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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.
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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
List of contents
Acknowledgment
Tables and figures
List of contributors
- Introduction
Osman (Othman) Barnawi, Royal Commission Colleges and Institutes, Saudi Arabia and Sardar Anwaruddin, York University, Canada
Part I: Epistemological, theoretical and historical interventions
- Transnationalism and education: epistemological and theoretical exercises
Xiaoye You
- Researching transnationalism and TESOL teacher education: critical review and outlook
Xiaoya Sun, Weiyu Zhang, and Yin Ling Cheung
- Critical Engagement with Teaching EFL: Toward a Trivalent Focus on Ideology, Political Economy, and Praxis
Ryuko Kubota
Part II: Spatial Interventions
- Teaching abroad during TESOL initial teacher education: The case of a project in China
Benjamin Luke Moorhouse
- Rejecting the transnational in TESOL teacher training: the propagation, spread and hybridization of a critical pedagogic register of TESOL teacher training in the Oriente Antioqueño, Colombia
Peter Browning
- Critical autoethnography in TESOL teacher education: A translingual and Cultural-Historical Activity Theory perspective for transnational spaces
Cristina Sánchez-Martín
Part III: Technological and virtual interventions
- A Pedagogical Framework to Support Teachers in Today’s Dynamic, Digital, Intercultural and Transnational Learning Environments
Geoff Lawrence
- Telecollaboration as translingual contact zone: teacher candidates’ translingual negotiation strategies
Bedrettin Yazan, Baburhan Uzum, Sedat Akayoglu, and Latisha Mary
- Creating authentic contexts for transnational learning and teaching in TESOL teacher education
Sarina Chugani Molina
- TESOL through the reflections of transnational EMI lecturers: A ROADMAPPING approach
Davinia Sánchez-García and Nashwa Nashaat
Part IV: Policy, curricula and professional learning and development
- Transglocality in English Language Teacher Education: A Transnational Polyethnography of the Glendon D-TEIL Experience in Cuba
Iara Bruz, Gustavo Moura, Ruberval Maciel, Ian Martin and Brian Morgan
- Transnationalism to Further Transform TESOL Education
Kyle Perkins and Xuan Jiang
- Human Rights as a Performative Context for Transnationalism: Working with Difference in Brazilian Teacher Education
Joel Windle
- Doing TESOL Postgraduate Studies Overseas: Teacher Training, Studying Abroad, (and/) or a Master’s Degree?
Dandan Zhu and Jim McKinley
- Afterword by Li Wei
About the author
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.
Summary
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.
