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

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  • Salah Troudi

    (University of Exeter, Tunisia)

  • Emna Maazoun Zayani

    (University of Sfax, Tunisia)

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.

Suggested Citation

  • Salah Troudi & Emna Maazoun Zayani, 2020. "Scaffolding EFL Teachers’ Black Box: Towards a Theoretical Framework of EFL Teachers’ Reading Knowledge," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 4(7), pages 07-15, July.
    • Handle: RePEc:bcp:journl:v:4:y:2020:i:7:p:07-15
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