This edited book brings together chapters from diverse geographical and educational contexts to examine the question of transnationalism in English Language teacher education. While the activities that connect people, institutions and cultural practices across the borders of nation-states have gained interest in fields such as applied linguistics, TESOL and migration studies in recent years, there has been little research so far into how transnationalism intersects with language teacher education, and how existing practices can be better integrated into teacher education programmes. The authors fill this gap by introducing and examining existing transnational practices - including cross-cultural settings, study abroad programmes and online teacher education - then offering multiple dialogues on mobility of knowledge, practice and pedagogy in teacher education. This book will be of interest to language teachers, teacher educators, and students and scholars of applied linguistics, cross-cultural studies, and migration studies.
Introduction: TESOL Teacher Education: Oscillating Between Globalization
and Nationalism.- Transnationalism in TESOL Teacher Education and Applied
Linguistics: Reflections and (Re)imaginations.- Transnational Professional
Development Practices in TESOL Teacher Education.- Bangladeshi English
Language Teachers Use of Transnational Teacher Training.- Assessment
Literacy: Transnational Teachers Concepts, Practices, and Professional
Development Needs.- Professional Development for Chinese EFL Teachers in
Australia: Perspectives, Challenges, and Research Potentials.- The Effect of
U.S. Curricular Ideologies on Mexican Transnational Pre-service English
Language Teachers.- Holidays in Mexico: Developing Transnational Skills in
Teaching English as a Foreign Language.- Transnationalism Contextualized in
Miami: The Proposed Component of Dialectal Spanish Negotiations in
Undergraduate TESOL Courses.- Engaging East African Voices for Teacher
Education in the Digital Age: Exploring Transnational Virtual Collaboration.-
A Transnational Peace-Education Framework of EFL Material Development for the
Islamic School Context in Indonesia.- Promoting Transnational Teaching in
Pre-service Language Teacher Education Programs in Japan: An Autoethnographic
Approach.- TESOL Teacher Education Programs and Transnational Perspectives:
Critical Reconstruction of Experiences Via Duoethnography and
Autoethnography.- The Reflective Journal: A Transnational Networking Tool for
(TESOL) Teachers.- Developing Teaching Expertise Through Transnational
Experience: Implications for TESOL Teacher Education.- Afterword: Who
Controls the Production of Knowledge? Teacher Empowerment in TESOL Teacher
Education.
Anwar Ahmed is Assistant Professor in the Department of Languages, Literatures and Linguistics at York University, Canada.
Osman Barnawi is Associate Professor at the Royal Commission Colleges and Institutes, Yanbu, Saudi Arabia.
