Del 127 i serien New Perspectives on Language and Education

Internationalization of TESOL Teacher Education

Global and Critical Perspectives

Inbunden, Engelska, 2025

1 989 kr

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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.

Produktinformation

Utgivningsdatum2025-02-11
Mått156 x 234 x 17 mm
Vikt530 g
FormatInbunden
SpråkEngelska
SerieNew Perspectives on Language and Education
Antal sidor242
FörlagMultilingual Matters
ISBN9781800418936

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Vander Tavares is Associate Professor in education at Inland Norway University of Applied Sciences, Norway, and holds a PhD 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).

ContributorsVander Tavares: IntroductionPart 1: Challenges to the Internationalization of TESOL Education Around the WorldChapter 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 FrameworkChapter 3. Yoko Kobayashi: Inclusion/Exclusion of TESOL in the 'True' Internationalization of Japan’s Higher EducationChapter 4. Md. Sadequle Islam and Sílvia Melo-Pfeifer: Higher Education English Teachers’ Ideologies on Translanguaging: Monolingual Mindset Meets InternationalizationPart 2: Identifying Trends, Knowledges and Skills to Support InternationalizationChapter 5. Manfred Man-fat Wu: Harnessing Teacher Identity for Globalization and Internationalization of TESOL CurriculaChapter 6. Zhenjie Weng: Internationalizing TESOL Teacher Education by Connecting Global and Local Practices from a 'Teacher Agency' PerspectiveChapter 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 FieldPart 3: Exploring the Potential of Study Abroad and Virtual Exchange Experiences in TESOLChapter 8. Zuzana Tomaš and Anna Slatinská: The Value of Virtual Exchange in Internationalizing the TESOL Curriculum: Centering Global CompetenciesChapter 9. Hyun-Sook Kang: Two Tales of Study Abroad: The Role of ClassChapter 10. Jialing Wang: Master’s TESOL Returnees’ Career Dilemmas in China: The Need to Prepare Teachers for Careers Beyond the United StatesChapter 11. Ayako Suzuki: Japanese Pre-Service English Teachers’ Reflections on Study Abroad Experiences: Developing Intercultural Competence through ELF AwarenessPart 4: Fostering Decolonization through InternationalizationChapter 12. Hyesun Cho: Contesting Native Speakerism in Language Teacher Identity Construction: A Case Study of a Short-Term Study Abroad ProgramChapter 13. Eunjeong Lee and Chatwara Suwannamai Duran: Toward Antiracist TESOL Teacher Education: Centering Transnational BIPOC Students and CommunitiesChapter 14. G. Sue Kasun, Saniha Kabani and J. Nozipho Moyo: Future Preparers of TESOL Teachers: Construction of Decolonizing Community Space by Weaving International IdentitiesIndex

Through interrogating the power dynamics and epistemic biases underpinning TESOL teacher education worldwide, the authors in this volume go beyond just highlighting the need for onto-epistemological diversity. Instead, they argue that TESOL teacher education must center inequities and injustices situated in people’s lived experiences to cultivate antiracism and social justice. As such, this book offers a rare and critical lens that demands transformative change in the field. A must-read for educators, researchers, and policymakers committed to equity and social justice in language education.