Chapters

Farrell, T. S. C. (2024). Reflective Language Teaching. Reference Module in Social Sciences, Elsevier.https://www.sciencedirect.com/science/article/abs/pii/B9780323955041000119
Farrell, T.S.C. (2024). Second Language Teacher Education and Future Directions. In Hossein Nassaji (Ed.), The TESOL encyclopedia of English language teaching. Hoboken. NJ: Wiley/Blackwell Publishers.The TESOL Encyclopedia of English Language Teaching – 2024 – Farrell – Second Language Teacher Education and Future
Farrell, T.S.C. (2023). ‘Teacher You Are Stupid!’ Cultivating And Nurturing A Reflective Disposition In Leaders. In Hayo Reinders (Ed). Language Teacher Leadership (pp. 19-38). UK: Palgrave McMillian.
Farrell, T. S. C. (2023). Foreword. In A. Verla Uchida & J. Roloff Rothman (Eds.), Teacher cultivating professional development through critical friendship and reflective practice: Cases from Japan. Candlin & Mynard. https://doi.org/10.46908/27/f
Farrell, T.S.C. (2022). Reflecting on Reflective Practice. In Zia Tajeddin & Atsuko Watanabe (Eds). Teacher Reflection: Policies, Practices and Impacts (pp. 3-19). Bristol, UK: Multilingual Matters.
Barnard, R., Farrell, T.S.C., & Gurney, L. (2022). Examination. In L. Gurney, Y. Wang & R. Barnard (Eds.), Narratives of qualitative PhD research: Identities, languages and cultures in transition (pp. 138-148). Routledge.
Farrell, T.S.C. (2022). Reflective Practice in Language Education. In C. Coombe, & H Mohebbi, Research Questions in Language Education: A Reference Guide for Teachers (pp. 585-587). London, UK: Springer.
Farrell, T.S.C. (2021). The Novice Years. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-7). Hoboken. NJ: Wiley/Blackwell Publishers Farrell Novice Years 2021
Farrell, T.S.C. (2020). Expert TESOL Teachers: Reaching for “Who I Am Is How I Teach!” In David Schafer and Jake Kimball (Eds), Advancing ELT: Blending Disciplines, Approaches, and Technology (pp. 27-31). Seoul, Korea: Korea TESOL.KOTESOL. Farrell 37-41
Farrell, T.S.C. (2019). Reflections in Alan Maley (Ed), Developing Expertise Through Experience (pp. 39-49). London, British Council.k033_developing_expertise_experience_web
Farrell, T.S.C. (2019). Meditation Techniques, in Alan Maley (Ed), Developing Expertise Through Experience: Ideas For Continuing Professional Development (pp. 32-34). London, British Council.e-file
Farrell, T.S.C. (2019). Reflective Practice in L2 Teacher Education. In S. Mann & S. Walsh (Eds), Routledge Handbook Of English Language Teacher Education. London, UK: Routledge.Farrell chapter3
Farrell, T.S.C. (2019). Forward in Juan de Dios Martinez Agudo (Editor). Quality in TESOL Teacher Education. Switzerland: Springer.
Farrell, T.S.C. (2018). “A classroom is a centre of inquiry in all its forms”: Thomas S. C. Farrell on teacher research. In Daniel Xerri and Ceres Pioquinto(Editors ). Becoming Research Literate: Supporting Teacher Research in English Language Teaching (pp. 124-128). English Teachers Association Switzerland.a classroom is a center of inquiry
Farrell, T.S.C. (2018). Second language teacher education and future directions. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Hoboken. NJ: Wiley/Blackwell Publishers.2nd Lang Teacher Education Farrell
Farrell, T.S.C. (2018). Forward in Juan de Dios Martinez Agudo (Editor). Emotions in Second Language Teaching (pp.vii-vii). Switzerland: Springer.
Farrell, T.S.C. (2018). Reflective practice for language teachers. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-7). Hoboken. NJ: Wiley/Blackwell Publishers.Reflective practice Farrell
Farrell, T.S.C. (2018). Forward Podcasting and Professional Development: A Guide for English Language Teachers, Lowe, Schaefer, and Turner
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