Chapters

  • Farrell, T.S.C. (2017). Overview: Holistic Reflective Practice. In Roger Barnard & Jonathon Ryan (Eds.). Reflective Practice: Voices from the Field (pp. 8-19). New York: Routledge.
  • Farrell, T.S.C. (2017). ‘Who I am is how I teach’: reflecting on teacher role identity. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 183-189). London: Routledge.
  • Farrell, T.S.C. (2016). Does writing promote reflective practice? In W. Renandaya & H. Widodo (Eds). English language teaching today: linking theory and practice (pp. 83-94). New York: Springer.
  • Farrell, T.S.C. (2015). Second language teacher education: A reality check. In Thomas S.C. Farrell (Ed.). International Perspectives on Language Teacher Education: Innovations From The Field (pp1-15). New York: Routledge. Second language teacher education a reality check
  • Farrell, T.S.C. (2015). Encouraging critical reflection in a teacher education course: A Canadian case study. In Thomas S.C. Farrell (Ed.). International Perspectives on Language Teacher Education: Innovations From The Field (pp 36-50). New York: Routledge
  • Farrell, T.S.C. (2015). Reflective practice as innovation in SLTE. In Thomas S.C. Farrell (Ed.). International Perspectives on Language Teacher Education: Innovations From The Field (pp 193-200). New York: Routledge
  • Farrell, T.S.C. (2015). “It’s Like Crossing the Desert”: An Oasis of Language Teacher Research Across Six Continents. In J.D. Brown & C. Coombe (Eds). The Cambridge Guide to Language Research.
  • Farrell, T.S.C. (2013). Forward. In Azra Ahmed, Mehnaz Hanzala, Faiza Saleem and Graeme Cane (Eds.). ELT in a Changing World: Innovative Approaches to New Challenges (p. xiii). Newcastle upon Tyne: Cambridge Scholars Press. ELT changing world
  • Farrell, T.S.C. & Tomeson-Filion, B. (2013). Teacher beliefs and classroom practices: A case study of an ESL teacher in Canada. In Ben Said, S. & Zhang, J. L. (EDS.), Language Teachers and Teaching: Global Perspectives, Local Initiatives (PP 169-184). Routledge Taylor & Francis
  • Li, J. & Farrell, T.S.C. (2012). Think Aloud. In R. Barnard & Burns. A. (Eds.), Language teacher cognition and practice: International case studies to illuminate methodological issues. Bristol: Multilingual Matters.
  • Farrell. T.S.C (2012). Reflective practice for language teachers. Plenary address, IATEFL, Brighton. In Tania Pattison (Ed). IATEFL Brighton Conference Selections. Canterbury: IATEFL.
  • Farrell, T.S.C. (2012). Reflective practice as professional development. In Christine Coombe, Liz England & John Schmidt (Eds). Reigniting, Retooling and Retiring in English Language Teaching East Lancing, US: University of Michigan Press.
  • Farrell,T.S.C. (2010). Professional development through reflective practice IN and FOR action. In G. Park, H. P. Widodo, & A. Cirocki (Eds.), Observation of teaching: Bridging theory and practice through research on teaching (pp. 37-47). Munich: LINCOM EUROPA.
  • Farrell, T.S.C. (2009). The Novice Teacher. In A. Burns, and J.Richards (Eds.), The Cambridge Guide to Language Teacher Education. New York: Cambridge University Press.
  • Farrell, T.S.C. (2008). Shaping the learning environment. In T.S.C. Farrell (Ed) (2008). Classroom management (pp. 1-6) Alexandria, VA: TESOL Publications.
  • Farrell, T.S.C. (2008). Insights and perspectives for the first year of language teaching. In T.S.C. Farrell (Ed) (2008). Novice language teachers (pp. 1-11). London: Equinox
  • Farrell, T.S.C. (2008). Learning to Teach Language in the First Year: A Singapore Case Study. In T.S.C. Farrell (Ed) (2008). Novice language teachers (pp. 43-56). London: Equinox
  • Farrell, T.S.C. (2008). Teaching journals to promote reflective practice. In M. Kabilan, & M. Vethamani (Eds.), Qualitative studies on English language .development (pp. 75-87). Kuala Lumpar: Sasbad
  • Farrell, T.S.C. (2007). Learning to teach: the role of language teacher education. In G. Poedjosoedarmo, (Ed.), Teacher Education in Language Teaching (pp.2-7). RELC Anthology Series 48. Singapore: SEAMEO Regional Language Centre.
  • Farrell, T.S.C. (2006). Language teacher research in Asia. In T.S.C. Farrell (Ed.), Language teacher research in Asia, (pp. 1-5). Alexandria, VA: TESOL Publications.
  • Farrell, T.S.C. (2006). The TESOL Methods Course: What Did They Really Learn? In T.S.C. Farrell (Ed.), Language teacher research in Asia, (pp. 47-60). Alexandria, VA: TESOL Publications.
  • Farrell, T.S.C. (2006). Series editor introduction. In T.S.C. Farrell (Ed.), Language teacher research in Asia, Alexandria, VA: TESOL Publications.
  •  Farrell, T.S.C. (2005). Reflective practice for language teachers in Asia: A real paradigm shift. In Deng, X., Cole, V.M., Sadorra, M.L.C., & Wu, S.M. (Eds.), Paradigm Shifts in English Language Teaching and Learning: Selected Papers from the Inaugural CELC International Symposium (pp. 23-27). Singapore: Centre for English Language Communication, National University of Singapore
  • Farrell, T.S.C. (2005). Teaching Reading Strategies: “It really takes time!” In G. Poedjosoedarmo, (Ed.) 2005. Innovative Approaches to Reading & Writing Instruction (pp. 71 – 81). RELC Anthology Series 46. Singapore: SEAMEO Regional Language Centre.
  • Farrell, T.S.C. (2004). The Movie Version. In Day, R.R. & J. Bamford Extensive Reading Activities for Teaching Language. New York: Cambridge University Press.
  • Farrell, T.S.C. (2003). “Should I give the rule or get on with the lesson?” The case for case studies in grammar teacher education. . In D. Liu. & P. Masters (Eds.). Grammar Case Studies in Teacher Education.(pp. 125-135). Alexandria, VA: TESOL USA.
  • Farrell, T.S.C. & Lee, F. T. (2003). Bridging the Gap between Words and Action. In Hadley, G. (Ed). Asian Voices:  Action Research in Action (pp. 9-15). Singapore: SEAMEO Regional Language Centre.
  • Farrell, T.S.C & Ng, J. (2003). Do Teachers’ Beliefs of Grammar Teaching Match their Classroom Practices? A Singapore Case Study. In D. Deterding. Brown A & Low E L (Eds.) English in Singapore: Research on Grammar. Singapore (pp. 128-137). Singapore: McGraw Hill.
  • Farrell, T.S.C. & Lee F.T. (2003). Students’ Perceptions of Grammar Corrections in Compositions: A Singapore Study. In D. Deterding, Brown A & Low E. L. (Eds.) English in Singapore: Research on Grammar Singapore (pp.138-144). Singapore: McGraw Hill.
  • Farrell, T.S.C. (2002). “Lesson Planning.” In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 30-39). New York: Cambridge University Press. lesson planning chapter