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This edited book is a comparative study on teacher education across ten major Englishspeaking regions of the world (USA, English Canada, England and Wales, Scotland, Ireland, Singapore, Hong Kong, South Africa, Australia, New Zealand). The focus on individual regions is reflective of a comparative approach with a long tradition going back to the turn of the twentieth century. This approach is still valid at the present time as it provides one of the best ways of initially structuring our understanding of teacher education at the macro level in order to facilitate communication of the situation crossnationally and prepare the way for higher levels of analyses. To this end, the book has twelve chapters: An introductory chapter details the focus of the book. This is followed by a chapter on each of the ten regions. Each of these chapters, written by an expert in the field: focuses on general trends in teacher education rather than on any specific aspect of it; focuses primarily on pre-service teacher education at the primary and post-primary levels, although some reference is also made to continuing professional development; strikes a balance between past, present and future trends; deals broadly with access to, the processes involved in, and the structure of, teacher education; has a unique structure rather than one based upon a formulaic approach. In the final chapter major themes are distilled from the case studies. It also outlines how the book furthers understanding of teacher education internationally, considers other groupings of regions ripe for consideration along similar lines, and indicates initiatives arising out of the case studies worthy of consideration for the improvement of teacher education cross-nationally.
The chapters in this volume outline and discuss examples of teacher educators in diverse global contexts who have provided successful self-initiated innovations for their teacher learners. The collection suggests that a way forward for second language teacher preparation programs is through 'reflective practice as innovation'.
Bringing together a comprehensive range of extended research-based chapters, English Language Teacher Preparation in Asia provides comprehensive insight into policy, research, and practical aspects of teacher preparation for English teachers at pre-service level across multiple contexts in Asia. Written by local and international scholars specialising in TESOL Teacher education, and acknowledging the increasingly complex demands made on teachers of English in view of globalisation, the book explores the multiple factors which are key to effective professional learning. Chapters consider how pre-service teachers are best prepared for the diverse contexts in which English is learnt and taught in settings throughout Asia and draw on in-depth research studies to provide rich, fully contextualised coverage of aspects of teacher preparation including curriculum design, programme development, policy, professional learning communities, assessment education, and teaching practicum. A timely contribution to the field of teacher preparation, this text will be an invaluable resource for teacher educators, pre-service teachers and academics involved in the preparation of English teachers in Asia.
This practical resource book showcases both the theory and practical application for teacher educators in diverse contexts bringing a global Englishes perspective into their teacher education courses, both at pre- and in-service levels. The recent Global Englishes paradigm serves as a promising response to the complexity of identity, interaction, use, and instruction surrounding the English language. It is increasingly important to enhance teachers’ knowledge base—their specialized knowledge, skills, competencies, and commitments—vis-à-vis the changing needs of English Language Teaching. The chapters in the book provide accessible theoretical orientation to different aspects of the Global Englishes paradigm, from instructional materials to language assessment, and are complemented by a range of practical applications that promote teacher development. The volume is recommended as a viable professional development resource for teacher educators who are looking for activities and resources in preparing teachers for diverse teaching contexts, realities, affordances, and constraints.
Social justice language teacher education is a response to the acknowledgement that there are social/societal inequities that shape access to learning and educational achievement. In social justice language teacher education, social justice is the driving force and primary organizational device for the teacher education agenda. What does “social justice” mean in diverse global locations? What role does English play in promoting or denying equity? How can teachers come to see themselves as advocates for equal educational access and opportunity? This volume begins by articulating a view of social justice teacher education, followed by language teacher educators from 7 countries offering theorized accounts of their situated practices. Authors discuss powerful components of practice, and the challenges and tensions of doing this work within situated societal and institutional power structures.
This book uncovers the challenges posed by globalization to Asian jurisdictions in English language teaching and teacher education.
Language teacher education is widely identified as one of the most important areas that needs addressing in order to improve early language instruction, yet research into teacher education for early language teachers remains relatively sparse. This volume responds to this gap by compiling studies with diverse methodological tenets from a wide range of geographical and educational contexts around the world. The volume aims to enhance understanding of early language teacher education as well as to address the need to prepare early language teachers and assist them in their professional development. The chapters focus on the complexity of teacher learning, innovations in mentoring and teacher supervision, strategies in programme development and perceptions, and knowledge and assessment in early language learning teacher education. The volume offers comprehensive coverage of the field by addressing various aspects of teacher education in different languages. The contributions highlight examples of research into current practice in the professional enhancement of early language learning teachers, but with an emphasis on the implications for practitioners.
This book explores ways to prepare teachers to teach English as an International Language (EIL) and provides theoretically-grounded models for EIL-informed teacher education. The volume includes two chapters that present a theoretical approach and principles in EIL teacher education, followed by a collection of descriptions of field-tested teacher education programs, courses, units in a course, and activities from diverse geographical and institutional contexts, which together demonstrate a variety of possible approaches to preparing teachers to teach EIL. The book helps create a space for the exploration of EIL teacher education that cuts across English as a Lingua Franca, World Englishes and other relevant scholarly communities.
The Routledge Handbook of English Language Teacher Education provides an accessible, authoritative, comprehensive and up-to-date resource of English language teacher education. With an overview of historical issues, theoretical frameworks and current debates, this handbook provides unique insights into a range of teacher education contexts, focusing on key issues relating to teacher and learner priorities, language and communication, current practices, reflective practice, and research. Key features include: a cross-section of current theories, practices and issues, providing readers with a resource which can be used in a variety of contexts; the use of data, transcripts and tasks to highlight and illustrate a range of practices, including examples of ‘best practice’; ‘snapshots’ of ELTE from a number of contexts taken from all around the world; and examples of current technological advances, contemporary thinking on reflective practice, and insights gained from recent research. This wide-ranging and international collection of chapters has been written by leading experts in the field. The Routledge Handbook of English Language Teacher Education is sure to be core reading for students, researchers and educators in applied linguistics, TESOL and language education.
This edited collection responds to a gap in the literature by presenting a much-needed examination of both the theoretical and practical aspects of teacher education for English as a lingua franca in Indonesia. Through a series of extended research-based and conceptual chapters written by experts in teaching English to speakers of other languages (TESOL) in and about Indonesia, this book offers an insight into Indonesia’s unique cultural, social and institutional contexts. The content focuses on four interrelated themes: the transition of perspective from English as a foreign language (EFL) to English as a lingua franca (ELF); the knowledge base of ELF pedagogy; teacher agency and identity in ELF; and innovations in teacher education for ELF. This book is highly relevant to English teachers, teacher educators and scholars worldwide aspiring to broaden their horizon and professionalism in the teaching of ELF.