Carol Goldfus Abstract

part calls for an understanding of the nature-
nurture interactions in learning, the complexities 
of assessing language proficiency and the 
importance of understanding the diverse abilities 
of the student populations. Our intent and goal in 
adopting an the interdisciplinary approach like 
that described above is that new teachers in the 
field will not only know the target language, but 
they will also be able to adapt their knowledge to 
the heterogeneity of the classroom, understand 
diversity and be able to cope in the complex, fast 
world of the present.
In essence, a good teacher needs a ‘barrelful’ of 
knowledge to take out a ‘cupful’ and present the 
right ‘spoonful’ to the students.
However, these changes do not take place in a 
vacuum, but within contextual changes in the 
college. A case has been made that by combining 
many theoretical courses, all pre-service language 
teachers will be provided with a solid basis for 
excellence in language teaching. In this way, 
English can no longer be a peripheral department 
but has become an integral part of the new model 
of teacher education (Cochran-Smith, 2005).
The Author
Carol Goldfus received her doctorate in Applied Linguistics 
from the University of Birmingham, England. She is currently 
Head of the Adam Research Center for Language Abilities 
and Multilingualism, Levinsky College of Education in Tel 
Aviv, and until recently, was Head of the English Department 
there. Her research interests include cognitive intervention 
in adolescents with learning disabilities, the development 
of metacognition, reading comprehension and memory. 
Within the field of teacher education, she has developed a 
model for the new professionalism of the foreign language 
teacher educator. Furthermore, she is developing a practical 
application of brain research for teaching and learning. 
Carol is an executive member of the International Academy 
of Research into Learning Disabilities.
References
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Goldfus

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Journal of NELTA, Vol. 16 No. 1-2, December 2011 
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