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.
Spis treści
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.
O autorze
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.
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