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
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xi | |
| Acknowledgments |
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xvi | |
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1 Introduction: Preparing language teachers for a transnational world |
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1 | (10) |
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PART I Epistemological, theoretical, and historical interventions |
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11 | (54) |
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2 Transnationalism and education: Epistemological and theoretical exercises |
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13 | (15) |
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3 Researching transnationalism and TESOL teacher education: Critical review and outlook |
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28 | (21) |
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4 Critical engagement with teaching EFL: Toward a trivalent focus on ideology, political economy, and praxis |
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49 | (16) |
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PART II Spatial interventions |
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65 | (54) |
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5 Teaching abroad during TESOL initial teacher education: The case of a project in China |
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67 | (16) |
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6 Rejecting the transnational in TESOL teacher training: The propagation, spread, and hybridization of a critical pedagogic register of TESOL teacher training in the Oriente Antioqueno, Colombia |
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83 | (22) |
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7 Critical autoethnography in TESOL teacher education: A translingual and Cultural Historical Activity Theory perspective for transnational spaces |
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105 | (14) |
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PART III Technological and virtual interventions |
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119 | (70) |
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8 A pedagogical framework to support teachers in today's dynamic, digital, intercultural, and transnational learning environments |
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121 | (18) |
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9 Telecollaboration as translingual contact zone: Teacher candidates' translingual negotiation strategies |
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139 | (19) |
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10 Creating authentic contexts for transnational learning and teaching in TESOL teacher education |
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158 | (14) |
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11 TESOL through the reflections of transnational EMI lecturers: A ROADMAPPING approach |
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172 | (17) |
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PART IV Policy, curricula, and professional learning and development |
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189 | (70) |
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12 Transglocality in English language teacher education: A transnational polyethnography of the Glendon D-TEIL experience in Cuba |
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191 | (18) |
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13 Transnationalism to further transform TESOL education |
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209 | (16) |
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14 Human rights as a performative context for transnationalism: Working with difference in Brazilian teacher education |
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225 | (13) |
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15 Doing TESOL postgraduate studies overseas: Teacher training, studying abroad, and/or a master's degree? |
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238 | (18) |
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16 Afterword: COVID-19, transnationalism, and TESOL teacher education |
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256 | (3) |
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| Index |
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259 | |
Osman Barnawi is Associate Professor at the Royal Commission Colleges and Institutes, Yanbu, Saudi Arabia. His research interests include the intersection(s) of language and political economy, social and education policy studies, the cultural politics of education, multilingual and multicultural studies, second language writing, and transnational education.
Anwar Ahmed is an Assistant Professor in the Department of Languages, Literatures and Linguistics at York University in Canada. His current research interests are language teacher education, second language writing pedagogy, technology, and affect studies.
