This book examines internationalization practices, policies and experiences within TESOL teacher education. The chapters offer empirical, conceptual and theoretical engagements with the internationalization of TESOL teacher program curricula from both global and critical perspectives. They
analyze
the opportunities, challenges and gaps between
internationalization policy, practice
and international activities through the intersectional voices of researchers, teacher educators, students and pre- and in-service teachers of English in diverse settings. In doing so, this book identifies the trends, skills and knowledges needed for, or developed through, the internationalization of TESOL teacher education while also contributing to the decolonialization of the field.
Table des matières
Contributors
Vander Tavares: Introduction
Part 1: Challenges to the Internationalization of TESOL Education Around the World
Chapter 1. Ingrid Rodrick Beiler and Vander Tavares: Engagements with Internationalization in Norwegian TESOL Education: Reproducing or Confronting Ideologies?
Chapter 2. Anh Ngoc Trinh, Nhung Hong Thi Nguyen and Anh Lan Thi Tran: Internationalization in Vietnam’s English Language Teacher Education Curriculum: Toward a Localized English Teacher Education Framework
Chapter 3. Yoko Kobayashi: Inclusion/Exclusion of TESOL in the ‘True’ Internationalization of Japan’s Higher Education
Chapter 4. Md. Sadequle Islam and Sílvia Melo-Pfeifer: Higher Education English Teachers’ Ideologies on Translanguaging: Monolingual Mindset Meets Internationalization
Part 2: Identifying Trends, Knowledges and Skills to Support Internationalization
Chapter 5. Manfred Man-fat Wu: Harnessing Teacher Identity for Globalization and Internationalization of TESOL Curricula
Chapter 6. Zhenjie Weng: Internationalizing TESOL Teacher Education by Connecting Global and Local Practices from a ‘Teacher Agency’ Perspective
Chapter 7. Chiew Hong Ng, Yin Ling Cheung and Weiyu Zhang: Approaches and Practices for Intercultural Knowledge Development in Internationalizing TESOL Teacher Programs: An Overview of the Field
Part 3: Exploring the Potential of Study Abroad and Virtual Exchange Experiences in TESOL
Chapter 8. Zuzana Tomaš and Anna Slatinská: The Value of Virtual Exchange in Internationalizing the TESOL Curriculum: Centering Global Competencies
Chapter 9. Hyun-Sook Kang: Two Tales of Study Abroad: The Role of Class
Chapter 10. Jialing Wang: Master’s TESOL Returnees’ Career Dilemmas in China: The Need to Prepare Teachers for Careers Beyond the United States
Chapter 11. Ayako Suzuki: Japanese Pre-Service English Teachers’ Reflections on Study Abroad Experiences: Developing Intercultural Competence through ELF Awareness
Part 4: Fostering Decolonization through Internationalization
Chapter 12. Hyesun Cho: Contesting Native Speakerism in Language Teacher Identity Construction: A Case Study of a Short-Term Study Abroad Program
Chapter 13. Eunjeong Lee and Chatwara Suwannamai Duran: Toward Antiracist TESOL Teacher Education: Centering Transnational BIPOC Students and Communities
Chapter 14. G. Sue Kasun, Saniha Kabani and J. Nozipho Moyo: Future Preparers of TESOL Teachers: Construction of Decolonizing Community Space by Weaving International Identities
Index
A propos de l’auteur
Vander Tavares is Associate Professor in education at Inland Norway University of Applied Sciences, Norway, and holds a Ph D from York University, Canada. He is the editor of Social Justice through Pedagogies of Multiliteracies: Developing and Strengthening L2 Learner Agency and Identity (Routledge, 2025) and of Social Justice, Decoloniality, and Southern Epistemologies within Language Education (Routledge, 2023).
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