1st Edition
Online Education for Teachers of English as a Global Language
Contributor Biographies
1. Introduction
Hyun-Sook Kang, Dong-shin Shin, & Tony Cimasko
Part I: Paradigm Shifts and Best Practices
2. Preparing K-12 Teachers for Effective Instruction of English Learners: The Transformation of a Purdue University Online Language Teacher Education Program
Trish Morita-Mullaney, Jennifer Renn, Anne Garcia, & Wayne E. Wright
3. Practicums in Online Language Teacher Education: Instructors’ Perceptions of Online Teaching and Using Video as a Key Practice
Fares J. Karam, Amber N. Warren, Sara Kersten-Parrish, Julie Lucas, & Maija Talso
4. Investigation of External and Internal Quality Assurance Strategies in Online Language Teacher Education
Jiyoon Lee
5. MOOCs and MOOC Camps for Online Teacher Professional Development: Experiences and Perspectives from the Philippines
Romualdo A. Mabuan
6. Shifting Paradigms: A Case of Online Language Teacher Education for Online Language Teachers in Spain
Laia Canals & Gisela Granena
Part II: Pitfalls and Promises
7. From Face-to-Face to Online: Teacher Educators’ Cognitions and Tensions in Developing a Blended Learning Program
Ksan Rubadeau
8. Identities and Emotions in Online Language Teacher Education Programs
Christina Gkonou
9. Access in Online Language Teacher Education: Issues and Strategies
Larry L. LaFond
10. Chinese EFL Online Technology and Teacher Education: A Multi-Case Study from an Ecological Perspective
Helizhu Hu, Qing Ma, & Jinlan Tang
11. Moving Forward
Hyun-Sook Kang, Dong-shin Shin, & Tony Cimasko
Index
Biography
Hyun-Sook Kang is an associate professor in the Department of Education Policy, Organization, & Leadership at the University of Illinois at Urbana-Champaign, USA. Her areas of research include language learning and practice in relation to cross-border mobility and she is Co-Editor of the Journal of Language, Identity and Education.
Dong-shin Shin is an assistant professor in the Literacy and Second Language Studies program of University of Cincinnati, Ohio, USA. Her research and teaching focus on English learners’ language and literacy development. She has published in the areas of multimodal composing, digital literacies, and online language teacher education.
Tony Cimasko is the ESL Composition coordinator in the Department of English at Miami University in Oxford, Ohio, USA, teaching graduate and undergraduate courses on second language writing and TESOL. His research interests include second language writing, multimodal composition, genre analysis and learning, and TESOL professional development.
