Full Description
TESOL Teacher Education in a Transnational World critically examines theories and practices in contemporary TESOL teacher education to shed new light on the intersection of transnationalism and language teacher education. It emphasizes the scholarship of transnational mobility of language teachers, and showcases critical research from diverse contexts.
The book fills a critical research gap by more fully examining the theory and practice of teacher education in a changing time when national identities and cross-border mobilities continue to figure prominently in scholarly discussions. Through a diverse set of epistemological, historical and theoretical perspectives along with methodological innovations, contributors of this volume not only index the dynamism of the scholarship of teacher education, but they also offer new forums for lively pedagogical debates. Featuring contributions from diverse educational and geographical contexts, including Europe, Asia, North America, and Latin America, the book moves the existing scholarship forward to more fully examine TESOL teacher education in relation to transnationalism.
This book will be of great interest to academics, scholars, post-graduate students, teacher educators, policymakers, curriculum specialists, administrators, and other stakeholders interested in language teacher education, TESOL and applied linguistics
Contents
Acknowledgment
Tables and figures
List of contributors
Introduction
Osman (Othman) Barnawi, Royal Commission Colleges and Institutes, Saudi Arabia and Sardar Anwaruddin, York University, Canada
Part I: Epistemological, theoretical and historical interventions
Transnationalism and education: epistemological and theoretical exercises
Xiaoye You
Researching transnationalism and TESOL teacher education: critical review and outlook
Xiaoya Sun, Weiyu Zhang, and Yin Ling Cheung
Critical Engagement with Teaching EFL: Toward a Trivalent Focus on Ideology, Political Economy, and Praxis
Ryuko Kubota
Part II: Spatial Interventions
Teaching abroad during TESOL initial teacher education: The case of a project in China
Benjamin Luke Moorhouse
Rejecting the transnational in TESOL teacher training: the propagation, spread and hybridization of a critical pedagogic register of TESOL teacher training in the Oriente Antioqueño, Colombia
Peter Browning
Critical autoethnography in TESOL teacher education: A translingual and Cultural-Historical Activity Theory perspective for transnational spaces
Cristina Sánchez-Martín
Part III: Technological and virtual interventions
A Pedagogical Framework to Support Teachers in Today's Dynamic, Digital, Intercultural and Transnational Learning Environments
Geoff Lawrence
Telecollaboration as translingual contact zone: teacher candidates' translingual negotiation strategies
Bedrettin Yazan, Baburhan Uzum, Sedat Akayoglu, and Latisha Mary
Creating authentic contexts for transnational learning and teaching in TESOL teacher education
Sarina Chugani Molina
TESOL through the reflections of transnational EMI lecturers: A ROADMAPPING approach
Davinia Sánchez-García and Nashwa Nashaat
Part IV: Policy, curricula and professional learning and development
Transglocality in English Language Teacher Education: A Transnational Polyethnography of the Glendon D-TEIL Experience in Cuba
Iara Bruz, Gustavo Moura, Ruberval Maciel, Ian Martin and Brian Morgan
Transnationalism to Further Transform TESOL Education
Kyle Perkins and Xuan Jiang
Human Rights as a Performative Context for Transnationalism: Working with Difference in Brazilian Teacher Education
Joel Windle
Doing TESOL Postgraduate Studies Overseas: Teacher Training, Studying Abroad, (and/) or a Master's Degree?
Dandan Zhu and Jim McKinley
Afterword by Li Wei
