Thomas S. C. Farrell is Professor of Applied Linguistics at Brock University, Canada. His research interests include reflective practice and language teacher education and development.

'A leading advocate of reflective practice for language teachers, Prof. Farrell once again provides us with a wonderful resource for novice and experienced teachers as well as teacher educators. Using the reflections of seven ESL teachers, most in the early stages of their careers and two experienced teachers, he operationalises his framework of reflecting on practice for each of these teachers, in order to unpack what reflection means and at the same time provide examples and reflective questions which will support early career ESL teachers in their own development. An incredibly rich resource that is theoretical, practical and accessible.' Elaine Riordan, Associate Professor in TESOL/Applied Linguistics, University of Limerick

• 1. The early career years; 2. Getting the story; 3. I want to help and encourage others: first year lived experience; 4. I like teaching, but I don't want to teach forever: second year lived experience; 5. I still enjoy teaching, but at what cost to my health?: third year lived experience; 6. I want students to feel they're in a safe environment: fourth year lived experience; 7. It's going to be really challenging to be a teacher: fifth year lived experience; 8. I want to build a class community: seventh year lived experience; 9. It's a chance to help people: tenth year lived experience; 10. Reflecting on action; 11. Reflecting for action; Appendix A; Appendix B; References; Index.

Thomas S. C. Farrell is Professor of Applied Linguistics at Brock University, Canada. His research interests include reflective practice and language teacher education and development.

'A leading advocate of reflective practice for language teachers, Prof. Farrell once again provides us with a wonderful resource for novice and experienced teachers as well as teacher educators. Using the reflections of seven ESL teachers, most in the early stages of their careers and two experienced teachers, he operationalises his framework of reflecting on practice for each of these teachers, in order to unpack what reflection means and at the same time provide examples and reflective questions which will support early career ESL teachers in their own development. An incredibly rich resource that is theoretical, practical and accessible.' Elaine Riordan, Associate Professor in TESOL/Applied Linguistics, University of Limerick

• 1. The early career years; 2. Getting the story; 3. I want to help and encourage others: first year lived experience; 4. I like teaching, but I don't want to teach forever: second year lived experience; 5. I still enjoy teaching, but at what cost to my health?: third year lived experience; 6. I want students to feel they're in a safe environment: fourth year lived experience; 7. It's going to be really challenging to be a teacher: fifth year lived experience; 8. I want to build a class community: seventh year lived experience; 9. It's a chance to help people: tenth year lived experience; 10. Reflecting on action; 11. Reflecting for action; Appendix A; Appendix B; References; Index.

Thomas S. C. Farrell is Professor of Applied Linguistics at Brock University, Canada. His research interests include reflective practice and language teacher education and development.

'A leading advocate of reflective practice for language teachers, Prof. Farrell once again provides us with a wonderful resource for novice and experienced teachers as well as teacher educators. Using the reflections of seven ESL teachers, most in the early stages of their careers and two experienced teachers, he operationalises his framework of reflecting on practice for each of these teachers, in order to unpack what reflection means and at the same time provide examples and reflective questions which will support early career ESL teachers in their own development. An incredibly rich resource that is theoretical, practical and accessible.' Elaine Riordan, Associate Professor in TESOL/Applied Linguistics, University of Limerick

• 1. The early career years; 2. Getting the story; 3. I want to help and encourage others: first year lived experience; 4. I like teaching, but I don't want to teach forever: second year lived experience; 5. I still enjoy teaching, but at what cost to my health?: third year lived experience; 6. I want students to feel they're in a safe environment: fourth year lived experience; 7. It's going to be really challenging to be a teacher: fifth year lived experience; 8. I want to build a class community: seventh year lived experience; 9. It's a chance to help people: tenth year lived experience; 10. Reflecting on action; 11. Reflecting for action; Appendix A; Appendix B; References; Index.