1st Edition

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

Edited By Juan de Dios Martínez Agudo Copyright 2020
    306 Pages
    by Routledge

    306 Pages
    by Routledge

    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.

    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



    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.