Bringing together a comprehensive range of extended research-based chapters, English Language Teacher Preparation in Asia provides comprehensive insight into policy, research, and practical aspects of teacher preparation for English teachers at pre-service level across multiple contexts in Asia.
Written by local and international scholars specialising in TESOL Teacher education, and acknowledging the increasingly complex demands made on teachers of English in view of globalisation, the book explores the multiple factors which are key to effective professional learning. Chapters consider how pre-service teachers are best prepared for the diverse contexts in which English is learnt and taught in settings throughout Asia and draw on in-depth research studies to provide rich, fully contextualised coverage of aspects of teacher preparation including curriculum design, programme development, policy, professional learning communities, assessment education, and teaching practicum.
A timely contribution to the field of teacher preparation, this text will be an invaluable resource for teacher educators, pre-service teachers and academics involved in the preparation of English teachers in Asia.
Table of Contents
Chapter 1: Preparing Asian English Teachers in the Global World - Subhan Zein
PART ONE: SETTING THE SCENE
Chapter 2: Current Trends and Future Directions in Pre-service Teacher Training Programmes for English Language in ASEAN Plus Three: A Synthesis of Recent Research - Ng Chiew Hong and Cheung Yin Ling
PART TWO: INNOVATIONS IN TEACHER PREPARATION
Chapter 3: Translanguaging in the EYL Classroom as a Metadiscursive Practice: Preparing Prospective Teachers - Subhan Zein
Chapter 4: Advancing Achievement through Value-Added Measures: A Study on English Teacher Preparation in Brunei - Mayyer Ling and Rinni Haji Amran
Chapter 5: Professional Development through Practicum: A Case Study on Malaysian
Pre-service ESL Teachers’ Professional Identity Construction - Juliana Othman and Fatiha Senom
Chapter 6: ‘Native-Speakerism… I Think We Need to Change Our Perception’. Sociocultural Perspectives on Cambodian Pre-Service Teacher Education - Sovannarith Lim and Anne Burns
PART THREE: TEACHER PREPARATION, DEVELOPMENT AND EVALUATION
Chapter 7: English Teacher Preparation in Brunei Darussalam: An Overview of the Master of Teaching Programme from Multiple Perspectives - Ishamina Athirah Gardiner, Sarah Boye, Sallimah M. Salleh, Norashikin Yusof
Chapter 8: Meeting the Needs of an International Student Population: The Response of a Japanese Graduate Program - Richmond Stroupe and Miyoko Takatama
Chapter 9: Assessment Education of Pre-Service English Teachers in the Philippines: Prospects and Challenges - Aireen Barrios-Arnuco, Rachelle Ballesteros-Lintao, Sterling Miranda-Plata and
Chapter 10: Meeting the Needs of Primary School Pre-service Teachers in the Undergraduate School English Program in South Korea Hoo Dong Kang
Chapter 11: English Teachers Professional Development and the Role of Professional Learning Communities to Enhance Teachers Practice and Student Outcomes in China - Sally Thomas, Lei Zhang and Dini Jiang
PART FOUR: TEACHER PREPARATION AND POLICY
Chapter 12: Teaching Renovation and Efficiency: Education Policy as an Affordance for Task-based Language Teaching in Pre-service Teacher Education in Vietnam - Khanh-Linh Tran-Dang and Marianne Turner
Chapter 13: English Language Teacher Preparation in Myanmar: Challenges and
Recommendations for Myanmar and the ASEAN Region - Mary Shepard Wong, Jennifer Miller and Brooke Treadwell
Chapter 14: The "Practising Adaptive Expert": Professionalism as Constructed in Vietnam English Language Teacher Policy - Mai Trang Vu
Chapter 15: Maintaining balance: How can ASEAN Plus Three best preserve diversity and prepare for the globalized world in the 21st century? - Richmond Stroupe and Gabriel Diaz Maggioli
Subhan Zein, PhD has trained teachers in Australia and Indonesia. He teaches at the University of Queensland, Australia.
Richmond Stroupe is Chair of the Graduate Program in International Language Education: TESOL Program in the Graduate School of Letters, and a Professor in the World Language Center, at Soka University, Japan.
'This volume is an important contribution to the literature on English teacher preparation. It is well-conceived, accessibly written, and timely. It provides insights into the theoretical and practical aspects of pre-service English teacher preparation for undergraduate and graduate students, policy designers, English language teachers, teacher educators and academics. I predict it will become an enlightening read within the Asian continent and beyond.'
— Yasemin Kırkgöz, Çukurova University, Turkey
'This 300-page volume appropriates ample space to each chapter which can read as a well-organized research article collected for the overarching theme of English teacher preparation in East/Southeast Asia. The amount of scholarly knowledge base about teacher training experienced by Asian English teachers pales by comparison to the surging body of literature on the status quo of English teaching and learning in the region. This timely edited book fills the void, bringing together more than ten teachers, teacher trainers, budding scholars and experienced TESOL professionals who have insightful research findings and discussion about local pre-service teachers’ identity and teacher preparation programs. It serves as an ideal resource book for anyone who needs to keep abreast of all the changes, challenges and advances happening in the world’s biggest and most dynamic teacher training community.'
— Yoko Kobayashi, Associate Professor, Iwate University, Japan
'I have gained thought-provoking insights from these coherent, comprehensive, and empirically validated chapters, each of which provides a springboard for analysing, discussing, and implementing changes in programme development, curriculum design, teaching practicum, and teacher assessment which are inextricably bound to globalisation [...] as both an experienced teacher educator and a language teacher, I wholeheartedly recommend it as an important reference for preservice teachers, novice teachers, teacher educators, and policymakers.'— review by Ali Derakhshan, Golestan University, Iran (DOI: https://doi.org/10.1016/j.system.2019.06.003)