Quality in TESOL and Teacher Education : From a Results Culture Towards a Quality Culture book cover
1st Edition

Quality in TESOL and Teacher Education
From a Results Culture Towards a Quality Culture

ISBN 9780367187873
Published November 4, 2019 by Routledge
306 Pages

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Book Description

This volume takes a holistic view of the current trends and challenges in quality and quality assurance in TESOL and teacher education. Bringing together top scholars in the field from all over the world, the text features invaluable international perspectives with the common objective of improving the quality in TESOL and teacher education in constantly changing and challenging educational contexts globally.

Grouped into four wide-ranging, thematic sections – on multilingualism, diversity, teacher education, and future challenges – the book addresses new obstacles faced by educational professionals in today’s rapidly changing educational landscape by offering alternatives to quantitative targets. Chapter authors cover a range of contexts and timely issues, including technology in the classroom, culturally relevant teaching, teaching for continuous improvement, professional development, and monitoring and evaluating quality.

Providing a forum of discussion on the intricacies, complexities, and challenges related to the urgent question of quality in the field, this book is a must-read for prospective ESL/EFL teachers and teacher educators.

Table of Contents

Foreword – Thomas S. C. Farrell


List of Contributors

Introduction and Overview

Juan de Dios Martínez Agudo

Part I Quality in TESOL Education in a Globalized Multilingual World

Chapter 1 Quality Language Education in a Multilingual World: A Human Rights Perspective on Theory and Practice

David Little

Chapter 2 Raising Quality Through Critical Pedagogy in TESOL

Graham Crookes

Chapter 3 Policy and Ideology in ELT: The Impact of Educational Reforms on the Quality of Language Education

Gabriele Azzaro and Juan de Dios Martínez Agudo

Chapter 4 Sustainability of Quality in TESOL Education: A Strategic Perspective on 21st-Century Education Challenges

Ian Eyres and Clare Woodward

Chapter 5 Quality and Innovation in TESOL: Blended and Distance Education

Chang Zhu, Liesbeth De Paepe, and Cynthia White

Part II Quality in Diversity in TESOL Education

Chapter 6 Quality Outcomes Through Quality Process

David Crabbe

Chapter 7 Quality in Language Learning: Strategy Instruction and Options for Autonomous Language Learning

Andrew D. Cohen

Chapter 8 Quality of Teacher Talk in TESOL Classrooms: A Critical-Reflective Analysis of Discourse

Joanna Baumgart

Chapter 9 Quality Assurance and the Expatriate Native Speaker Teacher

Péter Medgyes and Tamas Kiss

Chapter 10 Making a Difference Through Quality Co-Teaching Between Native and Non-Native Teachers in Foreign Language Classrooms

Daniel Roy Pearce, Tim Stewart and Akira Tajino

Chapter 11 What Is the Best Method, If Any, in TESOL? What Is the Desired Quality in the Post-Method Era?

Ali Shehadeh

Chapter 12 Quality in TESOL Materials Design: Addressing Cultural Content in ELT Materials

Sophia Papaefthymiou-Lytra, Evangelia Karagianni and Anastasia Pouliou

Chapter 13 Quality through Authenticity in TESOL: Critical Issues Facing Teacher Education

Alexander Gilmore

Chapter 14 Quality of Feedback in TESOL: A Learning-Oriented Assessment Perspective

Atta Gebril and Gavin T. L. Brown

Chapter 15 Quality Language Education for Diversity and Inclusion: Challenges and Proposals for Quality Improvement

Michael Dunn, Kristen Pratt and Faith Van Putten

Chapter 16 Quality Assurance in CLIL in Higher Education: Priorities and Challenges

Do Coyle and Oliver Meyer

Part III Quality Teachers for Quality Education

Chapter 17 Quality Education Begins With Teachers: What Are the Qualities that Make a TESOL Teacher Great?

Christine Coombe

Chapter 18 Teacher Identity and Quality Teaching: Quality Assurance for TESOL Teacher Education

John G. Trent

Chapter 19 Professional Competency Profiles for Quality Teaching in TESOL: Challenges for Teacher Educators

Darío Luis Banegas and Juan de Dios Martínez Agudo

Chapter 20 The Quality of Emotional Scaffolding in ELT: Towards a Quality Emotional Competence Training in TESOL Teacher Education

Juan de Dios Martínez Agudo, Gabriele Azzaro and Darío Luis Banegas

Chapter 21 Quality Teacher Education for Pronunciation Teaching in L2 Classrooms

John M. Levis and Sinem Sonsaat

Chapter 22 Quality Mentoring in TESOL Practicum: Challenges and Proposals for Improvement

Anh Tran, Hoa Thi Mai Nguyen, and Hongzhi Yang

Chapter 23 Quality Teacher Educators = Quality Teachers? Quality Standards for TESOL Teacher Educators

Claire Tardieu

Chapter 24 Evaluating the Quality of Innovation in TESOL Teacher Education

David Nunan, Hayley Black and Julie Choi

Chapter 25 Monitoring and Evaluating the Quality of Online TESOL Teacher Education Courses: Ensuring Quality Assurance Standards

Thom Kiddle and Gavin Dudeney

Part IV Looking Back and Ahead

Chapter 26 The Odyssey of Professional Excellence and Quality Assurance in TESOL: The Changing Culture of the TESOL Profession

MaryAnn Christison and Denise E. Murray

Afterword – Jack C. Richards


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Juan de Dios Martínez Agudo is Associate Professor of TESOL and Teacher Education in the Faculty of Education at the University of Extremadura, Spain.


"This book presents important information about quality in TESOL and teacher education. The concept of quality in education is not new, but ways to promote quality in situations related to language learning and teaching have not been given the necessary attention. In this book solid, research-based discussions are presented on diverse topics.  Teaching contexts are often challenging and the suggestions on how to develop high-quality teaching in this book can be very helpful. The role of quality in ELT depends greatly on teacher education, and one section of the book deals with this aspect. The need for teachers to engage learners emotionally is also discussed, and the importance of training in emotional competence for teachers is stressed. I feel the book will be very useful."

--Jane Arnold (retired), Full Professor of Language Teaching Methodology, University of Seville, Spain.