCaijkUt2miarCB","pdf",178390,21,"English","# Introduction\n## Second Language Teacher Education\n## Points of Departure","[{\"question\":\"What contextual factors does the paper analyze for ESL and FSL teacher knowledge base development?\",\"answer\":\"It examines local contextual factors affecting how teacher candidates develop their knowledge base, including candidates’ linguistic and cultural backgrounds, language proficiency, personal experiences and understanding of language development, and familiarity with real-life experiences of ESL and FSL students.\"},{\"question\":\"How does the paper frame its approach to teacher learning and knowledge base development?\",\"answer\":\"It uses a sociocultural orientation to second language teacher education and draws on prominent knowledge base frameworks to discuss assumptions in FSL and ESL teacher education in Canada.\"},{\"question\":\"Why does the paper stress differences between ESL and FSL teacher education contexts?\",\"answer\":\"While the two areas share similarities, the paper argues there are fundamental contextual differences that require attention and that influence what knowledge needs to be emphasized in teacher education programs.\"}]","Points of Departure - Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada | PDF",1792083163,53]