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.
"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.
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
Chapter 2Raising Quality Through Critical Pedagogy in TESOL
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 4Sustainability of Quality in TESOL Education: A Strategic Perspective on 21st-Century Education Challenges
Ian Eyres and Clare Woodward
Chapter 5Quality 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 6Quality Outcomes Through Quality Process
Chapter 7 Quality in Language Learning: Strategy Instruction and Options for Autonomous Language Learning
Andrew D. Cohen
Chapter 8Quality of Teacher Talk in TESOL Classrooms: A Critical-Reflective Analysis of Discourse
Chapter 9Quality 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 11What Is the Best Method, If Any, in TESOL? What Is the Desired Quality in the Post-Method Era?
Chapter 12 Quality in TESOL Materials Design: Addressing Cultural Content in ELT Materials
Sophia Papaefthymiou-Lytra, Evangelia Karagianni and Anastasia Pouliou
Chapter 13Quality through Authenticity in TESOL: Critical Issues Facing Teacher Education
Chapter 14Quality 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?
Chapter 18Teacher 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
Chapter 24Evaluating 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
This series provides essential texts on teaching English as a second language and applied linguistics. It includes authored and edited volumes to be used as primary or supplementary texts in graduate-level and teacher training courses to enhance students’ and practicing teachers’ professional qualifications and knowledge. Each text is designed to promote the current and growing body of knowledge in applied linguistics and second language teaching, including advances in teacher education and the study of language.
Specifically, the series includes, but is not limited to, current uses of applied linguistics research in teaching a variety of second language skills, such as reading, writing, speaking and listening; materials and curriculum design; literacy; English for academic purposes; and research methods.
The texts also deal with broad domains of professional preparation related to socio-cultural perspectives and current issues/topics in teaching and learning a second language.
Books in the series benefit not only students, but experienced teachers, curriculum developers, teacher trainers, program administrators, and other second and foreign language professionals seeking to advance and update their knowledge and expertise.